HIGHLIGHTS
SUMMARY
Across the United_States, the United Kingdom, and Australia, the evidence-based policy orthodoxy, which has grown steadily since the 1990s (Ladwig, 2018), emerged from a lack of trust in the effectiveness of teacher judgement and practice (Biesta, 2007), and a "crisis of legitimisation" following repeated attacks on educational practice and research (Pirrie, 2001, p 124). It can be used to describe the ways that the authority carried by evidence-based policy has established it as an unequivocal "truth," despite both teachers and scholars expressing dissent (see Aastrup Rmer, 2019; McKnight and amp; Morgan, 2020a . . .
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