Scaling up "evidence-based" practices for teachers is a profitable but discredited paradigm

Gary L. Anderson, Kathryn Herr

Research output: Contribution to journalArticle

22 Scopus citations

Abstract

This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products.

Original languageEnglish
Pages (from-to)287-289
Number of pages3
JournalEducational Researcher
Volume40
Issue number6
DOIs
Publication statusPublished - 1 Aug 2011

    Fingerprint

Keywords

  • assessment
  • policy analysis
  • professional development
  • teacher research

Cite this