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Volume 4 Issue 1 | How Could Evidence-Based Reform Advance Education?

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How Could Evidence-Based Reform Advance Education? - Robert E. Slavin, Alan C. K. Cheung, Tengteng Zhuang (庄腾腾), 2021 (sagepub.com)


Article Information

Article first published online: January 27, 2021; Issue published: March 1, 2021

Received: March 16, 2020; Accepted: May 27, 2020


Author

Robert E. Slavin 

Johns Hopkins University 

Alan C. K. Cheung 

The Chinese University of Hong Kong 

Tengteng Zhuang (庄腾腾) 

Beijing Normal University


Abstract 

Purpose: This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK.

Design/Approach/Methods: The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform.

Findings: The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.

Originality/Value: This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of current evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.


Keywords 

Evidence-based reform in education, experiments, international comparisons, meta-analysis, research designs

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