In today’s classrooms, teachers are expected to use evidence-based practices and programs. “Evidence-based” means that research has proven those practices and programs to be effective. It’s something that teachers should keep in mind as they identify and select their instructional methods and materials—a task they do frequently.
Sometimes, though, selecting and implementing evidence-based practices and programs can be more difficult than it sounds. For one thing, most commercially available programs are advertised as being evidence-based. Unfortunately, school personnel do not always see the positive student outcomes that the program developers promise. Similarly, when school personnel implement new instructional and behavioral practices, they do not always see the improved outcomes in their students that they expect.
Some school staff attribute this lack of success to the practice or program itself, believing it to be ineffective, or suspecting that its advertised claims are misleading. Others wonder whether they could have implemented the practice or program in a different way, or whether more effective training would have led to greater student success.
Here’s Your Challenge:
How can school personnel identify and select evidence-based practices or programs?
How can school personnel effectively implement evidence-based practices or programs?
How can school personnel determine that they have effectively implemented evidence-based practices or programs?