Scientific evidence is regularly invoked in defense of one classroom practice or another. And on occasion, scientific evidence features prominently in federal education policy. It had a star turn in the 2002 No Child Left Behind Act, which used the phrase “scientifically based research” more than 50 times, and an encore in the 2015 Every Student Succeeds Act, which requires that schools implement “evidence-based interventions” and set tiers of academic rigor to identify programs by their proven effectiveness. Yet teachers, for the most part, ignore these studies. Why?
Read Full Article »
