EĞİTİMDE KANIT SORUNU

Year 2016, Volume: 3 Issue: 1, 76 - 99, 01.12.2016

Yusuf Canbolat M. Çağatay Özdemir

Abstract

Nitelikli eğitim uygulamaları ve politikaları için gerekli olan bilimsel kanıtların yeteri düzeyde üretilip uygulamaya yansıtılması konusu eğitim camiasının üzerinde en çok tartıştığı konular arasında yer almakta ve önemli bir sorun alanı olarak giderek daha fazla güncellik kazanmaktadır. Kanıt temelli yaklaşımı bu bağlamda ortaya koymaya çalışan bu araştırma, “eğitimde kanıt” olgusunu bütüncül bir bakış açısı ile incelemeyi amaçlamaktadır. “Kanıt” olarak tanımlanan bilginin; uygulayıcılar ve politika yapıcılar için uygulama ve politika sonuçlarına dair bir gösterge olmanın ötesinde, uygulanacak yeni eğitim programlarına dair kesin, tarafsız, bağlamdan nispeten arınık ve belirli bir dereceye kadar genellenebilir bir dizi sonucu da içermesi beklenmektedir. Bununla birlikte öğretmenlik mesleğine dair araştırma temelli yaklaşım düşüncesi ile ortaya çıkan “eğitimde araştırma ve uygulama açığı” tartışmaları eğitimde araştırma ve uygulama ilişkisinin güçlendirmesinde ve bu açığın giderilmesinde kanıt temelli yaklaşımı temel çözüm yolu olarak görmektedir. Literatür incelemesi yöntemindeki bu araştırmada kanıt temelli uygulama ve politika geliştirme modelinin bir takım sınırlılıklarına rağmen araştırma uygulama ilişkisinin güçlendirilmesinde önemli bir rol üstlendiği, bu eksendeki tartışmaların kuramsal boyuttan uygulama boyutuna evirildiği ve WWC ve EPPI gibi sistematik inceleme merkezlerinin bu süreçte giderek daha fazla önem kazandığı bulgularına erişilmiştir

Keywords

Eğitimde kanıt, kanıt temelli uygulama, kanıt temelli politika

EVIDENCE ISSUE IN EDUCATION

Abstract

Producing scientific evidence which is essential for quality educational practice and policy and reflecting them on practice is contradictive issue in education community and it has gained currency. This research aims to present integrative perspective for phenomenon of “evidence in education” which aims revealing evidence based approach in this context. It has been expected, knowledge which identified as evidence should contain results which are certain, unbiased, relatively indepented of context and proportionately generalizable about new curriculum beyond an indicator about the result of practices and policies for practitioners and policy makers. In addition to this, discussion about gap between research and practice in education which arise with the idea of “teaching as a research based profession” has seen evidence based approach as a main solution for strengthening the relationship between educational research and practice and for closing the gap. In this literature review research, it has been reached, despite of some limitedness of the model, and also on the edge of it has an important role for strengthening relation between research and practice, changing of debates from theory to practice and brokerage agencies like WWC and EPPI have become more important

Keywords

Evidence in education, evidence based practice, evidence based policy

References

• Bagshaw, S., & Bellomo, R. (2008). The need to reform our assessment of evidence from clinical trials: A commentary‟, philosophy, ethics, and humanities in medicine. Philos Ethics Humanit Med. 3(23), 1-11.
• Banks, G. (2009). Evidence based policy making: What is it? How do we get it? Canberra: ANU Public Lecture Series.
• Baykal, C. M. (2008). Hukuk-ekonomi ilişkisi ve ekonomi hukuku üzerine. Ankara Barosu Dergisi, 66 (4), 76-87.
• Bearman, M., Smith, C. D., Carbone, A., Susan Slade, C. B., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research and Development, 31(5), 625-640. doi:10.1080/07294360.2012.702735.
• Bell, L., & Stevenson, H. (2015). Towards an analysis of the policies that shape public education: Setting the context for school leadership. Management in Education, March (3), 1-5.
• Best Evidence Encyclopedia (BEE), About the Best Evidence Encyclopedia. (2015). 22 Kasım 2015 tarihinde http://www.bestevidence.org/aboutbee.htm sayfasından erişilmiştir.
• Biesta, G. J. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13(3), 295-301.
• Biesta, G. J. (2010). Why „what works‟ still won‟t work from evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503.
• Bridges, D., Smeyers, P., & Smith, R. (2009). Evidence-based education policy: What evidence, what basis, whose policy. West Sussex: Wıley-Blackwell.
• Broekkamp, H., & Hout-Wolters, B.V. (2007). The Gap Between Educational research and practice: A literature review, symposium, and questionnaire. Educational Research and Evaluation, 13(3), 203-220.
• Burkhardt, H., & Schoenfeld, A. H. (2003). Improving educational research:Toward a more useful, more influential and better-funded enterprise. Educational Researcher, 32(9), 3-14.
• Burns, T., & Schuller, T. (2007). The evidence agenda. OECD (Ed.), Evidence in education, linking research and policy içinde (s. 15-32). Paris: OECD.
• Carter, M., Stephenson, J., & Hopper, T. (2015). Factors in instructional decision-making, ratings of evidence and intended instructional practices of Australian final year teacher education students. Australian Journal of Teacher Education, 40(6), 85-103.
• Cook, T., & Gorard, S. (2007). What counts and what should count as evidence. OECD (Ed.) Evidence in education, linking research and policy içinde (s. 33-49). Paris: OECD.
• Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10(2), 159- 171.
• Corno, J. (1999). It‟s the accumulated evidence and the argument. Issues in Education, 5(2), 247-253.
• Cutler, D. M., & Lleras-Muney, A. (2012). Education and health: Insights from international comparasions. Cambridge: National Breau of Economic Research.
• Çelik, Z. (2012). Politika ve uygulama bağlamında Türk eğitim sisteminde yaşanan dönüşümler: 2004 ilköğretim müfredat reformu örneği. Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Danish Clearinghouse for Educational Research. (2015). About Clearinghouse. 22 Kasım 2015 tarihinde http://edu.au.dk/en/research/research-areas/danish-clearinghouse-for- educational-research/about-clearinghouse/ sayfasından erişilmiştir.
• Davies, P. (1999). What is evidence- based education? Britisih Journal of Educational Studies, 47(2), 108-121.
• Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3-4), 365-378.
• Detrich, R., & Lewis, T. (2012). A decade of evidence based education: Where are we and where do we need to go? Journal of Positive Behavior Interventions, 15(4), 214-220.
• Dünya Bankası. (2014). Overview: Evidence-based public policy. 3 Mart 2015 tarihinde http://www.worldbank.org/en/topic/evidencebasedpublicpolicy/overview sayfasından erişilmiştir.
• EPPI . (2010). EPPI-Centre methods for conducting systematic reviews. London: EPPI. EPPI.(2015). Welcome to the EPPI-Centre. 1 Kasım 2015 tarihinde http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=67 sayfasından erişilmiştir.
• ERG. (2013). Eğitim izleme raporu. İstanbul: Eğitim Reformu Girişimi.
• Avrupa Komisyonu. (2015). Education and training policies based on evidence. 26 Kasım 2015 tarihinde http://ec.europa.eu/education/policy/strategic-framework/indicators- benchmarks_en.htm sayfasından erişilmiştir.
• Farley, A. J., Dennis Feaster, T. J., D'Ambrosio, J. G., Bruce, L. A., Bibhuti, C. S., & K.Sar. (2009). The challenges of implementing evidence based practice: Ethical considerations in practice, education, policy and research. Social Work and Society, 7(2), 246-259.
• Foster, R. (2014). Barriers and enablers to evidence-based practices. Kairaranga, 15(1), 48- 56.
• Gomm, R. (2002). Research and practice, two worlds for ever at odds? M. Hammersley (Ed.), Educational research, policy making and practice içinde (s. 59-82). London: Paul Chapman Publishing.
• Gough, D., Oliver, S., & Thomas, J. (2012). Introducing sytematic review. London: SAGE Publications.
• Hammersley, M. (1997a). Educational research and teaching: a response to David Hargreaves' TTA lecture. British Educational Research Journal, 23(2), 141-161.
• Hammersley, M. (1997b). A reply to Hargreaves. M. Hammersley (Ed.), Educational research and evidence-based practice ( 2007, s.61-65) içinde. London: SAGE Publications.
• Hammersley, M. (2001). Some questions about evidence-based practice in Education. Evidence based practice in education . England : Annual Conference of the British Educational Research Association.
• Hanushek, E. A., & Woessmann, L. (2010). Education and economic growth. International Encyclopedia of Education, 2, 245-252.
• Hargreaves, D. (1996). Teaching as a reseach-based profession: possibilities and prospects. London: Teacher Training Agency.
• Hargreaves, D. H. (1997). In defence of research for evidence based teaching: a rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405-420.
• Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: SAGE Publications.
• Head, B. (2009). Evidence-based policy: principles and requirements. Strengthening evidence-based policy in the Australian Federation (s. Session 1 Evidence-based policy: Its principles and development). Canberra: Australian Government Productivity Commission.
• Head, B. W. (2008). Three lenses of evidence-based policy. The Australian Journal of Public Administration, 67(1), 1-11.
• Hempenstalla, K. (2014). What works? Evidence-based practice in education is complex. Australian Journal of Learning Difficulties, 19(2), 113-127.
• Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.
• Hovenkamp, H. (2011). Coase, institutionalism, and the origins of law and economics. Indiana Law Journal, 86(2), 500-542.
• Marston, G., & Watts, R. (2003). Tampering with the evidence: A critical appraisal of evidence based policy making. The Drawing Board: An Australian Rewiev of Public Affairs, 3(3) 143-163.
• MEB. (2013). Ortaöğretim izleme ve değerlendirme raporu. Polat S. (Ed.), Ankara: MEB.
• Mongan-Rallis, H. (2014). Guidelines for writing a literature review. 21 Kasım 2015 tarihinde
• http://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html
• sayfasından erişilmiştir.
• Newcombe, N. S. (2013). Educating to use evidence in thinking about education. International Mind, Brain, and Education Society, 7(2), 147-150.
• Nutley, S., Powell, A., & Davies, H. (2012). What counts as good evidence? Research unit for Research Utilisation (RURU), School of Management, University of St Andrews.
• Oakley, A. (2002). Social science and evidence- based everything: the case of everything. Educational Review 54 (3), 277-286
• OECD. (2007). Evidence in education, linking research and policy. Paris: OECD.
• Petticrew, M., & Roberts, H. (2003). Evidence, hierarchies, and typologies: horses for courses. J Epidemiol Community Health (57), 527–529.
• Polat, S. (2014). Türkiye'nin 2023 vizyonu ve eğitimde orta kalite tuzağı. Ankara: Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
• Pring, R. (2013). Eğitim Araştırmaları Felsefesi. (D. Köksal, Çev.) Ankara: Nobel Akademik Yayıncılık.
• Raphael, D. (2015). The parameters of children‟s health: Key concepts from the political economy of health literature. International Journal of Child, Youth and Family Studies, 6(2), 186–203.
• Schuller, T. (2007). OECD and Evidence-Informed Policy Research. Knowledge for action – Research strategies for an evidence-based education policy (s. 22-27). Frankfurt/Main: German Institute for International Educational Research.
• Shahar, Y. (1997). Framework for knowledge-based temporal abstraction. Artificial Intelligence, 90(1-2), 79 - 133.
• Simons, M. (2015). Governing education without reform: the power of the example. Discourse: Studies in the Cultural Politics of Education, 36(5), 712-731.
• Slavin, R. E. (2002). Evidence-Based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.
• Slavin, R. E. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5–14.
• Song, M., & Herman, R. (2010, September). Critical issues and common pitfalls in designing and conducting impact studies in education: Lessons learned from the What Works Clearinghouse (Phase I). Educational Evaluation and Policy Analysis, 32(3), 351–371.
• Sturmey, P., & Hersen, M. (Dü). (2012). Handbook of evidence based practice in clinical psychology. New Jersey.: John Wiley & Sons, Inc.
• TEDMEM. (2015). Türkiye eğitim atlası (2014-2015) . Ankara: Türk Eğitim Derneği.
• The Campbell Collaboration (C2). (2015). About Us. 17 Kasım 2015 tarihinde http://www.campbellcollaboration.org/about_us/index.php sayfasından erişilmiştir.
• The Coalition for Evidence-based Education (CEBE). (2015a). What is CEBE? Why is CEBE needed?
• The Coalition for Evidence-based Education (CEBE). (2015b). A Picture of Evidence-based Education. 18 Kasım 2015 tarihinde http://www.cebenetwork.org/picture-evidence- based-education sayfasından erişilmiştir.
• TÜSİAD. (2014). PISA 2012 değerlendirmesi: Türkiye için veriye dayalı eğitim reformu önerileri. İstanbul: TÜSİAD.
• Vanderlinde, R., & Braak, J. V. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316.
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
• What Works Clearinghouse. (2015). About the WWC. 9 Kasım 2015 tarihinde http://ies.ed.gov/ncee/wwc/aboutus.aspx sayfasından erişilmiştir.
• Whitaker, S. (2011). Work, worklessness, and the political economy of health. Oxford: Oxford University Press.
• Whitehurst, G. J. (2012). The value of experiment in education. Washington: Brookings Institution.
• Yüksel, İ., & Sağlam, M. (2014). Eğitimde program değerlendirme. Ankara: Pegem Akademi.