Kathryn E Joyce
Biographic Data
| ID | 5182281 |
|---|---|
| NAME | Kathryn E Joyce |
| GIVEN NAMES | Kathryn E |
| FAMILY NAME | Joyce |
| SIGNATURE | JOYCE K E |
| AFFILIATIONS | University of California San Diego |
| ORCID | 0000-0003-4535-8471 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Revisiting the role of values in evidence-based education
Evidence-based practice in education involves basing decisions about what to do on evidence about the relative effectiveness of available interventions (e.g. programmes, products, practices). This article considers two influential critiques of evidence-based education (EBE) pertaining to its treatment of values. The ‘general critique’ condemns EBE for excluding values from decisions about what to do in education. The ‘specific critique’ condemns …
Bridging the Gap Between Research and Practice
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalizati…
Bridging the Gap Between Research and Practice
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalizati…
Bridging the Gap Between Research and Practice
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalizati…
Revisiting the role of values in evidence-based education
Evidence-based practice in education involves basing decisions about what to do on evidence about the relative effectiveness of available interventions (e.g. programmes, products, practices). This article considers two influential critiques of evidence-based education (EBE) pertaining to its treatment of values. The ‘general critique’ condemns EBE for excluding values from decisions about what to do in education. The ‘specific critique’ condemns …
Epistemology (2 works) · Psychology (2 works) · Sociology (2 works) · Ascription (1 work) · Bridging (networking (1 work) · Computer Science (1 work) · Counseling Practices and Supervision (1 work) · Data science (1 work) · Economic growth (1 work) · Economics (1 work)