For whom does “what works” work? The political economy of evidence-based education

ABSTRACT

What role does scientific evidence play in educational practice? Supporters of evidence-based education (EBE) see it as a powerful way of improving the quality of public services which is readily applicable to the education sector. Academic scholarship, however, points out important limits to this applicability. I offer an account inspired by Tullock’s theory of bureaucracy that helps explain EBE’s influence despite these limits. Recent configurations of EBE are an imperfect solution to 2 imperatives where policymakers are at an informational disadvantage: (a) guiding professionals working in the field and (b) evaluating evidence from academic researchers. EBE, especially in the form of RCTs and systematic reviews, offers a way of filtering a complex range of research to produce a determinate result that is transparent to policymakers. However, this impression of research transparency is misleading as it omits theoretical background that is critical for successfully interpreting the results of particular interventions. This comes at a cost of relevance to the frontline professionals whom this research evidence is supposed to inform and help.     

Online problem-based and enquiry-based learning in the training of educational psychologists

Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/EBL in the training and continuing professional development of educational psychologists.     

Effects of childhood setting and interaction with nature on academic performance in introductory college-level courses in the environmental sciences

This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice.