scholarly journals Evidence-Based Education: The (Not So Simple) Case of French-Speaking Belgium

2020 ◽  
pp. 209653112092808
Author(s):  
Dylan Dachet ◽  
Ariane Baye
Keyword(s):  
Educational Reform ◽  
Reform Process ◽  
Evidence Based ◽  
Education Programs ◽  
Educational Decisions ◽  
Narrative Case Study ◽  
French Speaking ◽  
The Uk ◽  
The U.S

Purpose: Taking the case of educational reform in French-speaking Belgium (the Pact for Educational Excellence), this article aims to describe the process of integrating evidence-based education (EBE) into an educational reform within a country where the influence of qualitative research is important. Design/Approach/Methods: A narrative case study was conducted to analyze and understand the stages of the ongoing educational reform process and the successive involvements of our research center in the work of this reform. Inspired by the paradigm of EBE, we initiated both the consultation processes intended to set the direction of educational decisions and programs. Findings: According to Slavin, providing educator-friendly reviews, making available a broad range of proven education programs, and providing resources to help schools to implement proven programs are levers for implementing evidence-based reform within an educational system. This article shows that one of the three levers is fully met. For the other two, work being done on EBE in the U.S. and the UK in particular can save us time. Originality/Value: This article highlights concrete actions that will ensure the gradual establishment and acceptance by political and educational actors of an evidence-based reform.

Lyme disease politics and evidence‑based policy making in the UK

2019 ◽  
pp. 319-326
Author(s):  
Kate Bloor
Keyword(s):  
Lyme Disease ◽  
Critical Analysis ◽  
Policy Making ◽  
Policy Issue ◽  
Evidence Based ◽  
Real World Evidence ◽  
Socially Relevant ◽  
The Uk ◽  
Policy And Science

There are few ‘accepted’ approaches to dealing with tick- borne infections (including Lyme disease) that have not been challenged. This case study looks at my role in UK Lyme patient’s activism and policy change (for example, related to the NICE clinical guidelines process) focussing on one specific policy issue. It shows how critical analysis of scientific, clinical and other real- world evidence drew on and reflected the ethos of the Radstats network. It is a story showing how I worked with others with statistical skills - using science and evidence to challenge policy successfully. It explains how communities can take action, while using or creating scientific knowledge - to improve policy and people’s health. It shows how networks of communities can engage through social change (based on an understanding of policy and science) to make it more socially relevant and responsive, as well as more scientifically robust.

A Case Study of Federal Leadership Perspectives on Special Education

2020 ◽  
pp. 002246692090990
Author(s):  
Jeannie Kleinhammer-Tramill ◽  
Zorka Karanxha ◽  
A. Joy Broughton
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Family Background ◽  
Phenomenological Approach ◽  
Rehabilitation Services ◽  
Education Programs ◽  
Time Period ◽  
The U.S

This article is part of an illustrative study of federal leadership in special education based on interviews with persons who served as Assistant Secretaries in the U.S. Department of Education’s Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs. The perspectives cover the time period since the inception of the HEW—Bureau of Education for the Handicapped in 1967 until 2012. A phenomenological approach to interpreting the data revealed that these leaders faced similar barriers in their efforts to implement their vision, that their family background experiences influenced the policies they pursued, that their accomplishments frame major evolutions of the field, and, that their work represents a lifelong commitment to improving education and services for students with disabilities and special needs. We believe what we learned has value not only in helping to understand the challenges and accomplishments that have passed but also in its potential for guiding the future of federal and other legislation protecting the rights of and improving and sustaining the services needed for individuals with disabilities.

Still Searching for the Evidence? Evidence-based Policy, Performance Pay and Teachers

2009 ◽  
Vol 51 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Catherine Farrell ◽  
Jonathan Morris
Keyword(s):  
Policy Development ◽  
Performance Pay ◽  
Evidence Based ◽  
Secondary Sources ◽  
Policy Performance ◽  
Evidence Based Policy ◽  
Development Processes ◽  
Teachers Attitudes ◽  
The Uk

The evidence based policy (EBP) movement became prominent in the UK in the late 1990s, portrayed as an ideology-free method of policy development and implementation. This article assesses the EBP claims by analysing a case study of one piece of policy implementation, namely the introduction of performance-related pay (PRP) for schoolteachers in England and Wales. Using primary and secondary sources, the article argues that while previous evidence was brought into the policy development processes, it was largely ignored. Indeed, prosaic political considerations may well have shaped the policy. Indeed, the teachers' attitudes towards PRP suggest that few of the objectives will be met.

scholarly journals A CANADIAN TEACHER'S PERCEIVED AUTONOMY AND SELF-CONFIDENCE IN THE MIDST OF AN EDUCATIONAL REFORM

2015 ◽  
Vol 66 (1) ◽  
pp. 42-53
Author(s):  
Audrey Paradis ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Educational Reform ◽  
Key Words ◽  
Professional Autonomy ◽  
Work Life ◽  
Teacher Autonomy ◽  
Teacher Isolation ◽  
Self Confidence ◽  
Narrative Case Study ◽  
The Relationship

Autonomy is essential for teachers’ commitment, satisfaction and retention. However, teacher autonomy is consistently being reduced in the current era of reforms and the sharing of global policies. In this narrative case study, the account of one Canadian teacher (Nora) was examined in relation to how an educational reform influenced her work life in terms of her perceived autonomy and self-confidence. The relation between teacher autonomy and self-confidence was addressed, and the ramifications prompted by the fluctuations in both constructs. The findings suggest that the relationship between Nora’s perceptions of teacher’s professional autonomy and her self-confidence is complex. Nora’s self-confidence was strongly related to her perceived autonomy and the reduction of autonomy triggered significant downward spiralling, leading to isolation. Some discussion on the possible ways to help teachers break this downward spiralling is provided. Finally, this research broadens the collection of stories by teachers on challenges introduced by educational reform and gives voice to teachers suffering in isolation. Key words: educational reform, narrative inquiry, perceived self-confidence, teacher autonomy, teacher isolation.

Digital Britannia

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
John KNIGHT
Keyword(s):  
User Interface ◽  
Product Design ◽  
Real World ◽  
Digital Design ◽  
Evidence Based ◽  
Design Practice ◽  
Open Design ◽  
History Of ◽  
The Uk

Digital design practice is distinctive in its relationship to material and focus on fabricating that into interactive products and services. It’s a discipline that has evolved from significantly different disciplines: Product Design and Human-computer Interaction (HCI). The foundational role that HCI played in the growth of digital design is largely hidden, as is the secret world of design practice. These two shrouded phenomena have evolved from early user interface research, through user experience, to today’s post-agile world and tomorrow’s open design. We report ten years of first-hand accounts to create a grounded, contextualised and evidence-based account of design in the real-world from the 1980s to today. This condensed history of digital design in the UK forms the basis of the concluding sections. The first traces the evolution of design practice over the last ten years. The concluding section presents a first-hand account of practice. This case study shows how design is now deeply permeated by business and development ideas and practices. The paper concludes with some ideas of how digital design practice might progress beyond this presently constrained condition.

scholarly journals The strategic uses of evidence in UK e-cigarettes policy debates

2019 ◽  
Vol 15 (4) ◽  
pp. 579-596 ◽  
Author(s):  
Benjamin Hawkins ◽  
Stefanie Ettelt
Keyword(s):  
Evidence Base ◽  
Evidence Based ◽  
Structured Interviews ◽  
Policy Positions ◽  
Policy Actors ◽  
Relevant Evidence ◽  
Policy Debates ◽  
Bodies Of Evidence ◽  
The Uk

<sec id="st1"> Background Current debates on e-cigarette policy in the UK are highly acrimonious and are framed in terms of evidence-based policymaking.</sec> <sec id="st2"> Aims and objectives The article aims to understand the use of evidence in policymaking in the context of both political controversy and limited policy-relevant evidence via a case study of UK e-cigarette debates.</sec> <sec id="st3"> Methods The study draws on a series of semi-structured interviews with policy actors to examine their positions on e-cigarette policy process and their use of evidence to support this.</sec> <sec id="st4"> Findings Policy actors articulate a strong commitment to evidence-based policymaking and claim that their positions are evidence-based. Some actors also claim emerging consensus around their positon as a rhetorical tool in the debate. Respondents argued that actors adopting opposing policy positions fail to follow the evidence base. This is attributed to a lack of understanding or disregard for the relevant evidence for political or ideological reasons.</sec> <sec id="st5"> Discussion Respondents adhere to a rationalist understanding of policymaking in which policy disputes can be settled by recourse to ‘the evidence’. Interpretative policy analysis suggests that multiple legitimate framings of policy issues, supported by different bodies of evidence, are possible. Policy differences are thus not due to bad faith but to policy actors framing the issue at stake in different terms and thus advocating different policy responses.</sec> <sec id="st6"> Conclusions Process of ‘frame reflection’ may help to overcome the acrimony of current policy leading to more effective engagement by public health actors in the e-cigarettes policy debates.</sec>

scholarly journals PSU36 Evidence Based Medicine: A Case Study of its Application to Innovative Surgical Procedures in the UK

2012 ◽  
Vol 15 (7) ◽  
pp. A408
Author(s):  
J. Mauskopf ◽  
W. Beach ◽  
L. Mcintyre ◽  
S.K. Bhattacharyya ◽  
L. Higgins ◽  
...  
Keyword(s):  
Surgical Procedures ◽  
Evidence Based Medicine ◽  
Evidence Based ◽  
The Uk ◽  
Based Medicine

scholarly journals Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms

2021 ◽  
pp. 137-164
Author(s):  
Lea Waters
Keyword(s):  
Positive Psychology ◽  
Delivery Mode ◽  
Evidence Based ◽  
Positive Education ◽  
Education Programs ◽  
Pedagogical Intervention ◽  
Teaching Expertise ◽  
Teacher Pedagogy ◽  
Key Factor

AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).

Observations of the U.S. Principalship: A Cross-Cultural Perspective from a Kenyan Headmaster

1993 ◽  
Vol 3 (2) ◽  
pp. 112-120
Author(s):  
J. Malilo Barasa ◽  
Crystal J. Gips ◽  
Richard J. Hazler
Keyword(s):  
Educational Reform ◽  
School Leadership ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
Two Cultures ◽  
The Two Cultures ◽  
Similarities And Differences ◽  
Strategies For Change ◽  
The U.S

This paper arises from a Kenyan headmaster's personal observations of U.S. principals. As a case study, it provides an analysis of U.S. educational leadership by comparing the roles of U.S. principals and Kenyan headmasters. Similarities and differences in roles are noted as they emerge from the values of the two cultures. The impacts of the different approaches to school leadership are considered, especially as they allow for insights into potential alterations in the practices of U.S. principals. The paper concludes with a series of recommended strategies for change in school leadership, which answer the needs identified in the current literature on educational reform.

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