Reading instruction and support

Pamela Snow, Kate De Bruin, Linda J. Graham

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

    Abstract

    The concept of evidence-based education (EBE) enshrines the use of well-designed, clearly reported, scientific studies to establish which education practices are most efficient and effective; it is a relative newcomer to the education literature in general and to inclusive education. When implemented well, EBE impacts all aspects of education practice, from policymaking to classroom practice. It facilitates evidence-based teaching, evidence-based learning, and reflective practice in initial and lifelong professional learning. Barriers to EBE include a largely unresolved debate over “what counts as evidence”, teachers’ capacity to access, understand and evaluate scientifically derived evidence, and time constraints.

    The objective of this policy is to guide a specified school community to assess new and “old” evidence, end practices found wanting or that are outdated, retain those with adequate levels of evidence and/or adopt practices with stronger scientific credentials, and justify their choices based on sufficient professional development, on-site coaching, and necessary support for teachers to implement best practices.
    Original languageEnglish
    Title of host publicationBuilding Better Schools with Evidence-based Policy
    Subtitle of host publicationAdaptable Policy for Teachers and School Leaders
    EditorsKelly-Ann Allen, Andrea Reupert, Lindsay Oades
    Place of PublicationAbingdon UK
    PublisherRoutledge
    Chapter16
    Pages118-124
    Number of pages7
    Edition1st
    ISBN (Electronic)9781003025955
    ISBN (Print)9780367458874, 9780367458898
    DOIs
    Publication statusPublished - 2021

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