Evidence and Decision Making in Professions
The application of EBP in education has not been debated widely and the extent to which educators understand and support the concept is unknown. Even so, administrators and teachers historically have exhibited a proclivity to oppose ideas that conﬂict with their prevailing beliefs, especially when these ideas emerge in the context of politically coercive change strategies (Bauman, 1996). As an example, critics of the No Child Left Behind Act of 2001 (NCLB)1 have often reacted negatively to the law’s requirements for data-based decision making. More speciﬁcally, they have argued that basing consequential decisions solely on research data is demeaning and precarious-demeaning because the wisdom of educators is devalued and precarious because research data are fallible (Kowalski, Lasley, & Mahoney, 2008).