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ERIC Number: EJ1158450
Record Type: Journal
Publication Date: 2017-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2381-3369
EISSN: N/A
Practice-Based Evidence: Intelligent Action Inquiry for Complex Problems
Eppley, Karen; Shannon, Patrick
Literacy Research: Theory, Method, and Practice, v66 n1 p389-405 Nov 2017
We have two goals for this article: to question the efficacy of evidence-based practice as the foundation of reading education policy and to propose practice-based evidence as a viable, more socially just alternative. In order to reach these goals, we describe the limits of reading policies of the last half century and argue for the possibilities of policies aimed at more equitable distribution of academic literacies among all social groups, recognition of subaltern groups' literacies, and representation of the local in regional and global decision making.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A