Within education there are two broadly competing educational philosophies—traditional and progressive (Snider, 2006). Traditional education emphasises the need for students to progress through the curriculum in specific steps for each curriculum area, by achieving mastery of each preceding step, before progression on to the next; whilst, in contrast, progressive education promotes methods that are intended to foster children’s innate interest in learning; although this latter type of education relies on children progressing only as rapidly as they would learn on their own without any direct intervention (Fredrick, Deltz, Bryceland, & Hummel, 2002).
In order to develop and provide effective educational practices it is essential that education follow evidenced-based practice and practice-based evidence approaches. The former refers to the use of well-controlled scientific research in determining what has been shown to work. The latter refers to methods of monitoring practice that clearly demonstrates that practice is having the desired effects that were expected from the research evidence (i.e., in the case of education, is effective educational practice). Continue reading Intro Part 2: Evidence-based Practice & Practice-based evidence
According to some educationalists, children have the right to an effective education (Barrett et al., 1991) and parents have the right to expect the best education for their children. Children therefore need to be provided from their early life with the best education possible through the best teaching methods available.
For this to happen methods of education must be based on sound, scientific evidence (Carnine, 2000; Kozloff, 2005). Furthermore, teaching practices must follow research proven methods that are based on evidence-based practice and validated and refined through practice-based evidence (Brusling, 2005; Carnine, 2000). Whatever the political debates about whether effective educational practices are regarded as civil rights, clearly there is little argument over whether educational practices should be as effective as possible given the current level of investment and resources within a society. But wait, there’s more!
“You never make an error. You were doing what the laws of behavior are predicting you would do under those contingencies. An error is a faulty contingency; it is not something in you.” – (Julie Vargas 12/7/12. Invited Address: IPTC 2012) Interestingly, at the recent Teaching & Learning Conference we held here at Bangor, I heard the keynote from Steve Wheeler. He gave an interesting account of the word FAIL. He compared it to:
Tremendous way to look at learning, especially for children:-)