Evidence-Based Practice in the Teaching Industry

The Stanoviches stated that the practice of relying on observations is empiricism, and that throughout history some scientist would ignore the evidence that they observed. They stated that the observations must also be written down every time in order to have valid documentation. These claims and observations are casual in nature when they choose one type of method over another. The Stanoviches want teachers to know that when the teachers are deciding on an instructional practice that they must make sure that it exposes they underlying structure to the world. They also want teachers to know that the “experimental method” is an essential part of making inferences about instructional programs. (Stanovich, 2003)

Evidence - based practice assessment tools are vital to research ASD. Evidence-based practice is defined as using science evidence in order to support and develop the best intervention methods or clients. Evidence-based practice in assessment using both qualitative and quantitative results to measure the accuracy in results (Jordan and Franklin, 2016).

Five well known evidence-based instructional strategies are show and tell, graphical connections, checking for understanding, peer assisted learning, and retention strategies.

The emergence of evidence-based practice was in the 90s mainly for medicine practice but it has rapidly spread into other disciplines and professions which are focused on people’s health. Sackett at al. (1996) have defined this term as: “Evidence-based practice is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients”. The reason for its prevalence and its success is clear as it is quite simply a self-evidently good idea to base the practice on an appropriate evidence (Trinder, 2006). To provide a complex and the most effective care that is available, the practitioner needs to make sure that the care will be based on clinical data/ knowledge, research evidence and patient values/ preferences or expectations. One aspect without the other is not sufficient and complex in the approach of client care and is not enough to provide the best care and ensure the best patient outcomes (Rowland and Goss, 2000).

I have enjoyed reading your post, Melissa. I found your comment on evidence-based practice, nursing research, and quality improvement to be informative and educational. The aim behind nursing research is to generate new knowledge for the sake of improving patient outcome. Research is based systemic structure that follows a rigorous process for the purpose of answering a question or testing a hypothesis (Conner, 2014). Nursing research aims to discover effective intervention in order to improve patient outcome. Research is often peer reviewed before it is published. Evidence based practice is based on employing evidence into nursing practice. Therefore, the aim behind evidence based practice is to incorporate the best evidence into decision

Another familiar feature of both reflective and evidence based practice is that both practices share a common aim. They both strive for change and improvement (Atkin 1993 cited in Leitch & Day 2000). Evidence is often gathered to support or justify particular practice. We look at trends in results to identify a particular weakness or strength. The optional statutory assessment grids are a great source of evidence for teachers, at the end of a year. They provide a breakdown of the types of questions that the children answered and show the percentage they got correct. In my school we analyse this data to show where there are gaps in the children’s understanding. We then use this evidence to inform our teaching practice the following year, by targeting these particular areas in need of development. By looking at this example you can see how both evidence based and reflective practice are used. As practitioners we need to reflect upon this evidence to help it inform out teaching. Without doing this, these gaps may go unidentified and there would be no improvement in that particular area of the child’s understanding. This example shows the reflection-on-action process.

Curriculum and implementation: Using educational policies and approaches that are based on evidence-based research. Material taught should be current and not antiquated.

The empirical research article has been selected from the peer reviewed journal, British Educational Research (2009). According to Cottrell (2011) articles which are peer reviewed are generally well regarded

McGuinn, Patrick. "Ringing the Bell for K-12 Teacher Tenure Reform," American Progress. www.americanprogress.org, Feb. 9, 2010. Web. Feb 18, 2016.

Darling-Hammond, L., & Berry, B. (2006). Highly Qualified Teachers for All. Educational Leadership, 64(3), 14.

I think evidence based medicine is vital to reduce adverse effects and improve patient outcome. It is better for providers to have guidelines to follow in making a decision to avoid a poor patient outcome or order unnecessary treatments. Experts recommended the use of evidence-based practice following the major healthcare deficit that is causing harm, that can be prevented (Steven, 2013). Using evidence-based research can prevent these unnecessary gaps in healthcare policies. Evidence-based practice needs to be adopted by policy makers, individual care providers, microsystems, and system leaders for it to be successful and supported (Steven, 2013). The ACE Star Model emphasizes the necessary steps that guide evidence-based medicine, like

The evidence based writing instructional strategies for all three students I assessed (Aiden, Torrence, and William G.) I would

Evidence Supporting the Effectiveness of the Strategy: Based on the evidence from this lesson I would use this

All students deserve the best education possible. To ensure that, teachers should use techniques and strategies that has been proven to be effective. Evidence based practices are those teaching and intervention practices that have well conducted research to prove that it works. Furthermore, the Individuals with Disabilities Education Act (IDEA) require schools to use programs, practices and curriculum that are based on scientific based research when teaching students with disabilities (IDEA). According the national Autism Center’s national Standards Report, there are eleven practices that qualify as established evidence based practices for use with students with ASD. These practices include, antecedent package, behavioral package, comprehensive

During the program that I am in now I’ve learned that for evidence based practices that you must have the access to evidences based- practices, be careful with fidelity, and to check the progress of the students. Today many teachers search websites such as google to create their lesson plans. They do this because many teachers do not have time to sit down and look for the proper research that is needed. These lesson plans that they are finding may not be considered an evidence based instruction method. There are many websites that have been made for teachers which have the proper evidence based programs that are needed for teachers. Next we have to be careful with “fidelity”, which refers to accuracy or exactness to details. Teachers want to be sure that their evidence based methods have strong outcomes from the students. It is important for teachers to not change or leave out any of the steps in the evidence