Document Type
Article
Publication Date
8-1-2011
Journal / Book Title
Educational Researcher
Abstract
This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products.
DOI
10.3102/0013189X11417619
MSU Digital Commons Citation
Anderson, Gary L. and Herr, Kathryn, "Scaling Up “Evidence-Based” Practices for Teachers Is a Profitable but Discredited Paradigm" (2011). Department of Educational Foundations Scholarship and Creative Works. 89.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/89
Published Citation
Anderson, G. L., & Herr, K. (2011). Scaling up “evidence-based” practices for teachers is a profitable but discredited paradigm. Educational Researcher, 40(6), 287-289.