| Autor: |
Sturgell, Adelle K., Van Norman, Ethan R. |
| Předmět: |
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| Zdroj: |
Journal of Applied School Psychology; Oct2023, Vol. 39 Issue 4, p375-396, 22p |
| Abstrakt: |
Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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