Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

What Is a Culture of Evidence? How Do You Get One? And . . . Should You Want One?


by Charles A. Peck & Morva A. McDonald — 2014

Background/Context: Contemporary state and national policy rhetoric reflects increased press for “evidence-based” decision making within programs of teacher education, including admonitions that programs develop a “culture of evidence” in making decisions regarding policy and practice. Recent case study reports suggest that evidence-based decision making in teacher education involves far more than access to data—including a complex interplay of motivational, technical, and organizational factors.

Purpose: In this paper we use a framework derived from Cultural Historical Activity Theory to describe changes in organizational practice within two teacher education programs as they began to use new sources of outcome data to make decisions about program design, curriculum and instruction.

Research Design: We use a retrospective case study approach, drawing on interviews, observations and documents collected in two university programs undergoing evidence-based renewal.

Conclusions: We argue for the value of a CHAT perspective as a tool for clarifying linkages between the highly abstract and rhetorically charged concept of a “culture of evidence” and concrete organizational practices in teacher education. We conclude that the meaning of a “culture of evidence” depends in large measure on the motivations underlying its development.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase What Is a Culture of Evidence? How Do You Get One? And . . . Should You Want One?
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Visitor
Choose this to join the mailing list or add an announcement.
$0
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 116 Number 3, 2014, p. -
http://www.tcrecord.org ID Number: 17359, Date Accessed: 3/26/2017 3:22:44 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Charles Peck
    University of Washington
    E-mail Author
    CHARLES A. PECK is a professor of special education and teacher education at the University of Washington. His research interests are policy implementation in teacher education and special education. His recent publications include the following articles: Peck, C., Gallucci, C., & Sloan, T. (2010). Negotiating implementation of high-stakes performance assessment policies in teacher education: From compliance to inquiry. Journal of Teacher Education, 61(5), 451–463. Peck, C., Gallucci, C., Sloan, T., & Lippincott, A. (2009) Organizational learning and program renewal in teacher education: A socio-cultural perspective on learning, innovation and change. , 16-25.
  • Morva McDonald
    University of Washington
    E-mail Author
    MORVA MCDONALD is an associate professor of teacher education at the University of Washington. Her research interests are organizational issues in teacher education. Her recent publications include the following articles: McDonald, M. (2011). Social justice teacher education and the case for enacting high leverage practices. Teacher Education & Practice, 23(4) (Special Issue: A Social Justice Imperative for Teacher Preparation and Practice). McDonald, M., Tyson, K., Brayko, K., Bowman, M., Delport, J., & Shimomura, F. (2010). Innovation and impact in teacher education: Community-based organizations as field placements for preservice teachers. Teachers College Record.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS