Abstract
The Evidence-based Reasoning model is a systematic inquiry into student learning to determine what interventions are required in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.
Highlights
Evidence-based reasoning is based on the philosophy that teaching is a profession that involves using evidence and research to make judgements (McLean Davies, Anderson, Deans, Dinham, Griffin et al, 2013)
With the introduction of evidence-based practice in initial teacher education courses and more broadly across the teaching profession, this paper proposes a framework for reasoning that supports educators’ decision-making processes
Evidence-based Reasoning is a process to support decision-making about student learning and determining what the steps should be
Summary
Evidence-based reasoning is based on the philosophy that teaching is a profession that involves using evidence and research to make judgements (McLean Davies, Anderson, Deans, Dinham, Griffin et al, 2013). With the introduction of evidence-based practice in initial teacher education courses and more broadly across the teaching profession, this paper proposes a framework for reasoning that supports educators’ decision-making processes. Evidence-based Reasoning is a process to support decision-making about student learning and determining what the steps should be.
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