Reforma educativa baseada em evidências
DOI:
https://doi.org/10.35362/rie540540Palavras-chave:
Reformas, pesquisa, tomada de decisõesResumo
Este artigo propõe um enfoque sobre a reforma educativa em que o governo alenta as escolas a utilizarem programas e práticas cuja efetividade foi provada mediante rigorosas avaliações. Segundo este sistema, professores e líderes da comunidade educativa poderão escolher entre uma série de métodos que foram provados e poderão receber fundos que os ajudarão a adotar e aplicar estes programas. Deste modo, o governo ajudaria a construir um conjunto de programas comprovados para todos os níveis educativos e para diferentes sujeitos e proporcionaria apoio para que as escolas pudessem escolher e aplicar programas de efetividade comprovada, sem que diminuísse a sua liberdade para escolher o que considerem que funcionaria melhor com seus estudantes. Com esta política poderá se promover a inovação e a reforma sem mandatos verticais, construindo conhecimento, ao mesmo tempo em que se incrementa o ensino eficaz e se melhoram os resultados obtidos pelos estudantes.
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Referências
Adams, G. L. y Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems.
Aladjem, D. K. y Borman, K. M. (eds.) (2006). Examining comprehensive school reform. Washington, D.C: Urban Institute Press.
Attanasio, O.; Meghir, C. y Santiago, A. (2005). Education choices in Mexico: Using a structural model and randomized experiment to evaluate progresa. ifs working paper ewpo 5/01.
Borman, G.; Slavin, R.E.; Cheung, A.; Chamberlain, A.; Madden, N. A. y Chambers, B. (2007). «Final reading outcomes of the national randomized field trial of Success for All», in American Educational Research Journal, 44(3) 701-739.
Chambers, B.; Cheung, A.; Slavin, R. E.; Smith, D.y Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Manuscript submitted for publication.
Cheung, A. y Slavin, R. E. (2050). «Effective reading programs for English language learners and other language-minority students», in Bilingual Research Journal, 29 (2), 24-267.
Comer, J. P.; Haynes, N. M.; Joyner, E. T. y Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
Comprehensive School Reform Quality Center (Csrq) (2006a). Csrq Center report on elementary school comprehensive school reform models (revised). Washington, Dc: American Institutes for Research.
Comprehensive School Reform Quality Center (Csrq) (2006b). csrq Center report on middle and high school comprehensive school reform models. Washington, dc: American Institutes for Research.
Kearns, D. T. y Anderson, J. L. (1996). «Sharing the vision: Creating New American Schools», in S. Stringfield, S. Ross y L. Smith (eds.). Bold plans for school restructuring: The New American Schools. Mahwah, NJ: Erlbaum.
Kilgore, S.; Doyle, D. y Linkowsky, L. (1996). «The Modern Red Schoolhouse», in S. Stringfield, S. Ross y L. Smith (Eds.), Bold plans for school restructuring: The New American Schools Development Corporation designs. Mahwah, NJ: Erlbaum.
Slavin, R. E. (1997). «Design competitions: A proposal for a new federal role in educational research and development», in Educational Researcher, 26 (1), 22-28.
Slavin, R. E. (2008a). «Evidence-based reform in education: What will it take?», in European Educational Research Journal, 7 (1), 124-128.
Slavin, R. E. (2008b). «Comprehensive school reform», in T. Good et al. (eds.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
Slavin, R. E. (2008c). «What works? Issues in synthesizing educational programme evaluations», in Educational Researcher, 37 (1), 5-14.
Slavin, R. E. (2010). Can financial incentives enhance educational outcomes? Evidence from international experiments. Research Review, 5(1), 68-80.
Slavin, R. E. ; Cheung, A.; Groff, C. y Lake, C. (2008). «Effective reading programs for middle and high schools: A best-evidence synthesis», in Reading Research Quarterly, 43 (3), 290-322.
Slavin, R. E. y Lake, C. (2008). «Effective programs in elementary mathematics; A best-evidence synthesis», in Review of Educational Research, 78, 427-515.
Slavin, R. E.; Lake, C.; Cheung, A. y Davis, S. (2009). «Effective reading programs for the elementary grades», in Review of Educational Research, 79(4), 1391-1465.
Slavin, R. E.; Lake, C.; Davis, S. y Madden, N. A. (in press). «Effective programs for struggling readers: A best-evidence synthesis», in Educational Research Review.
Slavin, R. E.; Lake, C. y Groff, C. (2009). «Effective programs in middle and high school mathematics: A best evidence synthesis», in Review of Educational Research, 79, 839-911.
Slavin, R. E.; Madden, N. A.; Chambers, B. y Haxby, B. (2009). Two million children: Success for All. Thousand Oaks, CA: Corwin.
Stringfield, S.; Ross, S. y Smith, L. (eds.) (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Erlbaum.
Supovitz, J. A.; Poglinco, S. M. y Snyder, B. A. (2001). Moving mountains: Successes and challenges of the America’s Choice comprehensive school reform design. Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
Aladjem, D. K. y Borman, K. M. (eds.) (2006). Examining comprehensive school reform. Washington, D.C: Urban Institute Press.
Attanasio, O.; Meghir, C. y Santiago, A. (2005). Education choices in Mexico: Using a structural model and randomized experiment to evaluate progresa. ifs working paper ewpo 5/01.
Borman, G.; Slavin, R.E.; Cheung, A.; Chamberlain, A.; Madden, N. A. y Chambers, B. (2007). «Final reading outcomes of the national randomized field trial of Success for All», in American Educational Research Journal, 44(3) 701-739.
Chambers, B.; Cheung, A.; Slavin, R. E.; Smith, D.y Laurenzano, M. (2010). Effective early childhood education programs: A systematic review. Manuscript submitted for publication.
Cheung, A. y Slavin, R. E. (2050). «Effective reading programs for English language learners and other language-minority students», in Bilingual Research Journal, 29 (2), 24-267.
Comer, J. P.; Haynes, N. M.; Joyner, E. T. y Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
Comprehensive School Reform Quality Center (Csrq) (2006a). Csrq Center report on elementary school comprehensive school reform models (revised). Washington, Dc: American Institutes for Research.
Comprehensive School Reform Quality Center (Csrq) (2006b). csrq Center report on middle and high school comprehensive school reform models. Washington, dc: American Institutes for Research.
Kearns, D. T. y Anderson, J. L. (1996). «Sharing the vision: Creating New American Schools», in S. Stringfield, S. Ross y L. Smith (eds.). Bold plans for school restructuring: The New American Schools. Mahwah, NJ: Erlbaum.
Kilgore, S.; Doyle, D. y Linkowsky, L. (1996). «The Modern Red Schoolhouse», in S. Stringfield, S. Ross y L. Smith (Eds.), Bold plans for school restructuring: The New American Schools Development Corporation designs. Mahwah, NJ: Erlbaum.
Slavin, R. E. (1997). «Design competitions: A proposal for a new federal role in educational research and development», in Educational Researcher, 26 (1), 22-28.
Slavin, R. E. (2008a). «Evidence-based reform in education: What will it take?», in European Educational Research Journal, 7 (1), 124-128.
Slavin, R. E. (2008b). «Comprehensive school reform», in T. Good et al. (eds.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
Slavin, R. E. (2008c). «What works? Issues in synthesizing educational programme evaluations», in Educational Researcher, 37 (1), 5-14.
Slavin, R. E. (2010). Can financial incentives enhance educational outcomes? Evidence from international experiments. Research Review, 5(1), 68-80.
Slavin, R. E. ; Cheung, A.; Groff, C. y Lake, C. (2008). «Effective reading programs for middle and high schools: A best-evidence synthesis», in Reading Research Quarterly, 43 (3), 290-322.
Slavin, R. E. y Lake, C. (2008). «Effective programs in elementary mathematics; A best-evidence synthesis», in Review of Educational Research, 78, 427-515.
Slavin, R. E.; Lake, C.; Cheung, A. y Davis, S. (2009). «Effective reading programs for the elementary grades», in Review of Educational Research, 79(4), 1391-1465.
Slavin, R. E.; Lake, C.; Davis, S. y Madden, N. A. (in press). «Effective programs for struggling readers: A best-evidence synthesis», in Educational Research Review.
Slavin, R. E.; Lake, C. y Groff, C. (2009). «Effective programs in middle and high school mathematics: A best evidence synthesis», in Review of Educational Research, 79, 839-911.
Slavin, R. E.; Madden, N. A.; Chambers, B. y Haxby, B. (2009). Two million children: Success for All. Thousand Oaks, CA: Corwin.
Stringfield, S.; Ross, S. y Smith, L. (eds.) (1996). Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Erlbaum.
Supovitz, J. A.; Poglinco, S. M. y Snyder, B. A. (2001). Moving mountains: Successes and challenges of the America’s Choice comprehensive school reform design. Philadelphia: University of Pennsylvania, Consortium for Policy Research in Education.
Como Citar
Slavin, R. E. (2010). Reforma educativa baseada em evidências. Revista Ibero-Americana De Educação, 54, 31–40. https://doi.org/10.35362/rie540540
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2010-09-01
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