Why can't a teacher be more like a scientist? Science, pseudoscience and the art of teaching

Mark Carter, Kevin Wheldall

    Research output: Contribution to journalArticlepeer-review

    Abstract

    In this article, the authors argue the case for scientific evidenced-based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of 'gold standard' research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.
    Original languageEnglish
    Pages (from-to)5-21
    Number of pages17
    JournalAustralasian Journal of Special Education
    Volume32
    Issue number1
    DOIs
    Publication statusPublished - 2008

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