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Comments on Slavin: Becoming Critical Readers: Issues in Transparency, Representation, and Warranting of Claims

A professor at the University of California, Santa Barbara, Department of Education, Santa Barbara, CA 93106; green{at}education.ucsb.edu. Her research focuses on ethnographic and discourse research methodology and the opportunities linguistically and ethnically diverse students and their teachers are afforded in classrooms and other educational settings.

Audra Skukauskait

An associate professor at the University of Texas, Brownsville, Department of Curriculum and Instruction, 80 Fort Brown, Brownsville, TX 78520; audra.skukauskaite{at}utb.edu. Her research focuses on ethnographic, discourse, and interviewing research methodology; the impact of educational reforms on the lives of teachers; and access to educational opportunities for diverse students.

This response to Slavin’s article (2008) explores the issues of transparency, representation, and warranting of claims in Slavin’s descriptions of the work of others and his suggestions for program evaluation syntheses. Through contrastive analyses between Slavin’s representations of the program evaluation synthesis efforts of five organizations and their own representations of their synthesis work, the authors uncover the ways in which the gaps in Slavin’s text become consequential for readers, limiting readers’ opportunities for developing understandings of synthesis efforts. Through contrastive analyses, the authors foreground the need for transparency in reporting, raise questions about the use of narrowly focused reviews, and demonstrate how a contrastive analysis of texts may constitute a productive approach to critical reading and an opportunity for learning.

Key Words: contrastive analysis • critical reading • ethnographic perspective • logic of inquiry • transparency

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				R. E. Slavin Response to Comments: Evidence-Based Reform in Education: Which Evidence Counts? Educational Researcher, January 1, 2008; 37(1): 47 - 50. [Full Text] [PDF]