Volume 4, Issue 2

Evidence-based policy and practice, Winter 2012

The best argument for emphasizing research in educational policy and practice is what happens when evidence plays no role: practice and policy swing like a pendulum from one enthusiasm to the opposite, and then back again, but no progress is made.The solution to the pendulum problem is to have a wide array of research going on at all times to create and evaluate promising solutions to longstanding problems, including teaching methods as well as policy options. In this issue we have a wide array of articles looking at how to get the most from evidence in both policy and practice.

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Page Title Author
4–5 In search of feasible fidelity David Andrews
6–7 Before choosing, ask three questions Steve Fleischman
8–9 Reducing barriers to learning with Communities That Care J. David Hawkins, Margaret Kuklinski, and Abigail Fagan
10–11 Championing what works Lee Elliot Major
12–13 Building on what works: Improving children’s futures Jessica Ripper and Abel Ortiz
14–15 Improving social-emotional learning Mary Sheard and Steven Ross
16–17 Why evaluation is important Louise Tracey
18–19 Improving achievement across a whole district with peer tutoring Allen Thurston and colleagues
20–21 Are evidence-based programs worth the investment? Louise Morpeth and Michael Little
22–23 Economic disaster and the rising role of evidence Lauren Gibbs
24–25 Evidence in the news
26–27 Latest research

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