Leveraging Evidence-Based Practice through Partnerships Based on Practice-Based Evidence
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| Title: | Leveraging Evidence-Based Practice through Partnerships Based on Practice-Based Evidence |
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| Language: | English |
| Authors: | Cook, Bryan G., Cook, Lysandra |
| Source: | Learning Disabilities: A Contemporary Journal. 2016 14(2):143-157. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldworldwide.org/research/learning-disabilities-a-contemporary-journal |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Learning Disabilities, Evidence Based Practice, Partnerships in Education, Special Education, Program Implementation, Communities of Practice, Faculty Development, Teacher Education, Educational Policy, Stakeholders |
| ISSN: | 1937-6928 |
| Abstract: | Evidence-based practice is among the most influential and compelling reforms in contemporary education. Despite their potential to improve the outcomes of students with disabilities, adoption and implementation of evidence-based reforms have been disappointing, with the gap between research and practice remaining wide. Practice-based evidence provides an alternative perspective on evidence grounded in the realities of classroom teaching in authentic settings, which practitioners find compelling when making instructional decisions. We propose that practitioners and other special education stakeholders (e.g., researchers) can form partnerships around practice-based evidence to leverage the implementation of evidence-based practice, and provide examples of such partnerships. |
| Abstractor: | As Provided |
| Number of References: | 57 |
| Entry Date: | 2016 |
| Accession Number: | EJ1118435 |
| Database: | ERIC |
| Abstract: | Evidence-based practice is among the most influential and compelling reforms in contemporary education. Despite their potential to improve the outcomes of students with disabilities, adoption and implementation of evidence-based reforms have been disappointing, with the gap between research and practice remaining wide. Practice-based evidence provides an alternative perspective on evidence grounded in the realities of classroom teaching in authentic settings, which practitioners find compelling when making instructional decisions. We propose that practitioners and other special education stakeholders (e.g., researchers) can form partnerships around practice-based evidence to leverage the implementation of evidence-based practice, and provide examples of such partnerships. |
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| ISSN: | 1937-6928 |
