Evidence-Based Practices

Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes (Cook, 2011).

One of the most critical issues in contemporary special education is the significant and persistent gap between research documenting the effectiveness of practices and the actual instruction that occurs in typical classrooms (Carnine, 1997; Cook & Schirmer, 2006).

The International Literacy Association states that adoption of a program indicated as “evidence based” does not guarantee reading success. Teachers and administrators must also evaluate methods and programs through the lens of their particular school and classroom settings. They must determine if the instructional strategies and routines that are central to the materials are a good match for the children they teach.

 

Instructional Interventions That Have Proven to Be Successful with Low-Achieving Students

Evidence-Based Best Practices

Best Evidence Encyclopedia

Promising Practices Network

Doing What Works Library

Children and Youth with Disabilities

Find What Works

Unraveling Evidence-Based Practices In Special Education

 

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s