Scientific Research and Evidence-Based Practice

By Paul Hood

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For the past decade education has been among the top agenda issues at national and state levels.

Along with calls for higher education standards and accountability have emerged concerns that education research should play a more significant role in supporting education reform.

The No Child Left Behind Act of 2001 is remarkable in its more than one hundred references to “scientifically-based research.” More recently, the Institute of Education Sciences (IES) has promulgated the concept of “evidence-based education.”

This paper examines both of these concepts, places them in a larger context, and discusses their implications.

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