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Randomised controlled trials and the interventionisation of education
Oxford Review of Education ( IF 2.159 ) Pub Date : 2020-12-10 , DOI: 10.1080/03054985.2020.1856060
Cathy Burnett 1 , Mike Coldwell 1
Affiliation  

ABSTRACT

Since the 1990s, there have been repeated calls for the systematic use of randomised controlled trials (RCTs) to inform educational decision-making. The advent of the Education Endowment Foundation (EEF) – described as England’s What Works Centre for Education – in 2011 has made this a reality in England: by 2020, over a third of English schools were involved in such trials. Despite much debate about the value and role of RCTs, less attention has been paid to one specific effect of such trials, a phenomenon we refer to as interventionisation. This article uses two examples, focused on language and literacy education and teacher professional development, to demonstrate how increased use of trials may work to ‘interventionise’ education through channelling the focus of innovation and development to tightly structured interventions and generating a series of narrowing effects. It argues that a broad view of research and a diversity of methodologies is needed not only to generate rich understandings of educational practice but to develop and sustain educational provision that is fit for a dynamic world and which responds to the challenges and opportunities presented in complex educational contexts.



中文翻译:

随机对照试验与教育干预

摘要

自 1990 年代以来,一再呼吁系统地使用随机对照试验 (RCT) 来为教育决策提供信息。2011 年教育捐赠基金会 (EEF) 的出现——被描述为英格兰的 What Works 教育中心——使这在英格兰成为现实:到 2020 年,超过三分之一的英国学校参与了此类试验。尽管关于 RCT 的价值和作用有很多争论,但很少有人关注此类试验的一个特定效果,我们将这种现象称为干预。本文使用两个例子,侧重于语言和读写教育和教师专业发展,展示更多地使用试验如何通过将创新和发展的重点引导到结构严密的干预措施并产生一系列缩小效应来“干预”教育。它认为,不仅要产生对教育实践的丰富理解,而且要发展和维持适合动态世界并应对复杂教育中出现的挑战和机遇的教育提供,需要广泛的研究视角和多样化的方法。上下文。

更新日期:2020-12-10
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