What Do We Know About Evidence-Based Practices?
DOI:
https://doi.org/10.31686/ijier.vol7.iss5.1505Keywords:
Evidence-based practices, research to practice gap, special educationAbstract
Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.
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References
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Cook, B. G., Tankersley, M., Cook, L., & Landrum, T.J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75. doi: 10.1177/1053451208321452
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Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
Stormont, M., Reinke, W., & Herman, K. (2011). Teachers' characteristics and ratings for evidence-based behavioral interventions. Behavioral Disorders, 37(1), 19-29.
Tankersley, M., Harjusola- Webb, S., & Landrum, T.J. (2008). Using single-subject research to establish the evidence base of special education. Intervention in School and Clinic, 44(2), 83-90. doi: 10.1177/1053451208321600
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U.S. Department of Education (2002). No Child Left Behind Act of 2001 http://www2.ed.gov/policy/elsec/leg/esea02/pg4.html
U.S. Department of Education. (2011). The Individuals with Disabilities Act, from https://www.gradnation.org/sites/default/files/The%20State%20of%20Learning%20Disabilities.pdf
Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. doi: 10.1080/01411920902919257
Williams, D., & Coles, L. (2007). Teachers' approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185-206. doi: 10.1080/00131880701369719
Burns, M., & Ysseldyke, J. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education. 43, 3-11. doi: 10.1177/0022466908315563
Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63(4), 513-21.
Carter, M., & Wheldall, K. (2008). Why can’t a teacher be more like a scientist? Science, pseudoscience and the art of teaching. Australasian Journal of Special Education. 32: 5–21. doi: 10.1080/10300110701845920.
Carter, M., Strnadova, I., & Stephenson, J. (2012). Reported Prevalence of Evidence-Based Instructional Practices by Special Educators in the Czech Republic. European Journal Of Special Needs Education. 27(3), 319-335.
Cook, B. G., Smith, G. J., & Tankersley, M. (2012). Evidence-based practices in education. In K. Harris (Ed). Educational Psychology: Contributions to Education. American Psychological Association. (pp. 495-527). Washington, DC, US: American Psychological Association. doi: 10.1037/13273-017
Cook, B. G., Tankersley, M., & Harjusola- Webb, S. (2008). Evidence-based special education and professional wisdom: Putting it all together. Intervention in School and Clinic, 44(2), 105-111. doi: 10.1177/1053451208321566
Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.
Cook, B. G., Tankersley, M., Cook, L., & Landrum, T.J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75. doi: 10.1177/1053451208321452
Dammann, J. E., & Vaughn, S. (2001). Science and sanity in special education. Behavioral Disorders, 27(1), 21-29.
Deshler, D. D. (2003). Intervention research and bridging the gap between research and practice. Learning Disabilities: A Contemporary Journal, 1(1), 1-7.
Gersten, R., Lynn, S. F., Compton, D., Coyne, M., & Mark, S. I. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164. Retrieved from http://search.proquest.com/docview/201201076?accountid=7122
Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 24(4), 276-289.
Heward, W. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36(4), 186-205. doi: 10.1177/002246690303600401
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165.
Individuals with Disabilities Act. (2004). Washington, DC: US Government Printing Office.
Jones, M. L. (2009). A study of novice special educators' views of evidence-based practices. Teacher Education and Special Education, 32(2), 101-120. doi: 10.1177/0888406409333777
Kauffman, J. M., Conroy M., Gardner III, R., & Oswald, D. (2008). Cultural sensitivity in the application of behavior principles to education. Education & Treatment of Children, 31(2), 239.
Kratochwill, T., & VanSomeren, K. (1984). Assessment rating profile. Unpublished manuscript, University of Wisconsin-Madison.
Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19.
Kutash, K., Duchnowski, A. J., & Lynn, N. (2009). The use of evidence-based instructional strategies in special education settings in secondary schools: Development, implementation and outcomes. Teaching and Teacher Education, 25(6), 917-923. doi: 10.1016/j.tate.2009.02.016
MacSuga, A. S., & Simonsen, B. (2011). Increasing teachers' use of evidence-based classroom management strategies through consultation: Overview and case studies. Beyond Behavior, 20(2), 4-12.
Matson, J. L., Turygin, N. C., Beighley, J., & Matson, M. L. (2012). Status of Single-Case Research Designs for Evidence-Based Practice. Research In Autism Spectrum Disorders, 6(2), 931-938.
NetLibrary, I., & National Research Council (U.S.). Committee on Scientific Principles for Education Research. (2002). Scientific research in education. Washington, DC: National Academy Press.
Powers, J. D., Bowen, N. K., & Bowen, G. L. (2010). Evidence-based programs in school settings: Barriers and recent advances. Journal of Evidence-Based Social Work, 7(4), 313-331. doi: 10.1080/15433710903256807
Regan, K. S., & Michaud, K. M. (2011). Best practices to support student behavior. Beyond Behavior, 20(2), 40-47.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.
Stormont, M., Reinke, W., & Herman, K. (2011). Teachers' characteristics and ratings for evidence-based behavioral interventions. Behavioral Disorders, 37(1), 19-29.
Tankersley, M., Harjusola- Webb, S., & Landrum, T.J. (2008). Using single-subject research to establish the evidence base of special education. Intervention in School and Clinic, 44(2), 83-90. doi: 10.1177/1053451208321600
Torres, C., Farley, C. A., & Cook, B. G. (2012). A special educator's guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 45(1), 64-73.
U.S. Department of Education (2002). No Child Left Behind Act of 2001 http://www2.ed.gov/policy/elsec/leg/esea02/pg4.html
U.S. Department of Education. (2011). The Individuals with Disabilities Act, from https://www.gradnation.org/sites/default/files/The%20State%20of%20Learning%20Disabilities.pdf
Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2), 299-316. doi: 10.1080/01411920902919257
Williams, D., & Coles, L. (2007). Teachers' approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49, 185-206. doi: 10.1080/00131880701369719
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How to Cite
Unluol Unal, N. (2019). What Do We Know About Evidence-Based Practices?. International Journal for Innovation Education and Research, 7(5), 238-247. https://doi.org/10.31686/ijier.vol7.iss5.1505
