Abstract
Over the past two decades, educational policymakers in many countries have favored evidence-based educational programs and interventions. However, evidence-based education (EBE) has met with growing resistance from educational researchers. This article analyzes the objections against EBE and its preference for randomized controlled trials (RCTs). We conclude that the objections call for adjustments but do not justify abandoning EBE. Three future directions could make education more evidence-based whilst taking the objections against EBE into account: (1) study local factors, mechanisms, and implementation fidelity in RCTs, (2) utilize and improve the available longitudinal performance data, and (3) use integrated interventions and outcome measures.
| Original language | English |
|---|---|
| Article number | 941410 |
| Pages (from-to) | 1-9 |
| Number of pages | 9 |
| Journal | Frontiers in Education |
| Volume | 7 |
| DOIs | |
| Publication status | Published - 26 Aug 2022 |
Bibliographical note
Funding Information:We wish to thank the two reviewers, Erik van Schooten, Ellen Klatter, Michaéla Schippers, Hannah Bijlsma, and Esther van Dijk for their helpful feedback.
Publisher Copyright:
Copyright © 2022 Dekker and Meeter.
Funding
We wish to thank the two reviewers, Erik van Schooten, Ellen Klatter, Michaéla Schippers, Hannah Bijlsma, and Esther van Dijk for their helpful feedback.
Keywords
- context-centered research
- evidence-based education
- evidence-based policy
- evidence-informed education
- implementation science
- randomized controlled trial
