Evidence and Rigor
Scrutinizing the Rhetorical Embrace of Evidence-Based Decision Making
Bibliographic Data
| ID | 9730824 |
|---|---|
| Authors | Bruce Baker (Rutgers, The State University of New Jersey, New Brunswick, NJ), Bruce D Baker (0000-0001-8896-3909, Rutgers, the State University of New Jersey, corresponding author), Kevin G Welner (0000-0002-7829-3339, University of Colorado, Boulder, CO) |
| Year | 2012 |
| Volume | 41 |
| Issue | 3 |
| Pages | 98-101 |
| Publication date | 2012-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x12440306 |
| OpenAlex | W2049175225 |
| Language | EN |
| Citations received | 3 |
| References cited | 5 |
The nation’s lawmakers have frequently voiced the basic principle that important policy decisions should be evidence based. In this commentary, the authors describe the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making, and they explain the potential harm done when leaders do not heed the importance of grounding policy in high-quality research
Economic growth · Economics · Educational research · Epistemology · Evidence-based policy · Harm · Law and economics · Pedagogy · Political science · Positive economics · Productivity · Public relations · Quality (philosophy · Rhetorical question · Sociology · Educational Assessment and Improvement · Efficiency Analysis Using DEA · Evaluation and Performance Assessment · Law · Public Administration
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,3 |
| Citation span | 2016 - 2019 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |