EbaeLimits

From LiteracyTentWiki

Limits of Evidence-based Research

“What I reacted to most was the (almost in passing) remark that the evidence-based model is "normal science" as defined by Kuhn, which, obviously, doesn't allow for different fundamental assumptions, "paradigm shifts", or for questions about whether fundamental principles of another area of educational research (K-12) would apply, say, to ESOL, or that principles of ESOL would apply to ABE. This is just a shot in the dark, but might address some of the questions of implementation that have been raised. “ [Message 32, Part One]

From John Comings: RE: Discussion Part One: How to Improve the Process for Developing the System “I'm not sure that what we would learn from testing a model for ASE would inform models for other groups, but I suspect that it would. Even if it did not, we do need a model for ASE that not only helps people acquire a credential but also helps them build basic skills and knowledge and transition to postsecondary education and training.

This would be a research project, and so we would be able to use measurement tools that might not be appropriate or too costly for use in an accountability system. Multiple measures of outcomes and longitudinal studies of impact are possible. The model for orientation, instruction, support services, and transition would, however, have to work within the constraints of a reasonable per-student cost and of our student's lives.

One problem with discussions in our field is that we serve so many different kinds of students. Thinking about this specific group, ASE students whose reading test scores are at or above grade-equivalent 8, might make our discussion about the approach to building an evidenced based system easier. Later in the discussion we could talk about what that model might look like and how we would judge its effectiveness. With this specific group in mind, do you have advice on how to improve the approach and the next steps described in the document.” [Message 36, Part One]