Evidence-based Education: Why it is a Problematic Platform for Educational Research to Participate in Education Policymaking

DOI

10.2991/assehr.k.211220.362How to use a DOI?

Keywords

evidence-based education; professional judgement; education policymaking; experimental designs

Abstract

This paper argues that the current evidence-based movement in education should move towards a knowledge-based direction. The discussions cover why the existing movement has privileged educational research that adopts experimental designs, how research participates in education policymaking and what problems it raises. Experimental evidence on educational programs and interventions is not a panacea, nor does it offer a cookbook that policymakers can uncritically follow. Diversity in educational research is necessary for educational research to inform and improve school policies in a healthy manner.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Yunfei Ma
PY  - 2021
DA  - 2021/12/24
TI  - Evidence-based Education: Why it is a Problematic Platform for Educational Research to Participate in Education Policymaking
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 2103
EP  - 2107
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.362
DO  - 10.2991/assehr.k.211220.362
ID  - Ma2021
ER  -