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Evidence-based Practice in Education


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Table of Contents


Chapter 1. Introduction: evidence and practice.
Gary Thomas

Part 1. What is evidence-based practice?

Chapter 2. Systematic reviews and the Campbell Collaboration.
Philip Davies

Chapter 3. Developing evidence-informed policy and practice.
Judy Sebba

Chapter 4. Systematic research synthesis.
David Gough

Part 2. Evidence-based practice in practice

Section a: in education

Chapter 5. Between Scylla and Charybdis: the experience of undertaking a systematic review in Education.
Richard Andrews

Chapter 6. Teachers using evidence: using what we know about teaching and learning to reconceptualise evidence-based practice.
Philippa Cordingley

Section b: in medicine and allied fields

Chapter 7. Practice-Based Evidence.
Michael Eraut

Chapter 8. Reflections from medical practice. Balancing evidence-based practice with practice-based evidence.
Ed Peile

Section c: problems in practice

Chapter 9. Educational research, philosophical orthodoxy, and unfulfilled promises: the quandary of traditional research in U.S. special education.
Deborah J. Gallagher

Part 3. Questions

Chapter 10. Some questions about evidence-based practice in education.
Martyn Hammersley

Chapter 11. The relationship between research, policy and practice.
Phil Hodkinson, and John K. Smith

Chapter 12. Evidence-based practice, action research, and the professional development of teachers.
John Elliott

Chapter 13. Using action research to generate knowledge about educational practice.
Harry Torrance

Chapter 14. Conclusion: Evidence-based Policy and Practice.
Richard Pring


About the Author

Gary Thomas took up the post of chair in education at Birmingham in 2005. Before university teaching, he worked as a teacher and as an educational psychologist. In higher education at the University of Leeds, at Oxford Brookes University, UWE and University College London his teaching and research have focused on inclusion, special education, and research methodology in education. He has received awards from the ESRC, the Nuffield Foundation, the Leverhulme Trust, the DfES, Barnardos, the Cadmean Trust, local authorities and a range of other organisations. Most of his funded research has been on inclusive or special education, though his Leverhulme Research Fellowship was awarded to examine the role of theory in education. He currently leads an ESRC thematic seminar competition in the Teaching and Learning Research Programme on the assessment of quality in educational research. He is the founding co-editor of a Taylor & Francis Carfax journal, the International Journal of Research and Method in Education and he is an editorial board member of the British Educational Research Journal.

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