Anmeldelse af Tone Kvernbekks "Evidence-based Practice and Education".

  • Mikkel Helding Vembye Aarhus Universitet

Referencer

David Hargreaves, ” Teaching as a research-based profession: Possibilities and prospects,” The Teacher Training Agency Annual Lecture 1996, (1996).

Gert Biesta, ” Why ‘"What Works" Won't Work: Evidene-based Practice and the Democratic Deficit in Educational Research”, Educational Theory 57, no. 1 (2007).

John Hattie, Visible Learning – A Synthesis of Over 800 Me-ta-analysis Relating to Achievement (New York: Routledge, 2009).

John Hattie, Synlig læring - for lærere (Frederikshavn: Dafolo, 2013).

John Mackie, “Causes and Conditions”, American Philosophical Quarterly 4 (1965).

Lars Qvortrup, ”Baggrund for og diskussioner af Visible Lear-ning med særligt henblik på lærings- og vi-densbegrebet,” Paideia 9 (2015).

Lars Qvortrup, ”Undervisning er udøvelse af professionel dømmekraft,” in Evidens og dømmekraft. Når evidens møder den pædagogiske praksis, ed. Claus Holm & Hanne Balsby Thingholm (Frederikshavn: Dafolo, 2017).

Mikkel Helding Vembye & Hans Siggaard Jensen, “ Hvorfor pædagogisk evidensforskning i sin nuværende form ikke er til megen hjælp,” Nordic Studies in Edu-cation (indsendt).

Nancy Cartwright & Jeremy Hardie, Evidence-based Policy (Oxford: Oxford University Press, 2012).

Niels Egelund & Lars Qvortrup, ”For til den danske udgave” in Synlig læring - for lærere, ed. John Hattie (Frederikshavn: Dafolo, 2013).

Pierre Bourdieu, ”Men and Machines,” in Advances in Social Theory and Methodology: Towards an Integration of Micro- and Macro-Sociologies, ed. K. Knorr-Cetina & A. V. Cicourel (Boston: Routledge, 1981).

Thomas Aastrup Rømer, ”Pædagogik og kausalitet” in Uren pædagogik 3, ed. Thomas A. Rømer, Lene Tang-gaard, Svend Brinkmann (Aarhus: Klim, 2017).

Tone Kvernbekk, Evidence-based Practice in Educa-tion (New York: Routledge, 2016).

Publiceret
2018-03-27
Citation/Eksport
Vembye, M. (2018). Anmeldelse af Tone Kvernbekks "Evidence-based Practice and Education". Studier I Pædagogisk Filosofi, 6(1), 98-100. https://doi.org/10.7146/spf.v6i1.104311
Sektion
Anmeldelser