Evidence-Based Practice to Practice-Based Evidence
May 9, 16, 23
On Campus at SUNY Buffalo State
This mini-course is designed to (a) introduce practitioners to a set of evidence-based practices, (b) provide a research methodology (i.e., single case designs) to examine their effects on important student outcomes (academic, behavioral, or interpersonal), and (c) conduct mini-projects to document intervention effects in their own classrooms. Evidence-based practices (EBPs) refer to a set of instructional interventions shown empirically to improve student outcomes via rigorous reviews (e.g., What Works Clearinghouse, Best Evidence Encyclopedia, and Promising Practices Network). Identifying evidence- based practices is one thing, implementing them with integrity in “real life” settings is another matter. Hence, the ubiquitous research-to-practice gap in education.
To transfer the effects of EBPs from more controlled, laboratory-type environments to naturalistic settings requires the use of single-case research designs and the collection of practice-based evidence (PBE). Single-case designs allow practitioners to study intervention effects directly and rigorously at the individual and/or classroom level and practice-based evidence provides the data to determine these effects in naturalistic settings. The ultimate goal is to improve student performance and reduce the research-to-practice gap by bringing rigorous empirical methods to typical classroom settings
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