Evidence-based reform in education

Abstract

This article proposes an approach to education reform in which government encourages schools to use programs and practices proven to be effective in rigorous evaluations. In this system, teachers and school leaders would be able to select among a variety of proven methods, and could receive funds to help them adopt and implement these programs. Government would help build up a set of proven programs for all grade levels and many subjects, and would provide support to help schools choose and implement proven programs, but schools would have freedom to choose whatever works for their students. This policy, it is argued, would promote innovation and reform without top-down mandates, building knowledge as it increases effective teaching and improved outcomes for students.

Measuring the Impact of Emerging Technologies in Education: A Pragmatic Approach

“…Similarly, in the USA, 2015 Every Student Succeeds Act encourages the use of an educational practice that meets evidence standards from experimental or quasi-experimental evaluation studies. Fundamentally, these initiatives point out that educational policies and practice should be chosen based on evidence on their effectiveness (Slavin, 2017).…”

“…Secondly, there has been a tendency in recent educational research to move towards experimental research designs that aim to generate evidence to inform teaching practice while undervaluing other types of research approaches (see for instance Slavin, 2017). This movement towards positivist research methodologies in education has led to heated debate over the last few years about the way in which evidence in education is perceived, and the relationship between research and practice in educational research (de Bruin, 2015), with much discussion focusing on how to generate a positive relationship between educational research and teaching knowledge and practice (Pampaka, Williams, & Homer, 2016).…”

Proposing an Affective Literacy Framework for Young Learners of English in Malaysian Rural Areas: Its Key Dimensions and Challenges

“…Over the years, education has gone through a massive transformation, especially in relation to the orientation to teaching and learning, specifically moving from exam-oriented to learner-centered approaches (Blaylock et al, 2016;Slavin, 2010;Zembylas, 2005;2007). Since the turn of the millineum, this transformation has also begun to take place in Malaysia (Aziz, 2004;World Bank, 2010) as stipulated in the Malaysian Education Blueprint 2013-2025 (Ministry of Education, Malaysia, 2013).…”

“…Students' lack of proficiency in the English language seems to be the main reason for uninspired teaching approaches, especially in rural areas, and particularly in primary schools (Cohen, 2001;Deiro, 2005;Farver, Lonigan & Eppe, 2009). However, mechanical and monotonous approaches to learning, which frequently result in repetition and drills devoid of fun, can be detrimental to pupils' future motivation to learn the language as they are unsuitable for their developmental stage as young learners (Hamre & Pianta, 2007;Kennedy et al, 2012;Slavin, 2010).…”

Learning styles and the human brain: what does the evidence tell us?

“…Although one of the main of goals of the research community in Education, is the discovery of valid ideas supported by convincing evidence (Slavin, 2017, Waterhouse, 2006, in this area, differentiating between myth and reality has always been difficult (Bloom, 1972). As a result, the adoption of educational programs and practices, has been based on ideological and political reasons, as well as by novelty and commercialization, rather than on sound scientific evidence (Harris, 2018;Kirschner & van Merriënboer, 2013;Slavin, 2008).…”