Evidence-based Practice in Education: Functions of evidence and causal presuppositions (Routledge Research in Education)

Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP. Chapters concentrate on several fundamental issues ignored by current literature, including: <ul><ul>
<li>the character of the evidence that plays a central role in EBP in both practical reasoning and acting under uncertainty </li> <li>the notion of causality presupposed by discussion of the production of desired effects and played out in the basic structure of interventions</li> <li>a system-theoretical look at why interventions might not work.</li> </ul></ul>
By considering these key points, Kvernbekk articulates both the legitimate uses and the illegitimate, philosophically problematic misuses of EBP in educational thinking and practice. The book will be of key value for academics and postgraduate students in the fields of educational research and practice, philosophy of education and educational theory, especially those concerned with research methodology, professionalism, and discussions regarding evidence-based practice.

Education & Teaching

Kvernbekk, Tone

Schools & Teaching

Routledge

Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP. Chapters concentrate on several fundamental issues ignored by current literature, including: <div style="margin-left: 2em"> <ul> <li>the character of the evidence that plays a central role in EBP in both practical reasoning and acting under uncertainty</li> <li>the notion of causality presupposed by discussion of the production of desired effects and played out in the basic structure of interventions</li> <li>a system-theoretical look at why interventions might not work.</li> </ul> </div> By considering these key points, Kvernbekk articulates both the legitimate uses and the illegitimate, philosophically problematic misuses of EBP in educational thinking and practice. The book will be of key value for academics and postgraduate students in the fields of educational research and practice, philosophy of education and educational theory, especially those concerned with research methodology, professionalism, and discussions regarding evidence-based practice.

The Nature of Educational Theories (Routledge Research in Education)

This important book offers a meta-theoretical account of educational theories and how they work. It offers a classification scheme of distinct types of educational theory in which the account developed can inform the work of educational theorists and practitioners. 
Kvernbekk observes throughout how meta-theoretical knowledge of the structure of theory types will improve the understanding and representation of educational phenomena and enhance theorists’ and practitioners’ ability to change those phenomena for the better. She explains how philosophical accounts of scientific theories can help us understand the nature of educational theories by applying two influential but different theory conceptions – the Received View and the Semantic Conception – to the field of education. Kvernbekk argues that educational theories, like other scientific theories, are representational devices that allow us to understand, describe and explain phenomena, and, when desired, to change them. The classification scheme offered allows us to discriminate distinct types of educational theory: goal-directed, equivalence and interlevel theories. Examples of all three types are discussed, explaining their structure, what they sayabout the phenomena and howthey say it. The book also offers a critical overview of different conceptions of practice and different understandings of the theory–practice relationship. 
Encouraging a strong understanding of what theories say about the phenomena they represent, this book will be of interest to educational researchers and postgraduate students in the fields of philosophy of education, education theory and education policy, and to philosophers of science and philosophers working on ‘practical’ philosophical issues.

This important book offers a meta-theoretical account of educational theories and how they work. It offers a classification scheme of distinct types of educational theory in which the account developed can inform the work of educational theorists and practitioners. Kvernbekk observes throughout how meta-theoretical knowledge of the structure of theory types will improve the understanding and representation of educational phenomena and enhance theorists' and practitioners' ability to change those phenomena for the better. She explains how philosophical accounts of scientific theories can help us understand the nature of educational theories by applying two influential but different theory conceptions - the Received View and the Semantic Conception - to the field of education. Kvernbekk argues that educational theories, like other scientific theories, are representational devices that allow us to understand, describe and explain phenomena, and, when desired, to change them. The classification scheme offered allows us to discriminate distinct types of educational theory: goal-directed, equivalence and interlevel theories. Examples of all three types are discussed, explaining their structure, what they say about the phenomena and how they say it. The book also offers a critical overview of different conceptions of practice and different understandings of the theory-practice relationship. Encouraging a strong understanding of what theories say about the phenomena they represent, this book will be of interest to educational researchers and postgraduate students in the fields of philosophy of education, education theory and education policy, and to philosophers of science and philosophers working on 'practical' philosophical issues.

Armed conflict is an inescapable reality in the world today. Military institutions and their activities both in peacetime and in wartime are a fact of life in western democracies and will remain so for the foreseeable future. Preparation of the men and women who are sent by their governments to fight or keep the peace is a life and death matter for those charged with the education and training of the Armed Forces. The development of military pedagogies is an attempt to address and reconcile the principles of education and military necessity. The enduring requirement is for an operationally effective yet ethically acceptable military organisation that is accountable to the society that it serves and to global ethical standards. This book provides new perspectives on the role of education in the Armed Forces of a democratic state. The wide ranging perspectives offered reflect the contributors who are from diverse professional backgrounds including serving military officers, academics and educators employed in military academies as well as social scientists. This book is aimed at those interested in policy and practice although it also provides more theoretical analyses that will interest academics and the general public.

Military Pedagogies and Why They Matter (Educational Futures: Rethinking Theory and Practice - Scope, 25)

Engineering & Transportation

Peters, Michael A.

Simpson, Harold

Engineering

Brill Academic Pub

See the best price to sell, buy, or rent books by Kvernbekk, Tone. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Kvernbekk, Tone

See the best price to sell, buy, or rent books by Kvernbekk, Tone. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Evidence-based Practice in Education: Functions of evidence and causal presuppositions (Routledge Research in Education)

Evidence-based Practice in Education: Functions of evidence and causal presuppositions (Routledge Research in Education)

The Nature of Educational Theories (Routledge Research in Education)

The Nature of Educational Theories (Routledge Research in Education)

Military Pedagogies and Why They Matter (Educational Futures: Rethinking Theory and Practice - Scope, 25)