What Matters in Probation. By George Mair, ed. (Collompton, Devon: Willan, 2004, 357pp. £20.00 pb)
 What Works in Probation and Youth Justice: Developing Evidence-based Practice. By Ros Burnett and Colin Roberts, eds (Collompton, Devon: Willan, 2004, 267pp. £20.00 pb)

2005 ◽  
Vol 45 (5) ◽  
pp. 785-790 ◽  
Author(s):  
Tim Chapman
2021 ◽  
pp. 001872672110441
Author(s):  
Leah Catherine Tomkins ◽  
Alexandra Bristow

This paper considers why and how evidence-based practice (EBP) has become distorted in practice, and what to do about it. We present qualitative data from an action research project in policing to highlight tensions between the rhetoric and reality of EBP, and the ways in which EBP’s seductive catchphrase ‘what works’ is being understood and applied. Through the lens of care ethics, we integrate ‘what matters’ with ‘what works’, and ‘what matters/works here’ with ‘what matters/works everywhere’. This approach recognises relational expertise, practical reasoning and critical inquiry as vital for EBP in practices of social intervention. Drawing on key care ethics motifs, we suggest that care is the ethical scaffolding upon which social justice relies, and hence crucial to organs of security, peacekeeping and law enforcement. From this position, we argue that policing might renegotiate its difficult relationship with the particular, recasting it from something uncomfortably discretionary (the maverick cop) and shameful (an individualised blame culture) into something which underpins and enhances police professionalism. Whilst developed in a policing context, these reflections have a broader relevance for questions of professional legitimacy and credibility, especially within the ‘new professions’, and the costs of privileging any one type of understanding over others.


Evaluation ◽  
2018 ◽  
Vol 24 (2) ◽  
pp. 185-201 ◽  
Author(s):  
Sebastian Lemire ◽  
Christina A. Christie

The push for evidence-based practice is persistent in the public sector—what counts is what works. One central premise for evidence-based practice is the existence of an evidence base; that is, an accumulated and generalizable body of knowledge. Informed by a recent systematic review, we examine the promises and pitfalls of meta-analysis (the statistical workhorse of systematic reviews) as the primary blueprint for cumulative knowledge building in evaluation. This analysis suggests that the statistical assumptions underlying the meta-analytic framework raise issues that, at least in regards to producing generalizable knowledge, may cut even deeper than is suggested by common criticisms. Advancing beyond meta-analysis, we consider alternative approaches for knowledge building and reflect on the implications of these for individual evaluations.


Politik ◽  
1970 ◽  
Vol 20 (2) ◽  
Author(s):  
Niels Borch Rasmussen

The idea of what works in evidence based practice is one of the driving forces behind the Danish school reform 2014. However, so far there is little empirical knowledge as to how the logic of “what works” is exercised in the Danish school system. To address this concern, the article investigates empirically, how “what works” is practiced as a steering logic in a public school management in a Danish municipality. In a case study, I show how school teachers are organized in a new team structure, with the purpose of supporting the use of an evidence based teaching concept, inspired by Hattie´s Visible Learning. The use of evidence based knowledge entails that that teachers no longer have the same degree of autonomy in the school organization. In a new team structure, teachers are to prepare teaching material collectively, observe and supervise colleagues. The school management legitimizes the organizational change of the schools in the municipality with the basic narrative of evidence based practice: that knowledge about what works, should inform teaching practices. By exploring the specificities of how evidence based practice operates as a steering logic, the case study contributes to a better understanding of how evidence based practice changes the teacher profession in Danish public schools. 


Author(s):  
Margaret Pack

This chapter explores social workers' application of practice evidence in their everyday work in team and agency contexts. Practice evidence concerns the practitioner seeking the best available knowledge, accessed, adapted, and applied to guide practice with clients. How social workers decide which sources to draw from and which are appropriate sources of evidence for practice is based on many considerations. These include the social worker's values and ethics for practice, legislative and policy requirements, professional standards of practice, and the range of theories applied to any case or situation encountered in practice. Practice wisdom, or the experience gained in the repetition of seeing the same kind of client presentations across time, produces a further source which is drawn upon within the social worker's repertoire of knowledge. In this sense, there are multiple knowledge frameworks within which social workers operate, balancing contradictory and competing discourses about “what works” in any practice situation.


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