Mintz, Joseph;
Norwich, Brahm;
(2023)
Editorial: The role of evidence in developing effective educational inclusion.
Frontiers in Education
, 8
, Article 1335386. 10.3389/feduc.2023.1335386.
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Abstract
Goldacre (2013) somewhat provocatively laid down the claim that education lags behind other disciplines in terms of its use of research evidence. Given Schon's (1983) critique of technical rationalism across the professions, whether Goldacre's claim is true or not remains open to question, but nevertheless the question of how education is anchored to evidence is very much on the agenda. A range of policy initiatives internationally have focused on how schools and teachers can be supported to engage with research evidence, such as the What Works Clearing House initiative (NCEE, n.d.).
| Type: | Article |
|---|---|
| Title: | Editorial: The role of evidence in developing effective educational inclusion |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3389/feduc.2023.1335386 |
| Publisher version: | http://dx.doi.org/10.3389/feduc.2023.1335386 |
| Language: | English |
| Additional information: | Copyright © 2023 Mintz and Norwich. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
| Keywords: | Inclusion, evidence based practice, special educational needs, inclusive education, evidence informed practice |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10184364 |
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