Emily M. Hodge, Rachael E. Gabriel, Susan Chenelle
{"title":"Beyond Fact-Checking","authors":"Emily M. Hodge, Rachael E. Gabriel, Susan Chenelle","doi":"10.1086/709982","DOIUrl":null,"url":null,"abstract":"The Common Core State Standards (CCSS) were released in 2010 with an appendix that claimed to outline a research-based case for the standards. In this article, we examine the CCSS Appendix A as a case of research use in policy by analyzing the type of sources the document cites, the accuracy of its claim-citation relationships, and the frames its authors used in arguing for the standards. The 59 claims in Appendix A were supported by 112 citations to 97 unique sources. Reports and peer-reviewed articles were the most commonly cited sources, but about a third of claims made did not have a close relationship to the cited material. This analysis raises questions about the use of research evidence in influential policy documents, suggesting that critical consumers scrutinize the content of policy documents and their relationship to the research used to authorize their claims.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"121 1","pages":"75 - 99"},"PeriodicalIF":1.2000,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709982","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/709982","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
The Common Core State Standards (CCSS) were released in 2010 with an appendix that claimed to outline a research-based case for the standards. In this article, we examine the CCSS Appendix A as a case of research use in policy by analyzing the type of sources the document cites, the accuracy of its claim-citation relationships, and the frames its authors used in arguing for the standards. The 59 claims in Appendix A were supported by 112 citations to 97 unique sources. Reports and peer-reviewed articles were the most commonly cited sources, but about a third of claims made did not have a close relationship to the cited material. This analysis raises questions about the use of research evidence in influential policy documents, suggesting that critical consumers scrutinize the content of policy documents and their relationship to the research used to authorize their claims.
期刊介绍:
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.