If one really wants to be "data-driven," they must adopt a science-like approach to their data. Few realize how science deals with data, however. I tell #education folks they cannot be data-driven without:
The supremacy of observation and logic.
Avoidance of truth. Rather than demonstrating an idea is true, scientists demonstrate an idea is a false.
Accounting for variables. In education, we assume our interventions are the only factors affecting what we are measuring. This is just one example of fields where relevant factors are ignored.
Verification of observations. If others do not observe the same thing, you are probably wrong.
Peer review is necessary to evaluate one's work and ensure that necessary data was collected and that it was properly and logically analyzed and that observation supports conclusions.
I never thought of schools as combining variables, but that sure makes sense. The way educators handle variables is certainly not science-like.
We do know educators hate "reinventing the wheel," but what they fail to realize is that there are plenty of reasons why wheels may not be the best option.
Of course, the inverse is common too. Educators are prone to taking the precautionary principle to the extreme. "Until you prove it is better than what I am doing in my exact field, then I am not changing," it a common reaction to emerging practices based in learning science.
Just so. I called my most recent book "The Goldilocks Map" because getting the openness/skepticism balance right is essential ... and exceedingly difficult to do.
@AndrewWatsonTTB The Goldilocks Map is an intriguing title and the Amazon page for it looks interesting. I'm off to get a copy-- but not from Amazon :)
I work with community college faculty... have you heard reaction to your book from that population?
a) Excellent! Do let me know if you'd like to chat about the book.
b) When I talk with CC faculty, I typically focus on topics from my other books -- especially #WorkingMemory and #Attention.
TGM focuses on a nichey topic, one that you and I are interested in, but probably isn't as interesting to a full faculty.
I have spoken about TGM at Learning & the Brain: a self-selected audience for people interested in such topix.
c) I too live in New England: our paths may cross...
@garyackerman
Sounds like you and I have LOTS of interests in common!
E.g.: I regularly tell teachers, "Researchers ISOLATE variables; schools COMBINE variables.
For that reason, a 'research-based' suggestion might work in this context...but then again, it might not.!
Looking forward to hearing your thoughts.