Evidence-based practice (EBP) is the idea that occupational practices ought to be based on scientific evidence. That at first sight may seem to be obviously desirable, but the proposal has been controversial.For example: Trinder, L. and Reynolds, S. (eds) (2000) Evidence-Based Practice: A Critical Appraisal. Oxford, Blackwell Science. Evidence-based practices have been gaining ground since the formal introduction of evidence-based medicine in 1992 and have spread to the allied health professions, education, management, law, public policy,  and other fields. In light of studies showing problems in scientific research (such as the replication crisis), there is also a movement to apply evidence-based practices in scientific research itself. Research into the evidence-based practice of science is called metascience. More recently, there has been a push for evidence-based education. The use of evidence-based learning techniques such as spaced repetition can improve students' rate of learning. Some commentators have suggested that the putative lack of any conspicuous progress in the field of education is attributable to practice resting in the unconnected and noncumulative experience of thousands of individual teachers, each re-inventing the wheel and failing to learn from hard scientific evidence about 'what works'. Opponents of this view argue that hard scientific evidence is a misnomer in education; knowing that a drug works (in medicine) is entirely different from knowing that a teaching method works, for the latter will depend on a host of factors, not least those to do with the style, personality and beliefs of the teacher and the needs of the particular children.Hammersley, M. (2013) The Myth of Research-Based Policy and Practice. London: Sage. Some opponents of EBP in education suggest that teachers need to develop their own personal practice, dependent on personal knowledge garnered through their own experience. Others argue that this must be combined with research evidence, but without the latter being treated as a privileged source.Thomas, G. and Pring, R. (Eds.) (2004). Evidence-based Practice in Education. Open University Press. This is inline with a school of thought suggesting that EBP has limitations and a better alternative is to use Evidence-informed Practice (EIP). This process includes quantitative evidence, does not include non-scientific prejudices, but includes qualitative factors such as clinical experience and the discernment of practitioners and clients.
Evidence-based practice (EBP) is the idea that occupational practices ought to be based on scientific evidence. That at first sight may seem to be obviously desirable, but the proposal has been controversial.For example: Trinder, L. and Reynolds, S. (eds) (2000) Evidence-Based Practice: A Critical Appraisal. Oxford, Blackwell Science. Evidence-based practices have been gaining ground since the formal introduction of evidence-based medicine in 1992 and have spread to the allied health professions, education, management, law, public policy, architecture, and other fields. In light of studies showing problems in scientific research (such as the replication crisis), there is also a movement to apply evidence-based practices in scientific research itself. Research into the evidence-based practice of science is called metascience. More recently, there has been a push for evidence-based education. The use of evidence-based learning techniques such as spaced repetition can improve students' rate of learning. Some commentators have suggested that the lack of any substantial progress in the field of education is attributable to practice resting in the unconnected and noncumulative experience of thousands of individual teachers, each re-inventing the wheel and failing to learn from hard scientific evidence about 'what works'. Opponents of this view argue that it is hard to assess teaching methods because it depends on a host of factors, not least those to do with the style, personality and beliefs of the teacher and the needs of the particular children.Hammersley, M. (2013) The Myth of Research-Based Policy and Practice. London: Sage. Others argue the teacher experience could be combined with research evidence, but without the latter being treated as a privileged source.Thomas, G. and Pring, R. (Eds.) (2004). Evidence-based Practice in Education. Open University Press. This is inline with a school of thought suggesting that EBP has limitations and a better alternative is to use Evidence-informed Practice (EIP). This process includes quantitative evidence, does not include non-scientific prejudices, but includes qualitative factors such as clinical experience and the discernment of practitioners and clients.
A
architecture,
D
putative
R
conspicuous
substantial
R
hard scientific evidence is a misnomer in education; knowing that a drug works (in medicine) is entirely different from knowing that a teaching method works, for the latter will depend
it is hard to assess teaching methods because it depends
R
Some opponents of EBP in education suggest that teachers need to develop their own personal practice, dependent on personal knowledge garnered through their own experience. Others argue that this must
Others argue the teacher experience could