Evidence quality and relevance in educational research Framed

Evidence, quality and relevance in educational research Framed and related to the STEAM project

Robert Slavin: • Educational research are in the same position as medical research was 100 years ago – the ultimate possibilities lies in the evidence-based orientation (Keynote lecture at ECER 2007, Gent)

The need for quality in educational research • We’ll have to realize that the strong claim for evidence-based research has causes – and not all of them are outside the educational research community as such

Evidence-based research as the solution? • All research should be evidence-based – at least in a broader sense – shouldn’t it? • The problem of a narrow concept – deriving from medicine • The main problem is perhaps though the leap from claiming that educational research could support a solid ground for evidence-based practice

What’s the difference between medicine and education? • To be a student is not synonymous with having a disease • To teach is neither a healing cure • Learning is perhaps better defined by the students active participation in meaning-making

The underpinning learning idea of IBST • An open conception • Supporting the meaning-making process of students • I would therefore claim that the claim from the EC call about ”proven to be effective and efficaous” in a paradoxical way is in conflict with the learning idea of IBST

Challenges entering the ECsystem • Policy-driven processes • One must have a pragmatic approach • By participating there is also a possibility of having influence on how this whole picture is being mapped and defined • EC is not a unanimous voice, there is a variety of voices, tensions and more or less overt conflicts • Our responsibility is to support the ”good forces” by participating

Double-loop learning processes • Indicators are not only a tool in the hands of researchers • They should also be used to enhance teachers ability to resist and ability to put their stories in place • From this it is possible of speaking of a learning community and learning flow, that is moving in both directions

Sustainable development and change • If teachers are not to be victims of the global winds of pedagogical fashion, they have to produce tools for resistance that at the same time could contribute to needed development

Some philosophical hints • • Arendt on judgment Buber on building character Derrida on the need for hesitation Løgstrup on the need for trust in every educational relationship = shows us the philosophical grounds for the problematic with evidence-based practice

What, why, whom and how • Teachers should be encouraged to enter in the situation of their classrooms • The threat from the notion of evidence-based practice is that it makes promises that are unlikely to be fulfilled and at the same time draws teachers’ attention away from the real situation • On the other hand indicators as part of an ongoing reflecting process involving teachers could be at the same time tools for resistance and tools for development

Further contact • www. ntnu. no/s-team geir. karlsen@plu. ntnu. no graypb@gmail. com