Evidence Use in Argument Writing Based on Multiple Texts

2020 ◽  
Author(s):  
Hongcui Du ◽  
Alexandra List
Keyword(s):  
Evidence Use ◽  
Argument Writing ◽  
Multiple Texts

Reading and Reasoning: Fostering Comprehension Across Multiple Texts

2013 ◽  
pp. 1-10 ◽  
Author(s):  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Multiple Texts

scholarly journals Evidence use as sociomaterial practice? A qualitative study of decision-making on introducing service innovations in health care

2021 ◽  
pp. 1-25
Author(s):  
Simon Turner ◽  
Danielle D´Lima ◽  
Jessica Sheringham ◽  
Nick Swart ◽  
Emma Hudson ◽  
...  
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Qualitative Study ◽  
Evidence Use

Of numbers, narratives and challenges: Data as evidence in 21st century policy-making

2020 ◽  
Vol 36 (4) ◽  
pp. 1043-1055
Author(s):  
Gaby Umbach
Keyword(s):  
21St Century ◽  
Policy Making ◽  
Evidence Use ◽  
The Third ◽  
Use Of Data ◽  
Science Advice ◽  
Governance Tools ◽  
The Impact

This article1 offers reflections on the use of data as evidence in 21st century policy-making. It discusses the concept of evidence-informed policy-making (EIPM) as well as the governance and knowledge effects of data as evidence. With this focus, it interlinks the analysis of statistics and politics. The paper first introduces the concept of EIPM and the impact of evidence use. Here it focusses on science and knowledge as resources in policy-making, on the institutionalisation of science advice and on the translation of information and knowledge into evidence. The second part of the article reflects on data as evidence. This part concentrates on abstract and concrete functions of data as governance tools in policy-making, on data as a robust form of evidence and on the effects of data on knowledge and governance. The third part highlights challenges for data as evidence in policy-making, among them, politicisation, transparency, and diversity as well as objectivity and contestation. Finally, the last part draws conclusions on the production and use of data as evidence in EIPM. Throughout the second part of the reflections, reference is made to Walter Radermacher’s 2019 matrix of actors and activities related to data, facts, and policy published in this journal.

Contextual factors that affect adolescents' detection of and memory for conflicts across multiple texts

2021 ◽  
Author(s):  
Jason L. G. Braasch ◽  
Samantha C. Killion ◽  
Ivar Bråten
Keyword(s):  
Contextual Factors ◽  
Multiple Texts

A Study on the aspect of paragraph implementation in explanation and argument writing

2018 ◽  
Vol 62 ◽  
pp. 79-106
Author(s):  
Jong-Hoon Suh
Keyword(s):  
Argument Writing

scholarly journals Measuring strategic processing when students read multiple texts

2011 ◽  
Vol 6 (2) ◽  
pp. 111-130 ◽  
Author(s):  
Ivar Bråten ◽  
Helge I. Strømsø
Keyword(s):  
Strategic Processing ◽  
Multiple Texts

scholarly journals Un-rational behaviour? What causes discrepancies between teachers’ attitudes towards evidence use and actual instances of evidence use in schools?

2016 ◽  
Vol 54 (4) ◽  
pp. 469-491 ◽  
Author(s):  
Chris Brown ◽  
Dell Zhang
Keyword(s):  
Teaching And Learning ◽  
School Leaders ◽  
School Systems ◽  
Evidence Use ◽  
High Stakes ◽  
Content Type ◽  
Analyse Data ◽  
Learning Conversations ◽  
Teachers Attitudes ◽  
Rational Behaviour

Purpose – Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: “if EIP is rational behavior, why are not all teachers engaged in it?”, the authors examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. The authors then assess what factors prevent teachers/schools from engaging in EIP. Design/methodology/approach – To examine beliefs, instances of, and barriers to evidence use, the authors employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools. Findings – The findings suggest that, should they wish to increase EIP within their schools, school leaders need to: first, promote the vision for evidence-use (i.e. actively encourage its use); second, illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and third, establish effective learning environments, in which learning conversations around the use of evidence, can flourish. Originality/value – Using a new, innovative model of rationality, the authors conclude that despite the focus on EIP in many school systems world-wide, evidence use will never be meaningfully realized unless school leaders prioritize EIP as a school commitment. Simultaneously, given the high-stakes accountability environments facing many school systems it is unlikely that prioritization of EIP will occur until EIP forms part of any education system’s accountability regime.

scholarly journals Implementation of PROMETHEUS 4‐step approach for evidence use in EFSA scientific assessments: benefits, issues, needs and solutions

2018 ◽  
Vol 15 (4) ◽  
Author(s):  
◽  
Elisa Aiassa ◽  
Laura Martino ◽  
Fulvio Barizzone ◽  
Laura Ciccolallo ◽  
...  
Keyword(s):  
Evidence Use

scholarly journals Re-imagining Research: A Bold Call, but Bold Enough? Comment on "Experience of Health Leadership in Partnering with University-Based Researchers in Canada: A Call to ‘Re-Imagine’ Research"

2019 ◽  
Author(s):  
Bev J. Holmes
Keyword(s):  
Health System ◽  
Health Systems ◽  
Research Area ◽  
Evidence Use ◽  
Health System Change ◽  
Health Leadership ◽  
System Leaders ◽  
Change Projects ◽  
High Level ◽  
Partnership Models

Many articles over the last two decades have enumerated barriers to and facilitators for evidence use in health systems. Bowen et al’s article "Response to Experience of Health Leadership in Partnering with University-Based Researchers: A Call to ‘Re-imagine Research’" furthers the debate by focusing on an under-explored research area (health system design and health service organization) with an under-studied stakeholder group (health system leaders), by undertaking a broad program of research on partnerships, and, based on participant responses, by calling for re-imagining of research itself. In response to the claim that the research community is not providing expertise to this pressing issue in the health system, I provide four high level reasons: partnerships mean different things to different people, our language does not reflect the reality we want, our health systems have yet to fully embrace evidence use, and complexity is easier to talk about than act within. Bowen et al’s study, and their broader program of research, is well-placed to explore these issues further, helping identify appropriate researcher-health system leader partnership models for various health system change projects. Given the positive shifts identified in this study, and the knowledge that participants demonstrate about what needs to change, the time is right for bold action, re-imagining not only research, but healthcare, such that the production and use of evidence for better health is embraced and supported.

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