The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-25e

Bibliographic reference :
Institut National de Recherche Pédagogique (INRP) (2006). Qu’est-ce qu’une « bonne » recherche en éducation?, Lettre d’information de la Cellule Veille scientifique et technologique, no 18, mai 2006. [En ligne].
< http://www.inrp.fr/vst/ >
Consulté le 30 mai 2006

Abstract :

This newsletter is presented by the Institut national de recherche pédagogique (INRP) as a literature review dealing with the highly current issue of quality and usefulness of educational research. This issue concerns more than one educational player, whether researcher, educational policy-maker or practitioner.

The issues addressed include criteria allocated to “proper” research, means of conducting more scientific studies of further use to society and specific methodological approaches that contribute to these means. To do so, various methods related to educational research and their criticism are presented.

Evidence-based Education (EBE) or Education Based on Research Results
EBE is a relatively new research trend featuring the pursuit of three objectives: 1) Educational policies and practices must be based on results stemming from research, 2) The quality of research must be improved in scientific terms (more causal relations) and 3) Specific methods such as experimentation and meta-analysis should be used above any other.

Criticism of Educational Research
Criticism usually voiced with regard to educational research is presented (e.g., pointlessness, lack of thoroughness), along with how EBE offsets these shortcomings. Some political decisions having fostered the growth of EBE are also presented. Arguments of proponents of this approach who support the use of a methodology similar to that used in the medical field to enhance the scientific quality of research are also presented.

However, the fact remains that the debate should not focus solely on choosing a certain method over another, but especially on the methods themselves.

Criticism of EBE
The link correlating educational practices and decisions with the results suggested by EBE is questioned by several researchers. They emphasize the risk of reducing the debate to a simple choice of methodological efforts and neglecting the values at the base of these efforts.

Critics also point out that approaches inherent in medical research cannot be transferred to human sciences, because the context and complexity of social phenomena cannot be considered properly in these fields.

Conclusions
It appears important to remain critical of the use of research results in policy-making, which sometimes takes rather the form of control over educational activities than that of a source for improvement. It also remains important to maintain a plurality of research methods and fundamental research at centre stage.

Lastly, the definition of scientific validation of a research project is presented, and a few leads to educational research in France are suggested.

Links :
http://www.inrp.fr/vst/

Key Words :
Evidence-based Education, Educational Research, Educational Policies, Methodological Approaches, Scientific Quality, Newsletter1

Monitored Countries :
France