Evidence-based Instructional Practices Research Articles

Universalization of Education and Educational Entrepreneurship in China: Market Opportunities and Challenges

This study examines Chinese education’s universalization, entrepreneurship, and potential. Since 1949, when China started tackling adult illiteracy, its education system has gone from universal to global. This advances national growth and human quality. Through research education, evidence-based policy, and industrial excellence, the study examines Chinese universal education and educational entrepreneurship. Educational entrepreneurship involves promotion, early childhood education in rich areas, K12, vocational training, and adult education. This study examines prominent education companies’ business strategy, market share, and competitive strategies and how Internet platforms, VR, AR, and gamification effect education. National policy affects special, minority, and social education. This research analyzes how Western teaching methods increase educational accessibility and entrepreneurship in China and other countries. This article discusses global education penetration, education entrepreneurship definitions and qualities, and success and failure stories. It provides evidence-based education policy, practice, and industry development advice to China. Chinese and international education accomplishments are examined for equality, technology integration, and educational entrepreneurship.

"Exploring the Impact of Online Learning on Student Academic Performance in Higher Education"

This research investigates the impact of online learning on student engagement and academic performance in the higher education landscape. In a sample of 300 students from public sector universities in Punjab, Pakistan, the researcher examined online learning experiences, demographic factors, and academic performance. The descriptive statistics revealed moderately positive online learning experiences and moderately favorable academic performance on average, accompanied by significant variability within the sample. Correlation analysis, however, unveiled very weak and often statistically insignificant relationships between these variables, suggesting complex and non-linear dynamics at play. Consequently, we advocate for personalized support, adaptable pedagogical approaches, inclusivity, accessibility, and interdisciplinary collaboration as essential components to enhance online learning. Moreover, this study calls for continued research to unearth the intricate dynamics of online education's influence on student outcomes, driving the evolution of evidence-based practices in higher education. The study underlines the necessity for continued research into online education's complex dynamics and student outcomes. This includes studying new technology, learning analytics, and pedagogical methods to inform evidence-based practices in higher education.

A Reflexive Thematic Analysis of the Lived Experiences of STEM Students on the Use of Online Inverted Learning Approach in Biology

To improve the quality of Biology teaching and learning, especially in this new normal, it is crucial to embrace innovations, update programs and curriculum, and develop responsive and appropriate materials, designs, and approaches for instruction. The Inverted Learning Approach (ILA) suggests a timely and applicable approach to the new normal teachinglearning process. In this approach, the roles of teachers and students are reversed, causing students to become more actively involved and at the core of the learning process. Having enough time to self-study instructional videos or learning materials outside of class schedule, students may be able to cultivate their inquisitiveness, confidence, and higher-order thinking skills. A reflexive thematic analysis was used in this study to investigate the experiences of STEM students who were exposed to an online Inverted Learning Approach (ILA) in a biology course. Four themes emerged from the researcher's engagement with the participants exposed to ILA, which include: 1) Developing into active and reflective learners; 2) Enabling students to engage and collaborate more freely; 3) Establishing a flexible, seamless, and nonpressuring space for learning; and 4) Becoming disciplined and responsible for one’s learning. ILA contributes to furthering the development of evidence-based educational practice. It enables teachers to deliver content more effectively by focusing on appropriate, engaging, and contextualized activities, as well as real-life applications of concepts in the class.

Attitudes towards Online Teaching: Gender, Experience, and Age among Iranian English Language Teaching Teachers

The field of education is currently experiencing a profound technological revolution, driven by the pervasive influence of the internet. This transformation has made the integration of technology indispensable. This research explores the nuanced influence of gender, age, and experience on the attitudes of 160 Iranian English as a Foreign Language (EFL) teachers toward online teaching. Central to this investigation is the 'Teachers' Attitude Towards Online Teaching' (TAtOT) questionnaire, thoughtfully adapted and validated for Iranian EFL teachers by Kianinezhad (2023). The study reveals a significant gender-based disparity, with male teachers exhibiting a more favorable perspective on online teaching. Additionally, the research establishes a negative correlation between attitudes and both experience and age, indicating that teachers tend to view online teaching less favorably as they gain more experience and age. This study underscores the critical importance of tailored training, well-designed support systems, continuous professional development, collaborative initiatives, and substantial investments in policies and infrastructure to foster a positive attitude toward technology integration among educators. In conclusion, the research not only highlights but also underscores the dynamic interplay of gender, age, and experience in shaping attitudes among Iranian EFL teachers. This understanding empowers educational institutions to develop strategies for promoting technology integration and, consequently, enhancing the quality of online education in the EFL context. Further research in this field is strongly recommended to refine and expand upon these insights, guiding evidence-based practices in teacher education and support in the future.

DESIGN AND DEVELOPMENT OF VIRTUAL REALITY APPLICATION: AGE-FRIENDLY HEALTH SYSTEM SCENARIO

Abstract With an increase in the aging population, evidence-based practice education can help strengthen knowledge, skills, and clinical practice for healthcare students caring for older adults. Age Friendly Health Systems (AFHS) is one of the frameworks founded on providing evidence-based and low-risk care centered on what matters most to older adults, their families, and caregivers. While didactic education is still the primary force in teaching medical students, innovative methods are being included in the medical curriculum to practice competency. Virtual Reality (VR) platforms are popular due to their ability to provide an immersive hands-on learning experience resembling an actual medical practice. The immersion abilities engage the students’ sensory organs promoting an innovative way of learning concepts that are difficult to teach in real life. The project’s objective was to develop and publish a case highlighting AFHS that can help educate medical students on the 4Ms (Mobility, Mentation, Medication Management, and What Matters). The case was completed in multiple phases 1) using a design document modified through multiple edits and reviews by our interprofessional team; 2) technical development including environment, objects, and interfaces of the application; and 3) publication. The VR case displays four scenarios where an elderly patient is admitted for a hip fracture. Students learned how to triage and treat patients from admission to discharge while demonstrating their knowledge of AFHS. The case is integrated in the geriatric curriculum for medical students, and the education is ongoing. Future studies will evaluate the learning outcomes of medical students.

Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study

BackgroundEvidence-Based Practice is recognized as a standard practice and a core competence for clinical healthcare professionals and therefore educators' competences in teaching Evidence-Based Practice are essential. Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based Practice among educators of Danish undergraduate healthcare students. ObjectivesThe objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding teaching Evidence-Based Practice. Design, setting and participantsA cross-sectional survey using a self-administrated online questionnaire among 81 educators at University College South Denmark. MethodsThe survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice teaching 4) perceived barriers and facilitators and 5) educators´ needs for competence development regarding teaching Evidence-Based Practice. ResultsThe translated version of the Evidence-Based Practice Questionnaire showed that respondents had a mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1–7 (higher score indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5 on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice teaching in terms of content, teaching methods and cooperation with clinical practice. ConclusionsEducators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier was time lack. MeSHEvidence-Based Practice, Health Educators, Knowledge, Attitude.

Cognitive science teaching strategies and literacy-targeted economics complementarities

This article’s authors describe both the advantages of a literacy-targeted introductory course and how it might be taught by employing evidence-based teaching practices developed by cognitive scientists to maximize learning. This pairing of literacy-focused content with evidence-based pedagogy is intended to enhance student learning while focusing on economic literacy rather than mastery of an encyclopedia of models. The literacy-targeted approach reduces the number of models and concepts introduced, therefore leaving more time for teaching strategies that increase comprehension and retention. The authors propose using two foundational economic models that can be utilized to illuminate a variety of economic concepts. These two models are illustrative of this approach, and others might be used. Frequent and varied use of these models deepens student understanding and lengthens retention.

Meta-Analysis of Research on Children With Learning Disabilities

The purpose of this paper is to review some of our meta-analysis findings that apply to controversial issues within the field of specific learning disabilities (SLD). Four issues are discussed: (1) What is the role of intelligence, (2) Does response to instruction (RtI) reduce the incidence of children with SLD, (3) What role do cognitive processes play in identification and treatment outcomes for children with SLD, and (4) What is the best instructional model for children with SLD? The presentation provided eight general conclusions based on a synthesis of the research literature. Although children with SLD are responsive to evidence-based instructional practices, such practices have as yet been able to eliminate the gap in achievement with average-performing peers.

The Effects of Bookworms Literacy Curriculum on Student Achievement in Grades 2-5

ABSTRACT Purpose In this study, we investigated the effects of a schoolwide program, Bookworms K-5 Reading and Writing, on student achievement. Method The study included seven cohorts of students (N = 8,806) in grades 2–5 in 17 elementary schools across three school years. We used a comparative interrupted time-series design, conducting multilevel growth curve models of Measures of Academic Progress reading scores with up to 10 data points per student. By modeling each student’s growth curve, including a time by treatment interaction term, we were able to estimate the change in students’ achievement trajectories corresponding to the implementation of Bookworms. Results Results confirm a significant positive impact of Bookworms on achievement, with gains compounding over time and producing an overall standardized effect size of .26 by the end of 5th grade. Students who began third grade with relatively weaker achievement experienced more growth than those with average achievement, and those with average achievement experienced more growth than those with the highest achievement. Conclusion This study provides evidence that a comprehensive literacy curriculum that emphasizes high-volume reading of grade-level texts and the use of evidence-based instructional practices produces positive effects on student achievement for students with a range of initial reading achievement.

Advancing Readiness Through Military Programs: An Evidence-Based Practice Perspective.

Military nurses comprise the largest percentage of military health care providers. In the current military health care system, they have two roles: (1) Patient care in military treatment facilities (MTFs) and (2) patient care during combat operations. Although in MTFs, the military nurse's roles are similar to those of their civilian counterpart, their roles are unique and varied in the combat operational environment. These combined roles lead to questions regarding readiness training to ensure that nurses are proficient in both MTFs and combat operational settings where treatment requirements may differ. The purpose of this paper is to (1) present the current state of educational readiness programs to maintain a ready medical force that entail formal teaching programs, military-civilian partnerships, and joint exercises of combat simulations, and (2) identify gaps as presented in an evidence-based practice educational panel. On March 11, 2022, TriService Nursing Research Program hosted the virtual First Military Evidence-Based Practice Summit from the Uniformed Services University of the Health Sciences in Bethesda, MD. As part of the summit, an evidence-based practice education panel discussed the availability of current evidence-driven military medical readiness programs and identified gaps in the integration of military readiness for nursing personnel into the Defense Health Agency and Armed Services. The panel participants discussed the separate requirements for training within the MTFs and in combat operational settings. The available training programs identified by the panel were primarily those developed in local MTF settings to meet local needs. Although these programs support the MTFs' peacetime mission, competing roles, limited time, and limited funds contributed to limited preparation of nursing personnel in skills associated with combat-related injuries and illnesses. Prolonged casualty care has become an important focus for the Department of Defense as greater considerations are directed to wartime operations in austere expeditionary environments. Although there is some training available that is specific for prolonged casualty care, the focus has been the adaptation of combat casualty care during contingency operations. A keynote here was the concept that combat casualty care training must include both development of individual skills and integration of the team since maximal care can be achieved only when the individual and the team operate as a unit. A key point was the utility of central repositories for storing information related to training a ready medical force at individual and unit levels and that these repositories could also be used to collect and facilitate the accession of current evidence-based information. Optimal patient care at all levels of the military health system requires training that maximizes individual and unit skills specific to the environment at an MTF or in a combat operational setting. Training must be designed to incorporate evidence-driven knowledge in all military settings with guidance that is specific to the environment. Enhanced communication of evidence-based training and knowledge is an important component of maintaining a ready medical force for broader medical support of combat contingency operations.

The evidence-based practice teaching competence of clinical preceptors at different stages of innovation-decision process: A cross-sectional survey in traditional Chinese medicine hospitals

BackgroundTraditional Chinese Medicine Nursing Clinical Preceptors (TCMN-CPs) are crucial to cultivate undergraduates' evidence-based practice (EBP) competence during clinical practicum in traditional Chinese Medicine (TCM) hospitals. However, the TCMN-CPs' EBP teaching competence is unclear. Underpinned by Rogers' innovation-decision process, our study aimed to investigate TCMN-CPs' EBP teaching competence and the related characteristic factors at five stages of knowledge, persuasion, decision, implementation and confirmation. MethodsAn online survey was conducted by using a modified evidence-based practice teaching competence questionnaire (EBPT-COQ) encompassing attitude, knowledge/skill and practice of EBP teaching in four TCM teaching hospitals in Beijing, China. ResultsA total of 654 TCMN-CPs were included, with a response rate of 91.47 %. Most TCMN-CPs were in knowledge stage (339, 51.83 %), followed by the persuasion stage (166, 25.38 %), decision stage (123, 18.81 %), implementation stage (23, 3.52 %) and confirmation stage (3, 0.46 %). The total and dimension scores of EBPT-COQ increased as the diffusion stage developing, the confirmation stage was the highest (5.48 ± 0.80). Twenty-three items' mean scores were higher than 4 points (95.83 %), except for “Research skills” (3.58 ± 1.38). The related characteristic factors were 1) age (Z = -4.177), working experience (H = 11.087), clinical teaching experience (H = 12.602), management position (Z = 2.565), research experience (Z = -2.867) and EBP training (Z = 3.146) at Knowledge stage; 2) research experience (ZPersuasion = −2.617; ZDecision = −3.510), EBP training (ZPersuasion = 2.528; ZDecision = 3.433) at Persuasion and Decision stage (all P<0.05). And the first three stages TCMN-CPs' EBPT-COQ scores were positively correlated with TCMN-CPs' attitude toward clinical teaching (r = 0.244–0.331, P<0.001). ConclusionsMost of the TCMN-CPs' EBP teaching status are in the first three diffusion stages. Though their attitude, knowledge/skills and practice to EBP teaching competence have gradually improved with the deepening of the diffusion stage, much efforts should be made to keep progressing. TCMN-CPs' qualifications of EBP teaching could include rich clinical work and teaching experience, enjoying teaching. Nursing managers, with higher EBP teaching competence, might play a crucial role in promoting the diffusion of EBP teaching. All TCMN-CPs showed an inadequacy of research skills of EBP teaching. Therefore, it is warranted to explore the minimum research skill requirements for EBP teaching and to establish academic-practice partnerships.

Children’s rights and their evidence as a force for inclusion in uncertain times

Although education is a basic child’s right, and in many countries is protected through legislation, children with disabilities or support needs are not always afforded their right to experience an education at their local school alongside their peers. There is even less evidence that their ‘voices’ are sought or heard when decisions are made for them. This silencing of children in education results in their views being invisible in practice. When making decisions about children’s education and opportunities, an evidence-based model could feasibly address this, if the child’s right to have a say was afforded the same weighting as that of the input from practitioners, and research findings. Evidence-based practice in education typically relies on three forms of evidence: (i) systematic research that has been published or disseminated, (ii) specific practitioner knowledge and experience of children and their needs, and (iii) the children’s and their family’s experience of their own lived lives and capabilities. Combined, these forms of evidence can illuminate the decisions made for an individual child, and forge the pathway for interventions, actions, and solutions that are most likely to ‘work’ for the child, their culture, and their context, all things considered. However, there remains a tension when weighing up the relative status of these forms of evidence, where ‘research’ or ‘expert opinion’ is given more credence than the child’s capabilities: that is, less weighting is given to an individual child’s expression of their circumstance, their context, their ethnicity, and the opportunities afforded to them. The recent global pandemic became a catalyst for listening to children about their learning and education, in part because the ‘shut down periods’ meant classrooms and schools were closed for periods of time. Children had views on what this meant for them and their learning, and for the first time, practitioners did not really know what was in the best interest of the child. A case study is presented to foreground their views and goals for learning during this time. This means that while practitioners’ expertise be afforded a place in decision-making around inclusion or educational options for the child, the child’s own experiences must be included if evidence-based practice is realised. Placed against rights-based practice, it becomes even more critical to give every child their ‘voice’, and to act on their views, as the children are the key informant for their own solutions, and of their own interpretation and expression of the ‘problem’.

A Scoping Review of Educator Proficiency Interventions in Pharmacy Education Illustrated by an Interdisciplinary Model Integrating Pedagogical Theories into Practice.

Pharmacy schools recognize the need for flexibility and comprehensive curricular transformation with a competency-based focus to effectively prepare for the evolving practitioner competencies and challenges of the pharmacy profession. The curricular implementation of evidence-based teaching and learning theories and practices demands educator proficiency through skills development with indispensable faculty leadership support. Our scoping review of online databases and pharmacy education-related journals aims to identify faculty development interventions or teaching proficiency programs that integrate educational and pedagogical theories. Original studies and reviews published between 2010 and 2022 were screened based on four inclusion criteria. Thirty-four manuscripts were eligible for full-text analysis, of which seven results referenced target faculty pedagogy knowledge development. Nine key messages, as Results Statements, synthesize and provide a framework for our results analysis. An ongoing Hungarian intervention model of comprehensive faculty development with strong interdisciplinary cooperation is discussed in our study to illustrate the applicability of the Results Statements through each stage of the process. Educator motivation and relatedness to students or awareness of the educator roles are intrinsic factors, which may not be easily detectable yet significantly impact teaching proficiency and student learning outcomes. The integration of evidence-based pedagogical knowledge and training in educator proficiency development contributes to the sustainability and cost-effectiveness of faculty interventions.

Pediatric standardized residency training faculty’s perceptions of medical education research: a questionnaire survey

Background Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. Methods In August 2022, an anonymous questionnaire survey was conducted during a medical education conference in Guangzhou, Guangdong. A total of 40 pediatric SRT clinical teachers from 10 teaching hospitals in Guangdong Province attended the pediatric session of the medical education conference and completed the questionnaire during the conference. The questionnaire covered various topics related to MER conducted in SRT, the challenges they encountered in MER, and their perceptions of grants on MER. Results Among the 40 teachers, 16 (40.00%) stated that they did not participate in any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%) teachers were reported to have received grants for MER projects. Conclusions The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child health care promotion through evidence-based educational practices.

Preparing future STEM faculty through flexible teaching professional development.

We have prepared thousands of future STEM faculty around the world to adopt evidence-based instructional practices through their participation in two massive open online courses (MOOCs) and facilitated in-person learning communities. Our novel combination of asynchronous online and coordinated, structured face-to-face learning community experiences provides flexible options for STEM graduate students and postdoctoral fellows to pursue teaching professional development. A total of 14,977 participants enrolled in seven offerings of the introductory course held 2014-2018, with 1,725 participants (11.5% of enrolled) completing the course. Our results of high levels of engagement and learning suggest that leveraging the affordances of educational technologies and the geographically clustered nature of this learner demographic in combination with online flexible learning could be a sustainable model for large scale professional development in higher education. The preparation of future STEM faculty makes an important difference in establishing high-quality instruction that meets the diverse needs of all undergraduate students, and the initiative described here can serve as a model for increasing access to such preparation.

Evaluating the Impact of an Evidence-Based Practice Education Program in a Nurse Residency Program on Evidence-Based Practice Beliefs, Implementation, and Competency.

This quality improvement project examined implementation of the John Hopkins Nursing evidence-based practice (EBP) model, a standardized EBP education curriculum, in a hospital-based nurse residency program. We found that EBP education increased nurse residents' EBP beliefs, implementation frequency, and competencies. Our findings suggest that adopting existing EBP curricula is a convenient and effective approach to EBP education. Staff development professionals should continue to support and advocate for the adoption of EBP education within their organizations.

Accuracy of Undergraduate Students' Language Sample Analysis in Online and Face-to-Face Courses

Purpose: Language sample analysis (LSA) is an essential part of evaluations for young children, but few studies have investigated whether instructional methods for teaching LSA are effective based on student outcomes. Furthermore, with the growth of online coursework, there is a need to understand whether student outcomes differ depending on instructional modality. This study examined the results of an LSA project from two classes, online and face to face. Research questions addressed whether the measures calculated by the students differed significantly from the values derived by the instructor and whether the results of each language sample measure differed between the two classes. Method: There were 39 total participants: eight online students and 31 face-to-face students. Students transcribed an audio sample of a mother conversing with her 3-year-old son. Students calculated the number of complete and intelligible utterances, mean length of utterance in words (MLU-w), MLU in morphemes (MLU-m), number of total words (NTW), number of different words (NDW), and type–token ratio (TTR). Results: When compared to the instructor's values, students' results were significantly different for measures that involved totals (complete and intelligible utterances, NTW, NDW). However, the students used these values to calculate MLU-w, MLU-m, and TTR numbers that were not significantly different from those of the instructor. Results also indicated that there were no differences between the class calculations for most measures. Conclusion: Results are discussed considering how they inform the evidence-based teaching practices of instructors who are teaching undergraduate courses in communication sciences and disorders.

A RETROSPECTIVE EVALUATION OF GRAMMAR &amp; VOCABULARY TEACHING PRACTICES FOR MORE EFFECTIVE FOREIGN LANGUAGE EDUCATION

As grammar was once perceived to be the essence of language instruction, for many years foreign language teachers have emphasized grammar rules in their English lessons. This practice was first challenged by text linguists who claimed that the context, the mind or achieving meaning are significant factors that need to be considered in language teaching. The second challenge came from researchers who conducted corpus studies. Their findings, based on the analysis of large sizes of corpora, started the ongoing ‘grammar’ or ‘lexis’ debate which is still valid today. This study investigates these two opposing views by providing a historical review of grammar and vocabulary teaching practices in foreign language education. By sharing different views related to the ‘grammar over lexis’ or ‘lexis over grammar’ dilemma, this reflective review discusses that grammar and vocabulary teaching should have equal importance in language classes in light of recent developments in foreign language education. To this end, this article discusses that in this era undertaking a lexico-grammatical approach, which blends grammar and vocabulary teaching with holistic attitudes, is a prerequisite for evidence-based contemporary foreign language teaching practices.

Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?

PurposeThis study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.Design/methodology/approachThis research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.FindingsHybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.Research limitations/implicationsThe data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.Practical implicationsThe research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.Social implicationsThis research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.Originality/valueThis study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

An Innovative Framework Suggested for Use in the Systematic Review of Evidence-Based Practices in Special Education

Kanıta dayalı uygulamalar, yüksek nitelikte ve nicelikte çalışılmış bilimsel araştırmalarda ulaşılması hedeflenen amaçlarda olumlu etkileri gösterilmiş uygulamalar olarak tanımlanabilir. Özel gereksinimli bireyler ve ilgili tüm paydaşlara yönelik planlanan hizmet süreçlerinde kanıta dayalı uygulamaların yaşama geçirilmesi, bu bireylerin gelişimlerinin, bağımsızlaşabilmelerinin hızlandırılması ve bu amaçla yapılan yatırımlar ile kaynakların verimli kullanılması açısından öncelikli olarak ele alınmalıdır. Günümüzde kanıta dayalı uygulamaların nitelik göstergeleri konusunda araştırmacılara, uygulayıcılara ve kurumlara amaçları doğrultusunda rehberlik edecek çeşitli araştırma sonuçları, yönergeler, raporlar bulunmaktadır. Bu çalışmada Goldstein, Lackey ve Schneiser (2014) tarafından tasarlanan sistematik alanyazın derlemeleri için hem grup deneysel hem de tek denekli deneysel desenlerle tasarlanan araştırmaların nitelik derecelendirmesine olanak sağlayan bir çerçeve tanıtılmıştır. Çalışmada bu çerçeve kapsamında sunulan nitelik derecelendirme aracı ile elde edilen sonuçların daha net bir şekilde ortaya konulabilmesi amacıyla önerilen tablolaştırılmış gösterimine ilişkin bir örnek sunulmuştur. Bu çalışma ile tanıtılan çerçeve, özel eğitim alanında kanıta dayalı uygulamaların belirlenmesi sürecinde, alanda yürütülen deneysel araştırmaların sistematik derlemesini yapacak olan araştırmacılar tarafından kullanılabilir.