Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

Abstract

E vidence-based practices (EBPs), or instructional practices validated by scientifically based research, have been promoted as key components of educational reform (Cook, Smith, & Tankersley, 2011;Earles-Vollrath, 2012). To ensure that EBPs really do cause desired changes in student outcomes, they are derived from research studies that demonstrate high internal validity, such as methodologically rigorous randomized controlled trials. Such studies may be difficult to conduct in typical classroom settings (Berliner, 2004) and often involve atypical supports, such as external 147

Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary-Aged Students with Behavioral Concerns and EBD

“…Many researchers have used single case designs within applied settings (Kennedy, 2005;Kratochwill et al, 2013) to detect a functional relationship between an intervention and dependent measures. Single case designs represent a type of education design research (Smith, Schmidt, Edelen-Smith, & Cook, 2013) that advances scientific understanding through multiple stages of analysis/exploration, design/construction, and evaluation/refinement.…”

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

“…In contrast, Smith et al (2013) stated that evidence garnered from actual classroom experience by practitioners would be more typical and have external validity and relevance as opposed to research-based internal validity and rigor. Smith et al (2013) saw stress between the conflicting views of rigor and relevance in educational circles but held that each share the same goal and end result-improved educational outcomes for students. While writing to special needs educators primarily, Smith et al (2013) called for a combination of rigor and relevance for all educators, that is, collaboration between researchers and practitioners to include research-based academic strategies and methods added to practice-based anecdotal evidence gleaned from everyday classrooms.…”

“…Teaching strategies aligned with developmental and reading level considerations must also be balanced between what is purposeful, practical and an evidence-based practice, according to Smith, Schmidt, Edelen-Smith, and Cook (2013). Researchers Smith et al (2013) posited that evidence-based practices purporting to increase rigor "frequently represent efficacious practices shown to work under ideal conditions, rather than effective practices that work in typical conditions" (p. 147). In contrast, Smith et al (2013) stated that evidence garnered from actual classroom experience by practitioners would be more typical and have external validity and relevance as opposed to research-based internal validity and rigor.…”

“…Researchers Smith et al (2013) posited that evidence-based practices purporting to increase rigor "frequently represent efficacious practices shown to work under ideal conditions, rather than effective practices that work in typical conditions" (p. 147). In contrast, Smith et al (2013) stated that evidence garnered from actual classroom experience by practitioners would be more typical and have external validity and relevance as opposed to research-based internal validity and rigor. Smith et al (2013) saw stress between the conflicting views of rigor and relevance in educational circles but held that each share the same goal and end result-improved educational outcomes for students.…”

“…Smith et al (2013) saw stress between the conflicting views of rigor and relevance in educational circles but held that each share the same goal and end result-improved educational outcomes for students. While writing to special needs educators primarily, Smith et al (2013) called for a combination of rigor and relevance for all educators, that is, collaboration between researchers and practitioners to include research-based academic strategies and methods added to practice-based anecdotal evidence gleaned from everyday classrooms. Smith et al (2013) called for "rigorous educational research" (p. 153) taking place "in complex educational contexts" (p. 153) such as typical classrooms with limited resources (time, money, etc.)…”