Scaling up "evidence-based" practices for teachers is a profitable but discredited paradigm

Gary L. Anderson, Kathryn Herr

Research output: Contribution to journalArticlepeer-review


This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products.

Original languageEnglish (US)
Pages (from-to)287-289
Number of pages3
JournalEducational Researcher
Issue number6
StatePublished - Aug 2011


  • assessment
  • policy analysis
  • professional development
  • teacher research

ASJC Scopus subject areas

  • Education


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