(Lack of) Support for Prescriptive Statements in Teacher Education Textbooks

Autor:	Breana J. Sylvester Dacy, Christina M. Cestone, Priya K. Nihalani, Daniel H. Robinson
Rok vydání:	2010
Předmět:	Citation analysis Random assignment media_common.quotation_subject Intervention (counseling) Gold standard Mathematics education Quality (business) Psychology Intervention studies Causality Teacher education Education media_common
Zdroj:	The Journal of Educational Research. 104:1-6
ISSN:	1940-0675 0022-0671
DOI:	10.1080/00220670903382947
Popis:	The No Child Left Behind Act (2001) mandates determining what educational practices are demonstrated to be effective through rigorous scientific research. What types of evidence are recommended practices based on? The authors analyzed 304 citations accompanying prescriptive statements in 6 recent teacher education textbooks. Prescriptive statements implied that if teachers or students performed “A” practice, then “B” student outcome would be likely to occur. Citations were categorized as primary (qualitative, correlational/descriptive, intervention) or secondary (books, review articles, literature reviews, meta-analyses, or position papers) sources. A relatively small percentage (18) of sources were random assignment intervention studies, considered by some as the “gold standard,” whereas 64% came from secondary sources. The authors discuss the issue of whether teacher education textbooks offer evidence-based practice as well as future directions for research.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::7f89ae29debe5c8adecfdec6f8fac21f https://doi.org/10.1080/00220670903382947 Zobrazit plný text záznamu