evidence-based practices

The problem with using scientific evidence in education (why teachers should stop trying to be more like doctors)

By Lucinda McKnight and Andy Morgan

For teachers to be like doctors, and base practice on more “scientific” research, might seem like a good idea. But medical doctors are already questioning the narrow reliance in medicine on randomised controlled trials that Australia seems intent on implementing in education. In randomised controlled trials of new drugs, researchers get two groups of comparable

What’s good ‘evidence-based’ practice for classrooms? We asked the teachers, here’s what they said

By Nicole Mockler and Meghan Stacey

Calls for Australian schools and teachers to engage in ‘evidence-based practice’ have become increasingly loud over the past decade. Like ‘quality’, it’s hard to argue against evidence or the use of evidence in education, but also like ‘quality’, the devil’s in the detail: much depends on what we mean by ‘evidence’, what counts as ‘evidence’,

QandA:‘what works’ in ed with Bob Lingard, Jessica Gerrard, Adrian Piccoli, Rob Randall,Glenn Savage (chair)

By Glenn Savage

See the full video here Evidence, expertise and influence are increasingly contested in the making of Australian schooling policy. More than ever, policy makers, researchers and practitioners are being asked to defend the evidence they use, justify why the voices of some experts are given preference over others, and be critically aware of the networks

Here’s what is going wrong with ‘evidence-based’ policies and practices in schools in Australia

By James Ladwig

An academic‘s job is, quite often, to name what others might not see. Scholars of school reform in