Why more teachers should test research findings in the classroom
Written By: Author(s): Mike Jerstice
4 min read
The more teachers who engage in research, the more we can share good practice
Ben Goldacre, of ‘Bad Science’ fame (2013), was tasked by the government to examine the role of evidence in educational practice. Citing the success in using blind-tested research in medical practice, a good case is built for engaging in evidence-based teaching.
The scientific method promises rigorous analysis of any potential method; by employing test groups compared with controls, an effect can be seen and conclusions drawn. Causation can be predicted and proven through statistical comparison and rigorous data collection.
Whilst the call for evidence-based practice is compelling, the cynicism surrounding the apparent magic bullets lauded by psychologists seems equally well founded.
Evidence-based teaching: a divisive idea
Following this logic, through exposure to evidence from the latest educational research-based training, teachers should be able cherry pick the best methods, based upon research, without needing a background in interpreting statistics. Evidence-based pra
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This article was published in March 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Gardner, H (1999) Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books
- Goldacre, B (2013) Building evidence into education (accessed 07/2017).
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