WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH

By G. Biesta. 2007

1,510 citations recorded by the source corpus.

Why ‘what works’ won’t work. Evidence-based practice and the democratic deficit of educational research

Subfields: Political Science and International Relations, Sociology and Political Science, Philosophy

View Paper: https://www.semanticscholar.org/paper/49a890e34c14bf3f95de9446861ff5db1c5eb803

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Citations in the corpus

Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019, background): “Still, readers will find that our arguments reflect and address some of the prevalent criticisms of EBE driving these debates—namely, the tendency to neglect the importance of context, of professional judgment, and of what teachers, students, and parents can contribute (Biesta, 2007; Smeyers & Depae”
Language and communication in mathematics education: an overview of research in the field (2014, background): “Moreover, the expectation that education research should be directly relevant to practitioners can put pressure on researchers to adopt certain research directions thus restricting the scope of educational decision making (Biesta 2007).”
What characterises a good practicum in teacher education? (2011, background): “Biesta (2007) points to the non-causal nature of educational interaction that makes it impossible to prepare future teachers fully for all the challenges they will meet during their careers.”
Investigating learning in physical education—a transactional approach (2011, background): “Biesta (2007) holds that learning does not occur in our transactions per se, but rather that we change as a result of our actions: We learn because we do and subsequently undergo the consequences of our doings.”
The issue of quality in qualitative research (2007, background): “For accounts of the history of these challenges to educational research, in the UK and the USA, see, for example, Hammersley (2002) and Biesta (2007), pp. 1–5.”
Policy capacity and evidence-based policy in the public service (2017, background): “…line of reasoning to an extreme, arguing that supporters of evidence-based policy are actually advocating the use of technical methods to suppress alternative points of view in order to maintain the ideological paradigms of the dominant status quo (Biesta 2007; Neylan 2008, 12; Packwood 2002, 267).”
Combining the best of two worlds: a conceptual proposal for evidence-informed school improvement (2017, background): “It represents a move, as with DBDM, from the idea that teaching can be based on research evidence (e.g. see Biesta 2007; Saunders 2015), to the realisation that it is perhaps more realistic, relevant, and effective to consider a situation where teaching practice is informed by research evidence.…”
Learning Analytics (2013, background): “We agree with Biesta (2007) that evidence-based education seems to favor a technocratic model in which it is assumed that the only relevant research questions are about the effectiveness of educational means and techniques, forgetting, among other things, that what counts as “effective” crucially…”
Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning (2015, background): “Biesta (2007) has referred to this technical rationalist priority in current education discourse and practice, and has attempted to separate means-ends discourses from the moral imperative of schooling, which ought to be to focus on what is educationally desirable.”
The importance of studying the implementation of interventions in school settings (2012, background): “works’ in education (Biesta, 2007) and it may be argued that there is limited utility in an ‘evidence-base’ that does not take account of the context of implementa-”
Informal music learning, improvisation and teacher education (2010, background): “…is situated in a presentational epistemology, that is, in an epistemology that does not regard knowledge as ‘an accurate representation of a pre-existing reality’ (Biesta & Osberg, 2007, p. 16) but emphasises the situatedness of knowledge construction as a form of creative socio-cultural praxis.”
The future of teacher education: Evidence, competence or wisdom? (2012, background): “This is a big and complicated discussion (for more detail see Biesta, 2007; 2010b; in Swedish Biesta, 2011b; in German Biesta, 2010c), so let me try to capture the main issue here, which is the idea that rather than for education to rely on the judgement 8.”
Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing (2012, neutral): “Caution is needed in implying “a causal model of professional action” (Biesta 2007, 7) which suggests that mandated action will be implemented in practice and will result in similar outcomes for all.”
Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, background): “(Hilltown PE, interview) The concept of ‘peer sanctions’ sensitised the teachers to possibilities, prompting them to see problems which they did not see previously (Biesta 2007).”