Evidence-Driven Policy and Practice in Education
For several decades, calls have been made by a variety of researchers and practitioners for basing decisions in educational policy and practice in evidence rather than on more traditional and common approaches grounded in personal political ideology or pe
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The Best Available Evidence Decision Making for Educational Improvement
Edited by Paul Newton and David Burgess University of Saskatchewan, Canada
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-436-7 (paperback) ISBN: 978-94-6300-437-4 (hardback) ISBN: 978-94-6300-438-1 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Chapter 3 was originally published as Newton, P. M., & Burgess, D. (2008). Exploring types of educational action research: Implications for research validity. International Journal of Qualitative Methods, 7(4), 19–30. Reprinted with permission.
Printed on acid-free paper
All Rights Reserved © 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Table of Contents
Preface
vii
Acknowledgements
xi
1.
Evidence-Driven Policy and Practice in Education: Issues of Veracity in Quantitatively Based Research José Da Costa
2.
Issues with Evidence in Constructivist/Interpretivist Educational Research Bonnie Stelmach
19
3.
Exploring Types of Educational Action Research: Implications for Research Validity Paul Newton and David Burgess
33
4.
Narrative, Insight, and Effective Decision Making in Education Derek Stovin
5.
Values, Virtues, and Human Capabilities: A Positive Perspective on Educational Improvement Sabre Cherkowski and Keith Walker
63
6.
The Cartography of Success: Mapping the Education Data Terrain toward Ethical Practice for Continuous Improvement Scott Tunison
81
7.
Learning Organisations and Their Relationship to Educational Improvement Pamela Timanson and José Da Costa
99
8.
The Assessment Imperative: Evidence-Based Decision Making in Student Affairs Vicki Squires
9.
Change and Improvement in Post-Secondary Education Robin Mueller
10. Decision Making and Problems of Evidence for Emerging Educational Technologies Erika E. Smith and Richard Hayman
v
1
47
113 129
147
Table of Contents
Epilogue: Evidence and the Research-Practice Gap in Education Paul Newton and David Burgess
167
About the Contributors
175
Index179
vi
PREFACE
This volume is born from a landscape where educational improvement efforts are being directed by calls for evidence—evidence that is commonly presented as nonproblematic and representative of a unitary corpus of “what we know.” Throughout this book, we characterize three broadly conceived classes of knowledge and evidentiary claims within contemporary educational improvement discourse: (a) explanatory—primarily quantitative approaches; (b) interpretive/constructivist— primarily qualitative approaches; and (c) practitioner-driven—primaril
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