In a time when education’s practitioners, scholars, and reformers seem to be finding less and less common ground, the issue of education’s resistance to evidence-informed practices is uniquely unifying.
A wide range of education thinkers, for instance, from cognitive scientists to ed historians to practical researchers, calls it out all the time, and they’ve done so over several decades and from numerous points around the world. And in the U.S. especially, policymakers have loosed various (though sadly toothless) bureaucratic hounds over the past two decades to encourage better research literacy and application.
Unified as all these policy and scholarly forces are on the question of evidence-supported practice, not much seems to be changing at the school level. Indeed, at the practical level, education to a large extent remains—as Mike Petrilli put so well last year for Fordham—“a field in which habit, intuition, and incumbency continue to play at least as large a role as research and data analysis.”
And, as my book Education is Upside-Down argues, until the right—as in research-verified, not intuitively appealing—changes are made at the practical levels, it’d probably be wise to not get our hopes up about all those big-“R” reform things...