Evidence based practices what are they who is defining them and how does it relate to my work
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Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner PowerPoint PPT Presentation


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Evidence Based Practices: What are they? Who is Defining Them? and How does it Relate to My Work?. Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner. Goals of the Panel. Provide a Context Describe the work of the What Works Clearinghouse

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Lou Danielson Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner

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Evidence based practices what are they who is defining them and how does it relate to my work

Evidence Based Practices: What are they? Who is Defining Them? and How does it Relate to My Work?

Lou Danielson

Susan Sanchez, Brian Cobb, Kathleen Lane & Rob Horner


Goals of the panel

Goals of the Panel

  • Provide a Context

  • Describe the work of the What Works Clearinghouse

  • Describe the work on Levels of Evidence

  • Explore implications for teacher training and professional development

  • Explore implications for technical assistance


Ebps a driving force

EBPs A Driving Force

  • What are they?

  • What type of research counts as evidence?

  • How much research do we need?

  • How do we operationalize the practices?

  • How do we support implementation with fidelity, by typical implementers in typical settings?

  • What resources are needed to support maintenance and Scale-up?

  • How do we communicate about EBPs?


Defining ebps

Defining EBPs

  • Little national consensus about standards of identifying EBPs

  • Federal initiatives vary in both the process to identify and the criteria for EBPs

  • Those practices that meet a set of explicit criteria for assessing the quality of their scientific design and method

  • Any practice that has been established as effective through scientific research according to some set of criteria


A few considerations

A Few Considerations

  • Judge quality of the evidence related to use

  • High quality evidence is essential but not sufficient

  • Internal validity not the only issue that must be considered in light of the work that we do

  • Interventions that require a great deal of time, money or expertise will not be implemented and sustained on a large scale -Fuchs

  • An EBP is one thing – implementing an EBP is an entirely different thing- Fixsen


Ebp efforts

EBP Efforts

  • Cochrane Collaboration

    • 1993, one of the first initiatives to attempt to conduct and publicize reviews of EBPs in a systematic manner – focus on health care and RCTs

  • Campbell Collaboration

    • 2000, modeled after Cochrane, What works, What doesn’t & What may be harmful- focus on social sciences, includes more than RCTs


Lou danielson susan sanchez brian cobb kathleen lane rob horner

  • Best Practice” Lists

    • Consumer report ratings

    • Colorado Blueprints

    • Surgeon General’s Report

    • Approved vs. Disapproved

      model, promising, not effective

      Challenges – variable ratings, variable criteria, same practice different ratings on different lists- variability is confusing for consumers


Ebp policy

EBP & Policy

  • National Research Council Report 2002 “Scientific Research in Education”

    • RCTs are the superior method for establishing causal relationships between practices and outcomes

  • Authorization/Re-authorization of NCLB, IDEA, Education Sciences Reform Act

  • WWC

  • Division of Research Papers- Odom et. al.


Research

Research

  • Research alone is not enough to change practice and improve results

  • Not possible to wait for “the gold standard” in every area we cover

  • School bus pulls up everyday

  • Front line implementers need information about the best that we know

  • Goal is to ensure that the best that we know is what is happening in every schools everyday for every child


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