STUDYING THE COMPLICATED MATTER OF WHAT WORKS: EVIDENCE-

BASED RESEARCH AND THE PROBLEM OF

PRACTICE

JOHN M. DIRKX

Resource PresentationMiranda Sulley

EDUC 513Seattle UniversityFebruary 22, 2012

RESOURCE SELECTION

Published in Adult Education Quarterly, a well-known academic journal related to Adult Learning in various institutional types

Why did you choose this article? Increasing interest in theory practice The value of educational research

Why do you like this article? Concise, unbiased representation of several

different viewpoints concerning the value of evidence-based research (EBR) in educational settings

THE VALUE OF EBR IN INFORMING EDUCATIONAL BEST PRACTICE

OPPONENTS(Elizabeth St.Pierre)

*EBR is motivated by political and ideological agendas, rather than the desire to improve the quality of student’s experiences

*acts as method of control over the educational system

*favors generalized research over utilizing expansive practitioner knowledge

*devalues qualitative research methods and diminishes the moral, political and epistemological complexity of adult education

Dirkx, J. M. (2006). Studying the complicated matter of what works: Evidence-based research and the problem of practice. Adult Education Quarterly, 56(4), 273-290.

PROPONENTS(Michael Feuer)

*EBR may provide universal strategies for addressing problems related to practice

*creates objective methods of practice through implementing experimental designs

*may aid in addressing problems with curriculum planning, teaching strategies, and the assessment of student learning

*research is conducted by unbiased outsiders

GOAL: Implementing best practices

in education that produce the

intended, desired effect on student learning

VALUE FOR ADULT LEARNING PRACTITIONERS

Emphasizes the importance of Adult Education as a field concerned with Best Practice

Informs educators in Adult Education about the disconnect between outsider research and insider needs/knowledge of practice

Stresses the importance of context, observation, and self-reflection in informing Best Practice

LIMITATIONS

Does not provide any concrete solutions that directly inform Best Practice

Generalized approach to educational research; does not mention specific content areas

May be out of date (2006)

RELATION TO COURSE CONTENT

Chapter 7 “Experience in Learning” Related to EBR opponents’ stance that best

practice is informed through context-based experience, rather than generalized research

“Educators’ purposes, roles, and learning designs for experiential learning differ depending on the lens through which they view experiential learning” (p. 169). Furthers Dirkx’s notion that context and self-reflection

are crucial to informing best practices

REFERENCE

DIRKX, J. M. (2006). STUDYING THE COMPLICATED MATTER OF WHAT

WORKS: EVIDENCE-BASED RESEARCH AND THE PROBLEM OF

PRACTICE. ADULT EDUCATION QUARTERLY, 56(4), 273-290.