Basic Skills Provision for Offenders on Probation Supervision: Beyond a Rhetoric of Evidence-Based Policy?
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
British Journal of Educational Studies 51 (1):64 - 81 (2003)
This article draws upon issues within the debate on evidence-based policy raised in the academic literature and in recent government documentation. The article assesses the extent to and ways in which policy development and implementation on adult basic skills (literacy and numeracy) within the National Probation Service (NPS) are evidencebased. It is argued that the albeit limited amount of empirical evidence on adult basic skills, methodological insights gained through empirical research, and expert opinion have shaped the NPS basic skills strategy. To enhance policy implementation, findings from the NPS pathfinder evaluation have been disseminated to practitioners. It is aimed to build research evidence on basic skills in the NPS in a cumulative way and to use findings to shape policy development on an ongoing basis. The lack of a systematic review on adult basic skills is used to explore reasons for gaps in evidence-based policy on basic skills in the NPS. The article concludes that a range of types of evidence has shaped policy development on basic skills in the NPS.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Philip Davies (1999). What Is Evidence-Based Education? British Journal of Educational Studies 47 (2):108 - 121.
Citations of this work BETA
No citations found.
Similar books and articles
Eleonora Montuschi (2009). Questions of Evidence in Evidence-Based Policy. Axiomathes 19 (4):425-439.
Adam la Caze (2011). The Role of Basic Science in Evidence-Based Medicine. Biology and Philosophy 26 (1):81-98.
Nancy Cartwright (2009). Evidence-Based Policy: What's to Be Done About Relevance? [REVIEW] Philosophical Studies 143 (1):127 - 136.
Tom Nesbit, Daniel Schugurensky & Darlene Clover (2003). Building Research Capacities in Adult Literacy. Inquiry 23 (1-2):21-30.
Mary Hamilton (2011). Unruly Practices: What a Sociology of Translations Can Offer to Educational Policy Analysis. Educational Philosophy and Theory 43 (s1):55-75.
Marga R. Kamm (ed.) (1973). The 1971-72 Field Test of the Prereading Skills Program: Report From the Basic Prereading Skills Component of Program 2, Development of Instructional Programs. [REVIEW] Wisconsin Research and Development Center for Cognitive Learning, University of Wisconsin.
Jim Mackenzie (2012). Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? – Edited by D. Bridges, P. Smeyers and R. Smith. [REVIEW] Educational Philosophy and Theory 44 (1):117-119.
Bill LaBauve & Kimberly Rynearson (2001). The Impact of Conceptualization Skills in Counseling Children. Inquiry 20 (3):33-38.
Desi Larson & Peter Caron (2003). Freire and Family Literacy. Inquiry 23 (1-2):11-20.
Angus Dawson (2004). The Human Fertilisation and Embryology Authority: Evidence Based Policy Formation in a Contested Context. Health Care Analysis 12 (1):1-6.
Andrea Scarantino & Paul Grifftiths (2011). Don't Give Up on Basic Emotions. Emotion Review 3 (4):444-454.
Morwenna Griffiths (2013). Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making. Educational Philosophy and Theory 46 (5):1-14.
Sorry, there are not enough data points to plot this chart.
Added to index2011-05-29
Recent downloads (6 months)0
How can I increase my downloads?