The ‘interventionisation’ of education

Since the 1990s there have been repeated international calls for the systematic use of randomised controlled trials to inform educational decision-making. The advent of the Education Endowment Foundation (EEF) in 2011 has made this a reality in England: over a third of English schools are now involved in such trials. 

Whilst there have been numerous arguments concerning their value and role, little sustained attention has been paid to one specific yet fundamental impact of such trials. 

The seminar focuses on two case histories, on research into effective teacher professional development and language and literacy education. These are used to demonstrate how the use of trials is 'interventionising' education, narrowing the focus to structured, time bounded, routinised interventions - packages of teaching with clear attainment-based outcomes. This leads to an impoverished view of the teaching and learning process, the role and identity of the teacher and a view of the learner as test-attainer. 

The presentation concludes by arguing that a broader view of research, and a greater diversity of methodologies, is needed to maintain and affirm a richer understanding of education.

Links

• Department of Learning and Leadership
• Centre for Education Policy and Equalising Opportunities