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Article

Why Can’t a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

  • Mark Carter (a1) and Kevin Wheldall (a1)
Abstract

In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.

Copyright
COPYRIGHT: © The Australian Association of Special Education 2008
Corresponding author
*Corresponding author. Macquarie University Special Education Centre, Macquarie University, NSW 2109, Australia E-mail: mark.carter@mq.edu.au
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Australasian Journal of Special Education
  • ISSN: 1030-0112
  • EISSN: 1833-6914
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