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It contrasts educational research conditions across these countries and identifies how scholars can strengthen the global quality of evidence-based reform. 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Using evidence for adoption creates a cycle of innovation, evaluation, and progressive improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601148,1792231146,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How Could Evidence-Based Reform Advance Education?  \nRobert E. Slavin  \nJohns Hopkins University  \nAlan C. K. Cheung  \nThe Chinese University of Hong Kong  \nECNU Review of Education 2021, Vol. 4(1) 7–24 ª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120976060](DOI: 10.1177/2096531120976060)[ ](DOI: 10.1177/2096531120976060)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nTengteng Zhuang (庄腾腾)  \nBeijing Normal University  \nAbstract  \nPurpose: This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK.  \nDesign/Approach/Methods: The article contrasts the state of educational research in the U.S., the UK, and China, world leaders in evidence-based reform.  \nFindings: The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.  \nOriginality/Value: This article is the first to compare developments in evidence-based reform in education in China with parallel developments in the U.S. and UK Building understanding of  \nCorresponding author:  \nRobert E. Slavin, Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MD 21218, USA. Email: [rslavin@jhu.edu](rslavin@jhu.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ncurrent evidence-based policies should help all countries learn how evidence can play a greater role in education policy and benefit many students.  \nKeywords  \nEvidence-based reform in education, experiments, international comparisons, meta-analysis, research designs  \nDate received: 16 March 2020; accepted: 27 May 2020  \nEvidence-based reform in education (Bridgeland & Orszag, 2013; Gueron & Rolston, 2013; Slavin, 2008, 2013, 2017, 2020; Slavin & Cheung, 2017) refers to policies in which educatorsand policymakers use evidence of effectiveness as a criterion for choosing educational programs, products, and practices. Evidence of effectiveness is defined as evidence from rigorous experiments in which students experiencing experimental programs are compared over significant periods oftime (say a semester or more) to those using traditional control methods in terms of gains on valid measures of achievement. Ideally, students, teachers, and/or schools are assigned at random to experimental or control treatments (Bucks & McGee, 2015; Gueron & Rolston, 2013), but at a minimum, experimental and control students are well matched at pretest on measures of achievement, demographic variables, and so on. Note that this definition does not refer to simply disseminating information about generic principles of effective practice, which has not generally been found to make much of a difference in practices or outcomes (e.g., Hemsley-Brown & Sharp, 2003; Weiss et al., 2008), but instead refers to reforms that support the use of specific programs evaluated in comparison to control groups and found to be effective ","cbCaidVaXxMyYGZ3","https://ap.wps.com/l/cbCaidVaXxMyYGZ3","pdf",172964,18,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Keywords\n# Evidence-based reform in education (definition)\n## Effective evidence and experimental design\n## Experiments and quasi-experiments\n# Why should evidence matter?","[{\"question\":\"What is evidence-based reform in education?\",\"answer\":\"It refers to policies where educators and policymakers use evidence of effectiveness to choose educational programs, products, and practices. Effectiveness evidence comes from rigorous experiments comparing outcomes over significant periods.\"},{\"question\":\"Why does the article emphasize experiments and quasi-experiments?\",\"answer\":\"Because the key tool for judging innovative approaches against ordinary practice is experimental or quasi-experimental evaluation. Random assignment is ideal, while quasi-experiments match groups when randomization is not feasible.\"},{\"question\":\"How does the article describe the role of evidence in education policy?\",\"answer\":\"Programs with strong evidence bases, implemented as validated, are likely to produce better student outcomes. Using evidence for adoption creates a cycle of innovation, evaluation, and progressive improvement.\"}]","How Could Evidence-Based Reform Advance Education? | PDF",1792092072,45]