Location
University of Windsor
Document Type
Paper
Keywords
Backing, data, EBP, education, evidence, judgment, reasoning, rules, Toulmin model, warrant
Start Date
18-5-2011 9:00 AM
End Date
21-5-2011 5:00 PM
Abstract
There is a vast literature on evidence-based practice (EBP) in education. Both critics of and adherents to EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be derived; in Toulminian terms, evidence is treated solely as data/grounds. I argue in this paper that it is better in educational reasoning to view the function of evidence as backing of the warrant.
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Included in
Evidence-based practice and Toulmin
University of Windsor
There is a vast literature on evidence-based practice (EBP) in education. Both critics of and adherents to EBP seem to think of evidence largely as quantitative data, serving as a foundation from which practice could and should be derived; in Toulminian terms, evidence is treated solely as data/grounds. I argue in this paper that it is better in educational reasoning to view the function of evidence as backing of the warrant.
