Use Of Research-based Practices Research Articles

Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues

What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient support from outside the field; they also touched upon larger theoretical issues like the lack of clarity surrounding our conceptions of giftedness and the purposes of gifted education. In this article, we trace a brief history of the problems and paradigms of our field, share our study’s results, some theoretical and practical connections among the most pressing issues, and implications for moving our field forward.

Using Video Media to Teach Physics and the Nature of Science

A robust knowledge of physics entails deeply understanding electricity concepts such as conductivity and resistance. Understanding how circuits work is also critical for ensuring the safe use of electrical technology such as car batteries and downed powerlines. Curricular materials covering these content ideas are readily available for teachers. However, these materials rarely promote the use of research-based practices to effectively scaffold from documented authentic historical episodes of physics research to physics and the nature of science (NOS) concepts. Such practices that invoke a conceptual change approach are a crucial component of inquiry experiences that deepen students’ understanding of science concepts and the NOS. The highly contextualized inquiry activity focused on Georg Ohm and electrical resistance profiled here supports teachers’ use of historically accurate video vignettes of scientific developments in physics to teach Next Generation Science Standards (NGSS) based NOS and science concepts.

Inclusive Instruction for Students With Emotional/Behavioral Disorders: Service in the Absence of Intervention Research

Various stakeholders continue to have concerns regarding the school performance of students with emotional and behavioral disorders (EBD). In an effort to improve student outcomes, schools may rely on improving student access to general education classrooms (e.g., inclusion). This trend occurs at a time when districts across the nation face heightened expectations regarding the provision of a free appropriate public education. Although federal policy emphasizes the use of research-based practices to improve student outcomes, there appears to be little research to inform decision-making when planning inclusive instruction for students with EBD. In the absence of intervention research, practitioners must largely rely on their professional judgment to operationalize inclusive instruction and monitor student response to inclusive instructional practices. This column summarizes relevant intervention research focusing on academic performance, makes recommendations for additional research to better inform school practice, and suggests practices to improve service delivery.

Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading

In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

Iterative Design and Pilot Testing of the Developing Talkers Tiered Academic Language Curriculum for Pre-Kindergarten and Kindergarten

Curricula are one of the most widely used educational inputs, yet few are developed and evaluated scientifically with a dearth of programs targeting academic language. This manuscript describes an iterative approach to the development of a tiered academic language curriculum supplement for prekindergarten (pre-K) and kindergarten (K) students. A series of four studies were conducted to iteratively design the curriculum following a framework for developing research-based curriculum; however, we modified the framework to focus on efficiently preparing a curriculum for large-scale use by teachers with diverse competency levels. Findings from the first three iterative design studies include the benefit of overdevelopment to retain only the strongest content and the need to consider both beginner and more advanced teachers as end users. Results of the final pilot (N = 1,193 students) show strong effects on taught vocabulary words (pre-K: d = 1.29; K: d = 0.84). Teachers had positive responses to the curriculum, but they did not generalize use of research-based practices during a transfer task (shared book reading lesson). Implications for developing curriculum are discussed.

The self-reported use of research in clinical practice: A survey of occupational therapists in Sweden

Background: Today, healthcare providers and occupational therapists are increasingly required to rely on evidence-based practices. In both outpatient and inpatient settings, the use of research-based practices can be identified using the Research Utilization Measure questionnaire. Aim: This study explores how occupational therapists in Sweden perceive research utilization. Method: The Research Utilization Measure was sent to 807 randomly selected occupational therapists in Sweden, and the response rate was 59% (n = 472). Results: The majority of respondents (56%, n = 256) reported use of research-based knowledge in their practice “very or rather often”, although 49% (n = 225) of the therapists noted that they “very seldom or never” discussed research findings with their managers. Differences in answers for most items were related to degree of education and length of experience. Occupational therapists with higher education levels more often reported use of research in their clinical practice and therapists with greater experience less often reported use of research in their clinical practice. Conclusion: Education seems to influence the degree to which occupational therapists rely on research to inform their practices. A future challenge for managers and occupational therapists is to create strategic discussions on how to implement treatment that is based on current research.

Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model.

School-Based Consultants as Change Facilitators: Adaptation of the Concerns-Based Adoption Model (CBAM) to Support the Implementation of Research-Based Practices

The Concerns-Based Adoption Model (CBAM) is proposed as a heuristic for school-based consultants interested in identifying impact points for facilitating implementation of research-based practices and programs in classrooms and schools. The article begins with a discussion of the change facilitator's role in promoting changes in educational practices and a description of six essential strategies consultants can use to facilitate change. Background on CBAM's development and its applications in school environments also are provided. In addition, CBAM's three diagnostic frameworks (i.e., Stages of Concern, Levels of Use, and Innovation Configurations) are outlined and proposals for using CBAM assessment data to support educators' use of research-based practices are discussed. Limitations of the model and implications for further research are presented.

Teacher Perceptions of the Useability of Intervention Information from Personal versus Data-based Sources

One prominent issue in contemporary special education is that teaching techniques found by research to be effective in improving the educational outcomes of students with disabilities are not routinely implemented. One way to enhance teachers' use of research-based practices is to disseminate information on effective teaching techniques in ways that teachers find "useable;" that is, in a manner that enables teachers to understand how the technique can be used in their classrooms with their students. We investigated teachers' perceptions of the useability of information describing the effectiveness of reading interventions presented in two formats: data-based (emphasizing research findings) and personal (based on the personal experiences of a veteran teacher). 127 general and special education teachers attending graduate courses at two large mid-western universities participated in the study. A 2 X 2 ANCOVA indicated statistically significant effects related to (a) the covariate of teaching experience (more experienced teachers tended to feel that the information presented was less useable, regardless of format) and (b) information format (teachers rated the personal format as more useable than data-based information). Implications of these findings for how information on research-based teaching techniques is disseminated to teachers are discussed.

Timely and Compelling Research for the Field of Learning Disabilities: Implications for the Future

SYNTHESIS OF ARTICLES DISCUSSED AS PART OF THE RESEARCH SYMPOSIUM AT THE 25TH INTERNATIONAL CONFERENCE ON LEARNING DISABILITIES BY THE COUNCIL FOR LEARNING DISABILITIES, OCTOBER 11, 2003. Newly nominated must reads can be found on the Web at: www.cldinternational.org after the CLD October 2004 International Conference (click on scholarly initiatives). Authors are listed alphabetically after the first author, who consolidated the 2003 Research Symposium panelists' commentaries, and the CLD Research Committee chairperson, who organized the 2003 Research Symposium. ********** Educators attempting to keep with the most recent research readily acknowledge that there is too much to read and too little time for reading. Each fall, the Research Committee of the Council for Learning Disabilities (CLD) sponsors a Research Symposium Panel in which panelists, after reviewing recent literature pertinent to the field of learning disabilities (LD), prioritize selections of must reads for educators (see Table 1). Symposium panelists apply individualized criteria in selecting their readings, and intentionally no attempt is made to influence perspectives or parameters to ensure autonomy for each panelist's recommendations. The topics reflect today's issues as well as the need for continued emphasis on substantive and scientific work that examines learning theories and educational practices for students with LD. Moreover, exploration of the practicalities and complexities of identifying and utilizing research-based practices with students with LD is evident in this year's recommendations. Selected readings and commentary from the panelists converge around three topics currently receiving widespread attention in the field of LD: 1. Increasing the widespread implementation of research-based practices in schools, more commonly called bringing to scale or up practices. 2. Continuing to explore practices that are specialized, individualized, and responsive to the unique needs of students with different types of learning disabilities, as well as focusing beyond school-based learning to lifelong success. 3. Examining the implications of applying new identification and eligibility criteria for students with LD in applying a response to intervention (RTI) model. The first topic that emerges in the readings selected by the panelists surrounds the difficulties of scaling the use of research-based practices to ensure more widespread use in schools and classrooms. Although translating research into classroom practice is not a new notion, we are learning more about how to respond to barriers and difficulties educators face in using and adhering to key factors while implementing well-researched practices. The second topic across panelists' recommendations is the importance of continuing to focus on truly specialized instruction for students with LD. Even as the field struggles to increase the use of what we already know works in classrooms, it is crucial to continue research on techniques that have the capacity for being more responsive to the needs of students with LD. Moreover, responsiveness entails considerations for promoting academic achievement and developing resiliency toward lifelong success. The third topic woven among panelists' recommended readings is the question of how to implement an RTI model. RTI methods emphasize the use of effective instructional tools and behaviors used for all students who are not progressing as expected in the primary grades, particularly in reading. Intended benefits of RTI methods include: * Students who are at risk for school failure are availed of an RTI bridge intended to close the gap between their performance and that of their same-age peers. * All students receive effective instructional procedures in which their progress is monitored and responsive instruction occurs. …

The Role of Mentoring in Promoting Use of Research-Based Practices in Reading

This study explored two aspects of expanding the use of research-based practices in schools: (a) the extent to which mentor teachers could effectively teach a fellow teacher an instructional practice they had learned the previous year and (b) the extent to which the target practice would be implemented effectively by the partner after instruction from the mentor. Twelve teachers (11 third-grade, 1 second-grade) from two schools participated in this study. Six teachers who acquired the target strategy the previous year served as mentors. Mentors were asked to teach, coach, model, and provide feedback to their fellow teachers on the target practice. Results demonstrated that mentors and most of their partners implemented the target strategies effectively and that all teachers reported levels of satisfaction with the practice much higher than with traditional professional development.

Commentary: Align Professional Development, Classroom Practice, and Student Progress in the Curriculum and You'll Improve General Education for all Students

I enjoyed reading the articles contained in this special issue not only because they report research findings on general education teachers' implementation of new classroom practices, but because they reflect progress on the fundamental problem in education-the misalignment of specific professional development experiences with changes in instructional practice within the general education classroom with improvement in student outcomes. For too long, strong links between these critical elements of professional development, teaching, and learning have not been forged (Carnine, 1995). Because each of the authors in this issue addressed elements of the solution to this problem in their research, we now know more about solving it. For example, realizing that teachers are not traditionally consumers of educational research (e.g., Kaestle, 1993) and that traditional inservice training is insufficient to result in high-quality classroom implementation, Vaughn et al. selected four research-based practices and taught them to volunteer teachers in an intensive, year-long program of professional development that combined inservice, meetings, and weekly coaching. Recognizing that much of educational research has few implications for teachers in real classrooms (Viadero, 1994), Marks and Gersten sought to engage classroom teachers in interactions organized around their interests and needs as a basis for introducing and sustaining their use of researchbased practices. Further realizing that traditional general education instruction does not adapt easily to the needs of individuals with learning disabilities (LD) (Fuchs, Fuchs, & Bishop, 1992a, 1992b), Fuchs and Fuchs developed and evaluated the effectiveness of combining computerbased assessments and peer-mediated instructional strategies on the rate of individualizing instruction and the resulting improvements in students' rate of academic progress in the curriculum. Also concerned about general educators' adaptation of instruction to fit the needs of diverse learners, Simmons et al. sought to understand teachers' beliefs about influences on stu-

What we know about using research findings: implications for improving special education practice.

This article discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and classroom practice. Literature is reviewed that addresses why some research-based practices fail, and the factors likely to lead to sustained use of research-based practices. The roles of researchers as collaborators, facilitators and coaches, interpreters of the culture and dynamics of the school, and critics are described in an attempt to promote researchers as leaders in efforts to improve practices in the field of special education.