In (Re)Search of Evidence-Based School Practices

Possibilities for Integrating Nationally Representative Surveys and Randomized Field Trials to Inform Educational Policy

Bibliographic Data

ID11259003
AuthorsMark Berends (0000-0002-1281-8649, Vanderbilt University, corresponding author), Michael S Garet
Year2002
Volume77
Issue4
Pages28-58
Publication date2002-10-01
Open AccessNo
TypeARTICLE
VenuePeabody Journal of Education (JOURNAL)
Journal identifiersISSN: 0161-956X • E-ISSN: 1532-7930
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15327930pje7704_3
OpenAlexW2067506139
LanguageEN
Citations received7
References cited43

Two types of inquiry have been at the heart of recent discussions of systematic evidence in educational policy and practice: randomized field trials (RFTs) and nationally representative surveys. We argue that integrating these 2 modes of inquiry has the potential to strengthen the evidence base for school reform. In particular, national surveys can help determine the focus of RFTs, by identifying factors that place schools at risk of poor achievement or buffer schools from risk. In addition, surveys can provide data on the prevalence of interventions identified as effective in RFTs and the conditions under which the interventions are being implemented. Finally, RFTs and surveys, taken together, can provide information on ways of improving the coherence of the set of interventions used at the school level

Evidence-based practice · Psychological intervention · Randomized controlled trial · Randomized experiment · Educational Assessment and Improvement · Evaluation and Performance Assessment · Medicine · Psychology · School Choice and Performance

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