Hammersley, Martyn, "Some Questions about Evidenced-based Practice in Education," pp. 133-149 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004.*


Argues that research evidence should not be privileged to the exclusion of evidence from professional experience in choosing courses of action in educational policy-making and practice; explains the underlying flaws in the arguments put forth in favor of research-based practice.

Broad Topical Focus

Relation of Curriculum Research to Practice

Source Discipline


Mode of Inquiry in the Study

Philosophical Inquiry-Ampliative Criticism

Type of Study

Single Study

Narrow Topic

Knowledge Utilization, Value Assumptions and Ideologies in Curriculum


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