How Do Preservice Teachers Understand the Use of Research to Inform Practice? Foundational Knowledge for Bridging the Gap

Ingen, Sarah van; McHatton, Patricia Alvarez; Vomvoridi-Ivanovic, Eugenia

doi:10.1080/01626620.2016.1155094

Cited by 3 publications

(2 citation statements)

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“…Unfortunately, special education research knowledge is not frequently incorporated into the classroom (Hott, Berkeley, Fairfield, & Shora, 2017). These gaps may exist for a multitude of reasons, including but not limited to (a) clear separateness between research and practice communities, (b) lack of practical interventions that can be easily incorporated into the classroom, and (c) lack of ongoing opportunities for professional development or collaboration between researchers and practitioners (Van Ingen, Alvarez McHatton, & Vomvoridi-Ivanovic, 2016).With growing caseloads, increasing paperwork demands, and pressure from parents and administrators to produce results, teachers are looking for effective strategies. Far too often, teachers gravitate toward quick-fix practices that are popular and claim to produce results.…”

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Fads or Facts? Sifting Through the Evidence to Find What Really Works

Konrad

Criss

Telesman

2019

Intervention in School and Clinic

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Despite the requirement that teachers implement evidence-based instruction in their classrooms, a significant research-to-practice gap persists. Far too often, teachers resort to quick fixes found through online searches or rely on conventional wisdom to make instructional decisions. This is no surprise as identifying evidence-based interventions can be time-consuming, overwhelming, and confusing. Indeed, claims of practices being evidence based are ubiquitous, even for practices that clearly lack evidence to support their efficacy. In addition, once an evidence-based practice is selected, the process for implementing it and evaluating its effectiveness can be an additional challenge. The purposes of this article are to distinguish between an evidence-based practice as an instructional strategy and evidence-based education as a problem-solving process and to assist teachers in identifying, implementing, and evaluating evidence-based practices in their classrooms.

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