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  Previous issue (2022. Vol. 14, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: https://doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Published since 2009

Published quarterly

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Evidence-Based Education: Critical Analysis of Current Discussions 145

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Busygina N.P.
PhD in Psychology, Assistant Professor, Department of Counselling and Clinical Psychology, Chair of Individual and Group Psychotherapy, Moscow State University of Psychology an Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-2344-9543
e-mail: boussyguina@yandex.ru

Podushkina T.G.
Head of the Sector «Center for Evidence-Based Social Design», Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-5966-8342
e-mail: poduschkina@mail.ru

Stanilevsky V.V.
MS in International Affairs, American University, Washington, USA
ORCID: https://orcid.org/0000-0002-8808-7387
e-mail: victor.stanilevskiy@gmail.com

Abstract
The article analyzes the current discussions on how to define evidence and implement evidence-based practice in education. Despite their frequent use, the terms “evidence-based practice”, “evidence-based education” etc. remain something like “empty signs” the meaning of which still needs to be defined. The authors highlight several discussion topics regarding research for evidence-based practice and evidence-based process: hierarchical versus pluralistic conception of evidence; theoretical reasoning as evidence; top-down evidence-based practice versus bottom-up evidence-informed practitioner judgment; conception of research use as linear process of uptake or dissemination versus as bidirectional process by which research and practice mutually inform each other. It is presumed that although historically evidence-based approach was associated with an appeal to science primarily as an institution of prescription, in its actual versions the relationship between science and practice is much more complex.

Keywords: evidence-based education, evidence-based practice, evidence-informed practice, research for evidence-based practice, conception of evidence, evidence-based process, research use

Column: Educational Psychology

DOI: https://doi.org/10.17759/psyedu.2021130410

Funding. The reported study was funded by the Ministry of Education of Russia, project No. 073-00041-21-03 dated 06.11.2021 «Development of methodological foundations for the formation of a unified national approach to the definition of evidence-based practices in social sphere and education».

Received: 10.12.2021

Accepted: 15.12.2021

For Reference

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