For whom does “what works” work? The political economy of evidence-based education     

Nick Cowen 《Educational Research and Evaluation》2019,25(1-2):81-98

ABSTRACT

What role does scientific evidence play in educational practice? Supporters of evidence-based education (EBE) see it as a powerful way of improving the quality of public services which is readily applicable to the education sector. Academic scholarship, however, points out important limits to this applicability. I offer an account inspired by Tullock’s theory of bureaucracy that helps explain EBE’s influence despite these limits. Recent configurations of EBE are an imperfect solution to 2 imperatives where policymakers are at an informational disadvantage: (a) guiding professionals working in the field and (b) evaluating evidence from academic researchers. EBE, especially in the form of RCTs and systematic reviews, offers a way of filtering a complex range of research to produce a determinate result that is transparent to policymakers. However, this impression of research transparency is misleading as it omits theoretical background that is critical for successfully interpreting the results of particular interventions. This comes at a cost of relevance to the frontline professionals whom this research evidence is supposed to inform and help.  相似文献   

Editorial          下载免费PDF全文

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):3-4

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Editorial: Where to publish,what to publish     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):531-532

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Editorial     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):3-4

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Editorial: Learning technology—redefining the field     

Nick Rushby 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):835-836

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Online problem-based and enquiry-based learning in the training of educational psychologists     

Nick Bozic  Huw Williams 《Educational Psychology in Practice》2011,27(4):353-364

Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/EBL in the training and continuing professional development of educational psychologists.  相似文献   

Effects of childhood setting and interaction with nature on academic performance in introductory college-level courses in the environmental sciences     

Melanie A. Spero  Nick J. Balster  Alex W. Bajcz 《Environmental Education Research》2019,25(3):422-442

This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice.  相似文献   

Varsity athletes have lower 2D:4D ratios than other university students     

Giffin NA  Kennedy RM  Jones ME  Barber CA 《Journal of sports sciences》2012,30(2):135-138

The second to fourth digit ratio (2D:4D) is a sexually dimorphic trait with lower finger ratios considered more masculine. These digit ratios are believed to reflect the prenatal hormonal environment with higher exposure to androgens in utero leading to more masculine digit ratios. The 2D:4D ratio has been negatively correlated with many factors, including aggression, physical fitness, and athleticism. We compared 2D:4D finger ratios of (1) male and female varsity athletes (n = 99) versus male and female student non-athletes (n = 122), and (2) males (n = 104) versus females (n = 117). Our results confirmed that both male (mean ± s(x) : 0.97 ± 0.004) and female (0.98 ± 0.005) varsity athletes had significantly lower ratios than their non-varsity peers (males: 0.99 ± 0.004; females: 1.00 ± 0.006), and that male athletes had significantly lower 2D:4D ratios than female athletes. Overall, males had significantly lower 2D:4D ratios than females (0.98 ± 0.003 vs. 0.99 ± 0.004). A smaller 2D:4D ratio appears to be consistent with participation in varsity sports among both males and females.  相似文献   

What hampers innovation? Revealed barriers versus deterring barriers   总被引：1，自引：0，他引：1  

Pablo D’Este  Simona Iammarino  Maria Savona  Nick von Tunzelmann 《Research Policy》2012,41(2):482-488

Innovating firms are likely to face several challenges and experience different types of barriers. In this paper we argue that it is necessary to distinguish between two kinds of barriers to innovation. The first corresponds to what we describe as revealed barriers and reflects the degree of difficulty of the innovation process and the learning experience consequent on the firm engaging in innovation activity. The second type of impediment, which we label deterring barriers, encompasses the obstacles that prevent firms from committing to innovation. We use data from the 4th UK Community Innovation Survey (CIS4) to investigate the relationship between firms’ engagement in innovation and their assessment of the barriers to innovation. We show that the relationship is curvilinear in the case of costs and market barriers. These results have important implications for innovation policy and innovation management.  相似文献   

The Great Exhibition of 1851: the struggle to describe the indescribable     

Fisher N 《Endeavour》2012,36(1):6-13

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