Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

Carter, Mark; Wheldall, Kevin

doi:10.1080/10300110701845920

Cited by 23 publications

(5 citation statements)

References 25 publications

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“…Aside from learner and programme characteristics, instructional factors may also contribute to responsiveness to intervention. Under research conditions, tuition is likely to be carefully implemented, supervised and monitored; however such circumstances are not the norm in everyday school situations and this can have consequences for learning outcomes (Carter & Wheldall, 2008). We discuss here one example of successful implementation that took forward Hatcher et al's R + P intervention into a field trial led by North Yorkshire Local Authority.…”

Section: Methodsmentioning

confidence: 99%

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle

Snowling

Hulme

2011

British Journal of Educational Psychology

210

172

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BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word meanings) and grammar (knowledge of morphology and syntax). AIMS. We review evidence concerning the nature, causes of, and treatments for children's reading difficulties. We argue that any well-founded educational intervention must be based on a sound theory of the causes of a particular form of learning difficulty, which in turn must be based on an understanding of how a given skill is learned by typically developing children. Such theoretically motivated interventions should in turn be evaluated in randomized controlled trials (RCTs) to establish whether they are effective, and for whom. RESULTS. There is now considerable evidence showing that phonologically based interventions are effective in ameliorating children's word level decoding difficulties, and a smaller evidence base showing that reading and oral language (OL) comprehension difficulties can be ameliorated by suitable interventions to boost vocabulary and broader OL skills. CONCLUSIONS. The process of developing theories about the origins of children's educational difficulties and evaluating theoretically motivated treatments in RCTs, produces a 'virtuous circle' whereby theory informs practice, and the evaluation of effective interventions in turn feeds back to inform and refine theories about the nature and causes of children's reading and language difficulties.

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Section: Methodsmentioning

confidence: 99%

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle

Snowling

Hulme

2011

British Journal of Educational Psychology

210

172

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“…Such designs, however, are relatively rare in educationrelated areas (Carter and Wheldall 2008) for a variety of reasons and clinicians must often look to a second line of evidence to inform decision-making. Single subject quasiexperimental designs employ repeated measures of the dependent variable over time with a single or small number of participants.…”

Section: Introductionmentioning

confidence: 98%

“…The randomized control trial (RCT) is recognized as providing the gold standard for evaluating clinical interventions in areas such as medicine and education (Evidence-Based Medicine Working Group 1992;What Works Clearinghouse 2006) and ideally evaluations would be limited to such evidence (Carter and Wheldall 2008). Such designs, however, are relatively rare in educationrelated areas (Carter and Wheldall 2008) for a variety of reasons and clinicians must often look to a second line of evidence to inform decision-making.…”

Section: Introductionmentioning

confidence: 98%

A Review of the Efficacy of the Picture Exchange Communication System Intervention

Preston

Carter

2009

J Autism Dev Disord

Self Cite

165

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The Picture Exchange Communication System (PECS) is a communication program that has become widely used, especially with children with autism. This paper reports the results of a review of the empirical literature on PECS. A descriptive review is provided of the 27 studies identified, which included randomized controlled trials (RCTs), other group designs and single subject studies. For 10 appropriate single subject designs the percentage of nonoverlapping data (PND) and percentage exceeding median (PEM) metrics were examined. While there are few RCTs, on balance, available research provides preliminary evidence that PECS is readily learned by most participants and provides a means of communication for individuals with little or no functional speech. Very limited data suggest some positive effect on both social-communicative and challenging behaviors, while effects on speech development remain unclear. Directions for future research are discussed including the priority need for further well-conducted RCTs.

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“…Teachers are not known for readily adopting changes, even in response to significant evidence (Carnine, 2000, p. 2;Lindsley, 1992, p. 21;Snider & Schumitsch, 2006, p. 17). Carter and Wheldall (2008) contend that while small aspects of change may occur, we are unlikely to see major change happen in a short period of time: it will require a more measured phase of correction, with these smaller changes accumulating over time (p. 8). Perhaps the units of change required to adopt evidence-based practices such as DI would be more manageable if there was a closer match up between their underlying principles and the philosophical values of teachers.…”

Section: Moving Forwardmentioning

confidence: 96%

Why is there so much resistance to Direct Instruction?

McMullen

Madelaine

2014

Australian Journal of Learning Difficulties

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Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

Cited by 23 publications

References 25 publications

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle

A Review of the Efficacy of the Picture Exchange Communication System Intervention

Why is there so much resistance to Direct Instruction?

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