¶ … proponents of evidence based instruction represent one end of the methods of teaching continuum where practices that have been tested empirically using rigorous research designs are considered to be the only valid method of instruction (Odom et al., 2005). On the other end of the spectrum are methods that may be have some basis for use such an intuition, theory, etc. But have not been subject to empirical scrutiny are considered valid to use. Evidence based instruction or scientific research-based instruction consists of instructional practices or programs for which empirical data have been collected to determine the effectiveness of the program (Odom et al., 2005). In these types of practices/programs rigorous research designs have been conducted to evaluate the effectiveness of the practices. Such research designs can include randomized, controlled trials; quasi-experiments; single subject designs; correlational methods, and/or qualitative research. The most empirically sound designs, randomized controlled experiments, are used to demonstrate that the students who are exposed to the practice demonstrate significant improvements compared to a group of matched students who are not exposed to the method. In these types of tightly controlled studies researchers have more confidence that any changes occurring in the study are due to the specific practice or the intervention used as experimental designs allow the researchers to state (with a fair degree of confidence) that the change is not due to some other variable (for example particular teacher practices/characteristics, student characteristics, environmental conditions, etc.). The types of educational practices with the strongest research evidence have been examined over fairly large numbers of students, in a wide range of settings, and with different subgroups of students. Often there are relatively a small number of studies that match such rigorous criteria and investigating and analyzing available studies to determine if they fit this category of research can be a lengthy, complex, and expensive process (Odom et al., 2005).
If we consider that the federal government got itself involved with educational research and the National Academies we would have to realize there must have been a number of fundamental assumptions about education for this to happen. The first assumption is that there is a widespread belief that educational research should or can be scientific, at least in part. The second assumption is that at least regarding education policies, the federal government distinctively seeks out scientific research in order to make decisions regarding policy and practice. A third assumption is that the quality of educational research must have been considered not to be up to standards in at least some areas in order for research to be needed. And finally, the consideration of a scientific basis for educational research itself is worthy of the attention of science and should not involve political influence.
With respect to educational research the No Child Left Behind Act is probably the most well-known advocate of the requirement that teachers utilize empirically validated techniques in the classrooms. Many of the big agencies that focus on empirically validated have maintained that the "gold standard" for validating an educational practice or program is indeed the randomized controlled design (e.g., What Works Clearing House [WWC], 2012). However, in recent years there has been concern in other fields about the types and quality of scientific evidence that is acceptable to validate some premise, program, or theoretical assumption (White & Smith, 2002). The National Research Council has stated that the questions regarding the effectiveness or utility of practices in education is made up of different types of questions that require different types of methodologies to address (Shavelson & Towne, 2002). The reliance on randomized controlled trials most likely has seeped into other fields from the medical field where such trials are indeed necessary to test the effectiveness of medications and medical treatments against no treatment or against existing treatments to combat certain diseases or medical ailments. In terms of the question "Which is generally more effective, treatment A or treatment B?" this method is the gold standard when the definition of "effective"...
Teachers who wish to pursue graduate degrees will be supported as much as is feasible with their scheduling. Professional development conferences and motivational speakers will be integrated into the teacher's regular school year. Scientifically-based intervention programs: Students in need of extra help will receive structured attention and individuated tutoring outside of the classroom. For young at-risk students, parents will be directed to Head Start before their child enters school, so
Realty therapy, which was developed by psychiatrist William Glasser during the 1960's, requires those working with a student with emotional disturbance to develop a positive, friendly relationship, especially with those particular students who do not want such a relationship (Wong 2004). Realty therapy differs from other psychological models because it urges everyone who works with the student to enter into a counseling relationship with them, not simply the psychologist (Wong
intervention for my PICO problem is changing the policies and procedures in hospital with the goal of reducing instances and severity of catheter-related urinary tract infections among affected patients. Although it is an administrative intervention, the outcomes are related to patient data. The independent variables in the research include structure of nursing staff teams; the specific policies that are implemented including catheter insertion and removal procedures and regulations; and finally,
The following multimodal evaluation procedure is recommended for Carlos: Semi-Structured Clinical Interview The foremost component of an informal evaluation of traumatized individuals entails semi-structured interviewing, in which the following details of the patient ought to be garnered: • Demographic facts • Employment history • Medical history • Educational history • Social history and • Several specific facts. Such an interview must be closely founded on minor and major trauma disorder facets (James, 2008). Particular questions to be posed
amphetamines for the treatment of Attention Deficit Disorder. The writer explores the study, the method used, the results and other pertinent data. There were fours sources used to complete this paper. Attention Deficit Disorder, commonly referred to as ADHD affects a significant percentage of the population. "Attention deficit hyperactivity disorder (ADHD) is characterized by significant deficits in attention, impulse control, and activity level and affects 3% to 5% of the
Education -- Special Education YOUNG CHILDREN WITH DISABILITIES AND IMPLEMENTING APPROPRIATE INTERVENTIONS Developmental delays in young children occur in several areas encompassing the gamut of human functions. A young child may experience delays in one or more of the areas of cognitive functioning, social-emotional functioning and adaptive behavior. Through decades of shared research and experience, trained professionals can observe delays in relatively impaired development of the skills humans use to understand and
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