Article contents
Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching
Published online by Cambridge University Press: 26 February 2016
Abstract
In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.
- Type
- Editorial Article
- Information
- Australasian Journal of Special Education , Volume 32 , Issue 1: A Scientific Approach to Special Education , April 2008 , pp. 5 - 21
- Copyright
- Copyright © The Australian Association of Special Education 2008
References
- 1
- Cited by