 Evidence in Practice: A Framing of the Terrainby James P. Spillane & David B. Miele - 2007 While much of the recent educational literature has been devoted to explaining how investigators can produce high quality, practical research evidence (e.g., Cook, 2002; Feuer, Towne, & Shavelson, 2002; Shavelson & Towne, 2002; Slavin, 2002; Towne, Wise, & Winters, 2005), little attention has been paid to how evidence can and should be used by teachers and school leaders. Our goal is not to review the empirical literature on teachers’ and school leaders’ use of evidence, but rather to identify the conceptual tools that frame our thinking about this work. Policymakers often work on the assumption that evidence-based practice should be a simple and straightforward process for school practitioners; that is, practitioners need only follow the guidance offered by evidence—typically equated with qualitative research findings and trends in student achievement data—when deciding what they should do and how they should do it. However, this belief is based on several questionable assumptions. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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