NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906533
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0022-0671
(Lack of) Support for Prescriptive Statements in Teacher Education Textbooks
Sylvester Dacy, Breana J.; Nihalani, Priya K.; Cestone, Christina M.; Robinson, Daniel H.
Journal of Educational Research, v104 n1 p1-6 2011
The No Child Left Behind Act (2001) mandates determining what educational practices are demonstrated to be effective through rigorous scientific research. What types of evidence are recommended practices based on? The authors analyzed 304 citations accompanying prescriptive statements in 6 recent teacher education textbooks. Prescriptive statements implied that if teachers or students performed "A" practice, then "B" student outcome would be likely to occur. Citations were categorized as primary (qualitative, correlational/descriptive, intervention) or secondary (books, review articles, literature reviews, meta-analyses, or position papers) sources. A relatively small percentage (18) of sources were random assignment intervention studies, considered by some as the "gold standard," whereas 64% came from secondary sources. The authors discuss the issue of whether teacher education textbooks offer evidence-based practice as well as future directions for research. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001