A Framework for Evidence-Based Practices

Cynthia CurryLecturer

University of Southern Maine

Objectives

• To leave with:– A basic understanding of evidence-based practices– A framework for organizing evidence-based

practices– A tool for analyzing curriculum

Background

Transforming Teaching through Collaborative Teacher Education

2008-2013

“Evidence-Based Practice”

• Origin in medical practice: “What works?”• Relationship among practice, outcomes, and

specific methods of research• Antonyms:– “Intuition-Based Practice” – “Fad-Based Practice”

Teachers and Doctors as “Applied Professionals”

“Practicing doctors and teachers…are practical people making interventions in the lives of their clients in order to promote worthwhile ends – health or learning…Many doctors draw upon research about the effects of their practice to inform and improve their decisions; most teachers do not, and this is the difference.”

-Hargreaves, 1997

Research Matters

• Proving that something works:– Measure the outcome of a targeted teaching

activity– Evidence: Relate the measured outcome to the

activity

By what procedure?

Acceptable Procedures

• Randomized Control Trial (RCT) • Survey• Correlational• Regression analysis• Analysis of variance• Others

Is one better than another?

Complications for Educational Research

• The concept of “learning”• Disagreements about what students should learn• Measuring complex kinds of learning• Most teaching problems are practical, not

technical (is fidelity feasible?)• Balance between teaching as a craft and as a

science

Will what is easily measurable drive teaching and objectives?

Independent Evaluation of EBPs

• Publication of findings in refereed journals• Duplication of the results• Consensus within a particular research

community

-Stanovich & Stanovich (2003)

Teachers As Consumers and Producers

• Evidence-based practices have been identified for adoption

• More research is needed “to establish sound evidence where existing evidence is lacking or of a questionable, uncertain, or weak nature” (Davies, 1999)

To what extent is scientific thinking present in teaching practice?

Identifying EBPs: Organizations to Search1

• IRIS Center • National Center on Student Progress Monitoring• National Center on Response to Intervention• Center on Instruction• Current Practice Alerts• National Comprehensive Center for Teacher

Quality• What Works Clearinghouse• Doing What Works• Access Center

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

“Innovation Configurations”2

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

Classroom Behavior and Management Practices3

• Functional Behavioral Assessment (FBA)• Behavioral Intervention Plan (BIP)• Positive Behavioral Interventions & Supports

(PBIS)• Positive Reinforcement and Consequences• Behavioral Modification• Self-management/Self-monitoring• Applied Behavior Analysis

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

Assessment Practices4

• Progress Monitoring• Formative Evaluation

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

Literacy Practices5

• Instruction in:– Phonics/word recognition– Vocabulary– Reading comprehension– Fluency– Mnemonics

• Direct instruction• Graphic organizers• Peer tutoring

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

Practices to Support Instructional Strategies6

• Direct instruction• Peer mentoring and tutoring• Background knowledge• Mnemonics• Graphic organizers• Virtual reality/simulations

Evidence-Based

Practices

Classroom Behavior and Management

Assessment

LiteracyInstructional

Strategies

Inclusive Practices

Inclusive Practices7

• Co-teaching• Transition planning• Collaboration• Self-determination/advocacy• Accommodations to the physical environment

Unit to Curriculum Analysis ToolTargeted evidence-based practice

Present within objectives?

Topic within instructional materials?

Embedded in learning experiences?

Assessed?

A phase 1 companion guide to curriculum mapping

For a more comprehensive model, see Reschly & Wood-Garnett (2011)

Summary

• Evidence-based practices identify “what works” in teaching

• We can be both consumers and producers of research in evidence-based practices

• A framework and tool have been presented with the intent of easing the use of evidence-based practices

References

• Davies, P. (1999). What is evidence-based education? British Journal of Educational Studies, 47(2), 108-121.

• Hargreaves, D. (1997). In defense of research for evidence-based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405-419.

• Stanovich, P.J., and Stanovich, K.E. (2003). Using Research and Reason in Education. Retrieved June 16, 2011, from http://lincs.ed.gov/publications/pdf/Stanovich_Color.pdf

1Organizations for EBPs

• IRIS Center– http://iris.peabody.vanderbilt.edu/

• National Center on Student Progress Monitoring– http://www.studentprogress.org/

• National Center on Response to Intervention– http://www.rti4success.org/

• Center on Instruction– http://www.centeroninstruction.org/

• Teaching LD Practice Alerts– http://www.teachingld.org/ld_resources/alerts/default.htm

1Organizations for EBPs, cont’d

• National Comprehensive Center for Teacher Quality– http://www.tqsource.org/

• What Works Clearing House– http://ies.ed.gov/ncee/wwc/

• Doing What Works– http://dww.ed.gov/

• Access Center– http://www.k8accesscenter.org/

The presenter acknowledges the work of Kelly Regan at George Mason University for contributing to this list.

Online Resources for 2

• National Comprehensive Center for Teacher Quality– http://www.tqsource.org/publications/innovationconfigur

ations.php

• Reschly & Wood-Garnett (2011)– http://www.tqsource.org/publications/IC_RTI.pdf

• Harn & Reschly (2008) (webcast)– http://bit.ly/lTkIVH

Online Resources for 3• Center for Effective Collaboration and Practice– http://cecp.air.org/fba/

• IRIS Center (Resources button > Behavior and Classroom Management)– http://iris.peabody.vanderbilt.edu/

• McIntosh, A. (2008). Alert #16– http://www.teachingld.org/ld_resources/alerts/#function

al• National Technical Assistance Center on PBIS– http://pbis.org/

• National Comprehensive Center for Teacher Quality– http://www.tqsource.org/

Online Resources for 4

• IRIS Center (Resources button > Assessment)– http://iris.peabody.vanderbilt.edu/

• Espin, C., Shin, J., & Busch, T. (2000). Alert #16– http://www.teachingld.org/ld_resources/alerts/#formativ

e

Online Resources for 5• IRIS Center (Resources button > Reading, Literacy, Language Arts)

and (Resources button > Learning Strategies)– http://iris.peabody.vanderbilt.edu/

• Berkeley (2010). Alert #18• http://www.teachingld.org/ld_resources/alerts/#voc

• Kubina & Hughes (2008). Alert #15– http://www.teachingld.org/ld_resources/alerts/#fluency

• Pullen & Lloyd (2008). Alert #14– http://www.teachingld.org/ld_resources/alerts/#phonics

• Ellis & Howard (2007). Alert #13– http://www.teachingld.org/ld_resources/alerts/#graphic

• Brigham, Berkley, Simpkins, & Brigham (2007). Alert # 12– http://www.teachingld.org/ld_resources/alerts/#readcomp

Online Resources for 5, cont’d• Troia, G.A. (2004). Alert #10

– http://www.teachingld.org/ld_resources/alerts/#awareness• National Reading Panel: Teaching Children to Read

• http://www.nichd.nih.gov/publications/nrp/report.cfm• Access Center

– http://www.k8accesscenter.org/training_resources/Mnemonics.asp– http://www.k8accesscenter.org/training_resources/mnemonics_readi

ng.asp

Online Resources for 5, cont’d• Brigham & Brigham (2001). Alert #5

– http://www.teachingld.org/ld_resources/alerts/#mnemonic– http://www.teachingld.org/ld_resources/alerts/#readcomp

• Kosanovich, Ladinsky, Nelson, & Torgesen (Guidance doc for FL Reading First Schools)– http://www.fcrr.org/assessment/pdf/smallgroupalternativelessonstru

ctures.pdf

Online Resources for 6• Hall (2009)

– http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruction

• Tarver (1999). Alert #2– http://www.teachingld.org/ld_resources/alerts/default.htm#direct

• Hall & Stegila (2009)– http://aim.cast.org/learn/historyarchive/backgroundpapers/peer-mediate

d_instruction• Strangman & Hall (2009)

– http://aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledge

• Strangman & Hall (2009)– http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simul

ations

Online Resources for 7• Zigmond & Magiera (2001)

– http://www.teachingld.org/ld_resources/alerts/default.htm#coteaching

• Scruggs, T.E., Mastropieri, M.A., & McDuffie, K.A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Council for Exceptional Children, 73(4), 392-416. (not available online)

• Access Center– http://bit.ly/iy2URg

• Sharpe & Hawes (2003)– http://www.ncset.org/publications/viewdesc.asp?id=1097

• Ferguson (2006)– http://www.urbanschools.org/pdf/OPdisability.pdf

• K-8 Access Center– http://bit.ly/mdcBZk

Online Resources for 7, cont’d• Thurlow (2002)

– http://www.ncset.org/publications/viewdesc.asp?id=247• Transition Assessment Toolkit

– http://www.nsttac.org/products_and_resources/tag.aspx– http://www.nsttac.org/ebp/evidence_based_practices.aspx – http://www.nsttac.org/ebp/student_focused_planning.aspx

• Crane & Skinner (2003)– http://www.ncset.org/publications/viewdesc.asp?id=939

• Burghstahler (2003)• http://www.ncset.org/publications/viewdesc.asp?id=1168

• IRIS Center (Resources button > Learning Strategies)– http://iris.peabody.vanderbilt.edu/