Schools are now required to demonstrate the use and documentation of scientifically based instruction (NCLB).  As professionals, teachers can learn to recognize and identify scientifically based practice by using basic research concepts.  Educators are informed by formal scientifically based research via the archival research-based knowledge like that found in peer-reviewed educational journals.  Educators may gain continued exposure to scientific research through professional journals, graduate courses, and becoming lifelong learners. 



The scientific criteria for evaluating a credible source include:

1.        The publication of findings in refereed journals (scientific publications that employ a process of peer review),
2.        the duplication of the results by other investigators, and
3.        a consensus within a particular research community on whether there is a critical mass of studies that point toward a particular conclusion.

Empiricism is considered to be the practice of relying on observation to gain knowledge.  However, empiricism alone will not lead to scientific knowledge.  Scientific knowledge is gained through introducing theories, which are tested empirically (theory - prediction - testing - theory modification).   

Objectivity means "nature speaks for itself."  In other words, experimentation is reported honestly and without bias.  Objectivity is, therefore, critical to the process of gaining scientific knowledge.  The scientific criteria for peer review and the replication of findings provides the checks and balance regarding the objectivity of the scientific process. 

In education, it is sometimes difficult to obtain a "cut and dried" outcome regarding the efficacy of a program.  Therefore, a professional judgment call is made utilizing the "preponderance of evidence" (the principle of converging evidence).  Research is considered "highly convergent" when a series of outcomes consistently supports one theoretical approach to instruction.

Clearly there are some areas of educational research lacking in research-based consensus.  Even when teachers are well aware of the scientific criteria for evaluating a credible source, the literature often fails to provide clear and convincing direction.  Educators will need to utilize their own strong reasoning processes gained through teaching experiences. 

Looking into an opinion article, an educator might consider if the author used peer-reviewed research on which to base their opinion.  Is the author referring to more than one reference for the basis of their opinion?  Do the authors cite the works of other researchers or based their opinions solely on their own works?  We can use the same evaluative techniques applied towards presenters at workshops or conferences. 

Teachers may also utilize the "connectivity principle" to a new teaching method.  Is it linked to peer reviewed research?  Is it based on scientifically proven theories or related to other scientifically based instruction?  Even with the total absence of empirical evidence, there could still be a theoretical link to the consensus in the curriculum literature supporting the method (Stanovich, & Stanovich, 2003).      

Stanovich, P.J. & Stanovich, K.E. (2003).  Using Research and Reason in Education.  RMC Research Corporation:            Portsmouth, New Hampshire.
http://www.nifl.gov/partnershipforreading/publications/pdf/Stanovich_Color.pdf