Evidence-Based Education Policies: Transforming Educational Practice and Research

By R. Slavin. 2002

1,054 citations recorded by the source corpus.

Subfields: General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/8e6a96dca2192bddb613eaa7617c356457eb4539

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In General Agricultural and Biological Sciences

Citations in the corpus

Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners (2003, background): “Even when a control or comparison group can be found, it will require extensive incentives for the schools to participate when the research may not produce meaningful benefits for the control group (Slavin, 2002).”
Design research: A socially responsible approach to instructional technology research in higher education (2005, background): “LTHOUGH STILL CONTROVERSIAL (Maxwell, 2004; Olson, 2004), there is renewed enthusiasm for experimental research designs among some well-known educational researchers (Feuer, Towne, & Shavelson, 2002; Slavin 2002 ) of the kind described in this special issue by Ross, Morrison, and Lowther (2005).”
Research Design in Qualitative/Quantitative/Mixed Methods (2011, neutral): “The NRC’s position is generally supported by some (Feuer, Towne, & Shavelson, 2002; Slavin, 2002) and cautioned against or rejected by oth ers (Berliner, 2002; Erickson & Gutierrez, 2002; Olson, 2004; St.”
A Synthesis of Research on Language of Reading Instruction for English Language Learners (2004, background): “Of course, many would argue that randomized evaluations are needed on most important questions of educational practice (see, for example, Mosteller & Boruch, 2002; Slavin, 2003), but in bilingual education, this is especially crucial due to the many inherent problems of selection bias in this field.”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, background): “In addition, recently there has been considerable evolution in what the field educAtionAl reseArcher188 considers useful evidence of impact (e.g., Boruch & Mosteller, 2002; Shavelson & Towne, 2002; Slavin, 2002, 2004, 2008a).”
Head to head: a systematic review of the research evidence on mentoring new head teachers (2005, background): “…out in a systematic manner; should rely on the best available evidence to answer key questions of interest to policy makers and practitioners (cf. Slavin, 1986, 2002); and should be as explicit and transparent as possible, in order (for example) that they are open to scrutiny by other members of…”
Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts (2017, background): “…Clearinghouse in 2002 brought a new focus on conducting experimental evaluations, applying rigorous criteria to classify programs as evidence-based (Slavin, 2002; Whitehurst, 2012), and training a new generation of educational researchers to learn and develop methods to study the impacts of…”
Current Issues in Competence Modeling and Assessment (2008, background): “School policy and practice are moving toward evidence-based policy and practice (Slavin, 2002), where “evidence” often implies empirical assessments of competencies.”
Opportunity to Learn (2016, background): “…findings have been used by researchers and practitioners to identify specif ic instructional practices that contribute to student achievement (Slavin, 2002), including the achievement of specific subgroups such as students with disabilities (e.g., Gersten, Chard, Jayanthi, Baker, Morphy, &…”
Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “As many others have argued, teachers, those who train teachers, and researchers need a greater appreciation for experimentally supported instructional methods (e.g., Robinson et al. 2007; Slavin 2002).”
Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing (2012, neutral): “An inherent danger in the use of an RCT is its tendency to be regarded as the ‘gold standard’ of research (Slavin, 2002; Torgerson, et al., 2004), drawing on a medical model of research, and the widespread view that it can answer the question of ‘what works’ in education.”
Mentoring beginning teachers: What we know and what we don't (2009, background): “Our review of the evidence base on beginner teacher mentoring shares some features of both ‘systematic’ and ‘narrative’ reviews of literature (Gough & Elbourne, 2002; Oakley, 2003; Slavin, 1986, 2002) though it cannot be neatly characterised as belonging to either type.”
Policy capacity and evidence-based policy in the public service (2017, background): “The worlds of academia and policymaking have thus been described by some as ‘two communities’ (Caplan 1979; Dunn 1980; Slavin 2002), separated by ‘different and often conflicting values, different reward systems, and different languages’ (Caplan 1979, 459).”
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019, background): “Much of the literature advocating RCTs stresses the benefits of randomly assigning subjects to intervention and control groups in order to balance the other causal factors that might affect the outcome, other than the intervention (e.g., Borman, 2009; Connolly et al., 2017; Gorard et al., 2017; Shav”