What Are Evidence Based Practices In Education?

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What Are Evidence Based Practices In Education
For Your Information – Although the terms evidence-based practices and evidence-based programs have been used interchangeably, experts in the field, as well as practitioners, are beginning to differentiate between them. Evidence-Based Practice: Skills, techniques, and strategies that have been proven to work through experimental research studies or large-scale research field studies.

Evidence-Based Program: A collection of practices that, when used together, has been proven to work through experimental research studies or large-scale research field studies. Educators often use the well established and commonly used practices and strategies that they have seen others use—including their own teachers—never questioning whether these practices are supported by evidence.

In fact, some of these practices have been shown to be ineffective or have no data to support them. For example, many schools across the country have adopted a zero tolerance policy and associated disciplinary practices for certain behaviors, yet research indicates that these practices are not only ineffective but are also associated with negative student outcomes.

To improve the quality of instruction students receive and the outcomes that students achieve, the field of education has been making great efforts for a number of years to implement evidence-based practices or programs (EBPs). In general, an EBP is one whose effectiveness is supported by rigorous research.

In other words, research shows that the practice or program works. Unfortunately, identifying and selecting an EBP is difficult for education professionals for a number of reasons.

There are few opportunities for educators to learn about evidence-based practices (e.g., professional development training, conferences, professional journals, a limited number of Websites). Specific information about an EBP (e.g., description of the practice, the student population it is effective with, implementation procedures, effectiveness rating) can be difficult to locate. EBPs are often presented in formats (e.g., research article) that educators find difficult to understand and, in turn, to apply in the classroom. Training on how to read and interpret research findings is often inadequate. Written descriptions (especially when composed by vendors) might claim that practices and programs are evidence-based even though they are not backed by rigorous research. The criteria for deeming a practice or program “evidence-based” might vary depending on the organization or agency producing the effectiveness rating. The term “evidence-based” has not been used consistently. Several similar terms have been used to describe the effectiveness of programs or practices: research-based, research-validated, and best practice. Further complicating matters, these terms have evolved over time and have been used interchangeably; consequently, it can be hard to get past the terminology and determine which practices or programs have been shown by research to be effective.

To help clarify the terminology, the table below highlights some common terms you may encounter when searching for an EBP. The first term, “evidence-based practice,” refers to a practice with the strongest research evidence.

Evidence-based practice

Shown to have a positive effect on student outcomes The research design allows one to infer that the practice led to child or student improvement Multiple high-quality studies have been conducted Reviewed by a reputable organization (e.g., What Works Clearinghouse)

Promising practice

Shown to have positive effects on learner outcomes The research design does not clearly demonstrate that the practice led to child or student improvement Insufficient number of studies conducted to demonstrate its effectiveness

Research-based practice

Some research studies have demonstrated positive effects on student outcomes while other studies have not Based on research that may or may not clearly demonstrate that the practice led to improved child or student outcomes Multiple studies have been conducted

Emerging practice

Anecdotal evidence of effectiveness Research has not been conducted

Other terms that you might encounter during your search for an EBP are “best practice” or “recommended practice.” These terms have been used inconsistently. Sometimes these practices or programs are backed by research, and other times they are not. When reviewing these practices or programs, proceed with caution.

You want to make sure they are backed by research not just anecdotal evidence or professional judgment. Keep in mind that due to inherent difficulties posed by research, limited time, and lack of funding, not all educational practices and programs have been subjected to rigorous research. Bryan Cook discusses the differences between evidence-based practices and promising practices and how to prioritize their use.

(time: 3:05). Transcript: Bryan Cook, PhD There are a lot of confusing terms out there. I think it’s important to think about how we use these terms and try to use them meaningfully and consistently, if possible. I think promising practices is an especially important term to be thinking about and to be using, because not everything out there is necessarily identified as an evidence-based practice.

I think sometimes we slip into a way of thinking where we think of things as evidence-based practices and everything else we think, “If I’m a good educator, I’m trying to do good things for my students, I want to only use evidence-based practices,” and it would be the rare day, I think, where you could go through an entire day of teaching and use only evidence-based practices.

We have to think of ways to prioritize non-evidence-based practices and not think of them as all the same. There’s at least a few reasons why practices might be non-evidence-based. We might not have a formal review done where we’ve definitively determined that this is an evidence-based practice.

  • There could be research out there that does indicate its effectiveness, but it’s just not been reviewed and formally identified as an evidence-based practice by a scholarly journal or by the What Works Clearinghouse or some of these different systems or organizations that do that kind of work.
  • There’s probably quite a few different things out there that are supported by research but aren’t identified as evidence-based just because evidence-based reviews take a lot of time and effort to do.
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And I think probably the most-common reason why effective practices aren’t identified yet as evidence-based is that there’s not a body of high-quality research done on a lot of practices. Every evidence-based practice at some point started off as a non-evidence-based practice that we didn’t have enough research out yet to tell whether it was evidenced-based.

And so just because something’s not evidenced-based doesn’t necessarily mean that it’s ineffective. So when we have some research evidence that something works, and we can consider it promising, that’s important to know, and it’s whenwe should prioritize evidence-based practices first, but if we don’t identify any relevant evidence-based practices, or the one or two evidence-based practices that we did identify ended up not working for particular students then promising practices are a very good next step that we can go to instead of just saying, “Well, I’ve no idea what to do next.” The other reason that something might not be identified as an evidence-based practice is that we have good research that show that it doesn’t produce meaningful positive effects or that it actually does harm.

We don’t want to use that. It obviously wouldn’t be a promising practice. We don’t have enough evidence-based practices to address every situation for every learner. We’re going to have to go down to kind of a next level, which are promising practices, and I think that’s okay.
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What is an example of evidence-based practice in education?

How to Utilize Evidence-Based Instruction in the Classroom –

Utilizing questioning techniques as prelude to discussion and instruction. An example of this includes questions such as, “What do you think you will really use?” and “What do you expect to learn from this lesson?” Applying retrieval strategies, using background knowledge, and activating prior learning. This helps assess where teachers need to begin instruction, reteach, and review. Quizzing and incorporating pre-tests improves student learning and maximizes the time spent teaching and planning. This includes using games and online quizzes. Great examples of these are audience response systems such as Kahoot and students love these! Incorporating Closing and Review with questions such as, “What do you think was the important thing we learned about today? Asking the students if they have any questions is not an appropriate way to encourage discussion. This type of questioning is too vague and does not consider learning styles and preferences. These techniques involve probing questions, and this is an efficient way to check for understanding. Making connections and establish meaningful relationships with what they are learning using graphic organizers, This works well for online graphic organizers also. Providing relevant examples and connecting examples to content are important in this type of strategy. An example would be to ask students to tie what they are learning to real life or to other content areas. Scaffolding is a process building on skills and information from previous lessons, and chunking information is a valuable method for retention and improving memory. Both of these techniques have great success in helping students learn and remember content. Using probing questions or topics in discussion. A good idea for this type of approach is to open a discussion about a controversial topic. This is a great way to get all students alert and engaged. A little stress in the learning environment is conducive to learning and an opportunity for optimal learning.

Today’s students and teachers face multiple challenges, and it is vital for teachers to learn what has worked in the past, while staying abreast to new, innovative ideas. These ideas take time and planning but encourage students to enjoy learning in the classroom.

  1. Teachers and students are stakeholders in a variety of ways, and incorporating evidence-based instruction into the classroom creates success.
  2. Teachers often learn from each other, and observing other colleagues is an excellent way to obtain practical ideas in evidence-based instruction.
  3. Many teachers are already utilizing these ideas in their classrooms.
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Teachers learn from observing others and should continuously participate in meaningful professional development. Networking is another important facet of successful teachers as there is always room for growth and encourages lifelong learning. Teachers need each other, and this is how evidence-based instruction expands and enlightens all involved.
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What is evidence-based practice in teaching?

What Are Evidence-Based Practices? What Are Evidence Based Practices In Education Cook, Smith, and Tankersley (2012) define evidence-based practices (EBP) as practices that are shown to be effective through the high-quality researcher to meaningfully improve student outcomes. Simply put, EBPs are practices that are supported by a strong high-quality evidence base that have seen effects that positively impact students. What Are Evidence Based Practices In Education Think about EBPs like thisyou go and visit your doctor and talk to them about your high blood pressure. In going to the doctor, the doctor prescribes you medication to treat your high blood pressure. The medication the doctor has given you has been through rigorous research, clinical trials and approval from the FDA. What Are Evidence Based Practices In Education Evidence-based practices in education are the same. They are backed by rigorous, high-standard research, replicated with positive outcomes and backed by their effects of student outcomes. EBPs take the guess work out of teaching by providing specific approaches and programs that improve student performance. What Are Evidence Based Practices In Education The term that is most thrown around in the education circle is the phrase “best practice.” Best practice is a vague term that could include anything from something you saw in an add to a practice that is actually ineffective but someone loves it and so it becomes a “best practice.” Best practices are inherently biased because of personal experiences, opinion or the claim that they are backed by science.

Think about all the stuff that you see on a teachers personal blog, Teachers Pay Teachers or Pinterest. While they look cute and they seem like they would work in your classroom, none of those practices or materials are backed by scientific research. Think about how many curriculum programs, supplemental materials, or “best practice” that you have been through in your career.

You use a reading series for 2 years, it’s not helping kids read and your on to the next “best thing.” Hype surrounding programs and approaches in education are often times backed by popularity and non by science. Big names in education come out with a new approach to reading and claim it’s the way to teach kids to read. What Are Evidence Based Practices In Education There is another term floating around in the education world and that is “effective practice.” Just as best practice insinuates, effective practices may be back by research but that research may not be high quality. There could be false positives, limited studies or small or negative effect sizes that impact these practices being named evidence-based.

Think about effective practices like thisyou have a headache and you want to treat it. You’ve heard through the grapevine that peppermint oil can help to get rid of a headache. You try the peppermint oil and its lessens your headache but the next three times you use it, it does nothing. You treat your next headache with some pain reliving medication and this does the trick.

Peppermint oil can be an effective treatment for getting rid of a headache, but it is not evidence-based. There is no high-quality research to back up peppermint oil, no clinical trials and no randomized control trials to prove it’s effectiveness. It’s effectiveness is validated through companies that sell it, social media, holistic medicine and people you know. What Are Evidence Based Practices In Education Using evidence-based practices (EBPs), with special education students especially, is a critical feature of improving their learning outcomes. When teachers combine their expertise as content knowledge experts with explicit instruction and practices and programs backed by research, the likelihood that a child will grow academically is increased tenfold. What Are Evidence Based Practices In Education

We will further explore what a high-quality research study looks like, what research design, magnitude and effect sizes have to do with evidence-based practices and provide resources and information for selecting and implementing an evidence-based practice in the classroom. References:

Cook, B.G., & Cook, S.C. (2011). Unraveling evidence-based practices in special education. Journal of Special Education, 47, 71–82. Cook, B.G., Smith, G.J., & Tankersley, M. (2011). Evidence-based practices in education. In K.R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Volume 1) (pp.495–528).

Washington, DC: American Psychological Association. Cook, B.G., Tankersley, M., Cook, L., & Landrum, T.J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School & Clinic, 44, 69–75.\ Cook, B.G., Tankersley, M., & Landrum, T.J. (Eds.). (2009). Evidence-based practices for reading, math, writing, and behavior,

Exceptional Children, 75. Kretlow, A.G., & Blatz, S.L. (2011). The ABCs of evidence-based practice for teachers. TEACHING Exceptional Children, 43(5), 8–19. Torres, C., Farley, C., & Cook, B.G. (In press). A special educator’s guide to successfully implementing evidence-based practices.
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What are considered evidence-based practices?

Evidence-based practice (EBP) is the objective, balanced, and responsible use of current research and the best available data to guide policy and practice decisions, such that outcomes for consumers are improved. Used originally in the health care and social science fields, evidence-based practice focuses on approaches demonstrated to be effective through empirical research rather than through anecdote or professional experience alone.

  • An evidence-based approach involves an ongoing, critical review of research literature to determine what information is credible, and what policies and practices would be most effective given the best available evidence.
  • It also involves rigorous quality assurance and evaluation to ensure that evidence-based practices are replicated with fidelity, and that new practices are evaluated to determine their effectiveness.

In contrast [to the terms “best practices” and “what works,” evidence-based practice implies that 1) there is a definable outcome(s); 2) it is measurable; and 3) it is defined according to practical realities (recidivism, victim satisfaction, etc.). Thus, while these three terms are often used interchangeably, EBP is more appropriate for outcome-focused human service disciplines.
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What are evidence-based principles of education?

Evidence-based teaching (also commonly known as evidence-based education or evidence-based learning) is the principle that teachers should use research to make informed decisions with regards to learning, rather than being led by what has been used in the past, personal judgement, or other influences.
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What are evidence-based inclusive practices that can be used in the classroom?

Use peer mentoring, group discussions, and cooperative learning situations. Make content personal. Develop study guides. Select textbooks and other materials that support and include students who have a wide range of abilities to see, hear, speak, read, and learn.
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What are the 5 pedagogical approaches?

The five major approaches are Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).
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What are the 5 models of evidence-based practice?

Evidence-based practice is a process that involves five distinct steps which we call the five ‘A’s: Ask, Access, Appraise, Apply, Audit.
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What are the 4 sources of evidence-based practice?

When we apply EBP to management decisions, the four main sources of evidence used are scientific literature, organizational data, stakeholders’ concerns, and professional expertise.
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What are the 8 principles of education?

4 min read The experiential or transformative learning associated with service-learning takes place primarily outside of the classroom, which means it is often less predictable and less structured. It can be difficult, at times, for practitioners to structure a learning environment due to this unpredictability of experiential learning opportunities; however, it is precisely this lack of structure that offers potential for transformation.

  1. One helpful tool that can aid experiential education practitioners is a set of guidelines developed by the National Society for Experiential Education (NSEE) called the Principles of Good Practice.
  2. These principles can be used by any program engaging in experiential education to maximise student learning opportunities.

The eight principles are: intention, authenticity, planning, clarity, monitoring and assessment, reflection, evaluation, and acknowledgment. Below are in-depth descriptions of each point, as adapted from the NSEE.
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How can you support evidence based strategies in the classroom?

Ask many questions and observe student responses ; questions allow students to connect new material with prior learning. Provide models such as step-by-step demonstrations or think alouds to work out the problem. Guide student practice by asking good questions and providing feedback.
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What is an example of inclusive pedagogy?

For example, making lecture slides available to all students at least 24 hours before a lecture benefits all students, not just students with inclusion plans; engaging with scholars outside the US and Europe benefits all students, not just those in favour of a decolonised curriculum.
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What is evidence based practice in nursing teaching?

Introduction – Evidenced-based practice (EBP) is described by Melnyk et al. ( 2012 :410) as a problem-solving approach to clinical decision-making in health care. Evidence-based practice integrates the best evidence from well-designed studies with the clinicians’ expertise, including internal evidence from patient assessments and practice data, and patients’ preferences and values.

Melnyk et al. ( 2012 :410) further revealed that implementation of EBP leads to a higher quality of care, improved patient outcomes, and decreased health care costs. Evidence-based practice teaching and learning has become an important function for nursing education. Research is used as an instrument in developing new teaching and learning strategies.

Nurse educators are guided by evidence-based practice in teaching and on research reports. Evidence-based practice in learning is also based on research, meaning that students learn by using research findings. Research-based teaching and learning encourages and stimulates critical thinking for students (Felicilda-Reynaldo & Utley 2015 :91).
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What is an example of evidence-based public health practice?

Some examples are: PSA screening for prostate cancer, migraine management, and hepatitis C treatments. An international research network that produces systematic reviews of the effects of social interventions.
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