Formative Instructional Practices

2014 ◽  
Vol 50 (2) ◽  
pp. 69-75 ◽  
Author(s):  
Kristall J. Graham-Day ◽  
Katelyn M. Fishley ◽  
Moira Konrad ◽  
Mary T. Peters ◽  
Virginia A. Ressa
Keyword(s):  
Instructional Practices ◽  
Special Educators ◽  
Instructional Decisions ◽  
Evidence Based ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Optimal Learning ◽  
Evidence Based Practices ◽  
Ability Levels ◽  
Teachers And Students

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special educators and can be implemented in classrooms filled with students of all skill and ability levels. Formative instructional practices are the way that teachers and students document evidence of student learning and make instructional decisions based on that evidence. These effective and versatile practices help teachers continuously assess their students, make data-based decisions, and ensure optimal learning. This article suggests that special educators are well positioned to make an important contribution as schools adopt more rigorous standards and the formative instructional practices necessary to guide students to mastery of these standards. An overview of these practices is provided.

Exploring the Intersection of Evidence-Based Practices and Culturally and Linguistically Responsive Practices

2018 ◽  
Vol 54 (1) ◽  
pp. 6-13 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Julie A. Lara-Martinez ◽  
Linda O. Cavazos
Keyword(s):  
Public Schools ◽  
Instructional Practices ◽  
English Learners ◽  
Evidence Based ◽  
Observation Data ◽  
Language And Literacy ◽  
Evidence Based Practices ◽  
Actual Observation ◽  
Teachers And Students ◽  
Multilingual Classroom

Culturally and linguistically diverse learners with and without learning disabilities enrolled in public schools are tasked with learning content, a new culture, and a new language. Meeting their language and literacy needs requires systematic use of evidence-based practices and deep knowledge of culturally and linguistically responsive practices that address their instructional, social, and language needs. Based on observations of teachers in multilingual classroom, four culturally and linguistically responsive practice were identified: (a) consistent use of evidence-based instructional practices for students who are English learners, (b) integration of culturally responsive pedagogy with evidence-based instructional practices, (c) use of relational interaction practices that build trust and respect between teachers and students, and (d) use of flexible language practices. Vignettes of actual observation data contrast typical practice and culturally and linguistically responsive practice.

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

2021 ◽  
pp. 108835762198931
Author(s):  
Jennifer Hamrick ◽  
Mari Cerda ◽  
Cyndi O’Toole ◽  
Katherine Hagen-Collins
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Education ◽  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
Practice Gap

Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.

Commentary on Carter, Stephenson and Strnadová's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

2011 ◽  
Vol 35 (2) ◽  
pp. 220-225
Author(s):  
Ian Dempsey
Keyword(s):  
Instructional Practices ◽  
Formative Evaluation ◽  
Special Educators ◽  
Skills Training ◽  
Effect Sizes ◽  
Motor Training ◽  
Evidence Based ◽  
Australasian Journal ◽  
High Effect ◽  
Current Article

AbstractIn Volume 35, Issue 1 of the Australasian Journal of Special Education, Carter, Stephenson and Strnadová (2011) replicated a study by Burns and Ysseldyke (2009). In Carter et al.'s study, 194 Australian special educators were asked to rate the extent to which they used eight instructional practices. These practices were applied behaviour analysis, direct instruction, formative evaluation, mnemonic strategies, modality training, perceptual-motor training, psycholinguistic training, and social skills training. The first four of these practices had moderate to high effect sizes (and were regarded by the authors as more desirable techniques), and the final four practices had low effect sizes, on the basis of past meta-analytic research. Carter et al.'s findings were that while the Australian teachers used some desirable strategies relatively frequently, they also used some less desirable practices frequently and so desirable instructional practices should be encouraged at the expense of less effective practices. While these results are of interest, they also have the potential to mislead readers and later sections of the current article examine these potential misconceptions.

scholarly journals Evidence-based practices of effective fire safety education programming for children

2021 ◽  
Vol 10.47389/36 (No 2) ◽  
pp. 34-41
Author(s):  
Kamarah Pooley ◽  
Sonia Nunez ◽  
Mark Whybro
Keyword(s):  
Fire Safety ◽  
Evidence Based ◽  
Safety Education ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Fire Services ◽  
School Based ◽  
The World ◽  
Evidence Based Guidelines ◽  
Safety Knowledge

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability

2018 ◽  
Vol 34 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Victoria F. Knight ◽  
Heartley B. Huber ◽  
Emily M. Kuntz ◽  
Erik W. Carter ◽  
A. Pablo Juarez
Keyword(s):  
Intellectual Disability ◽  
Instructional Practices ◽  
Special Educators ◽  
Future Research ◽  
Professional Judgment ◽  
Evidence Based ◽  
Wide Range ◽  
Students With Autism ◽  
Services And Supports ◽  
Instructional Decision

Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.

Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

2013 ◽  
Vol 79 (2) ◽  
pp. 147-161
Author(s):  
Garnett J. Smith ◽  
Matthew M. Schmidt ◽  
Patricia J. Edelen-Smith ◽  
Bryan G. Cook
Keyword(s):  
Communities Of Practice ◽  
Instructional Practices ◽  
Design Research ◽  
Evidence Based ◽  
Discourse Communities ◽  
Educational Design ◽  
Evidence Based Practices ◽  
Classical View ◽  
Educational Design Research ◽  
What Works

A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidence-based practices (EBPs) supported by research that is rigorous and internally valid, whereas practitioners tend to value practice-based evidence (PBE) that is relevant and externally valid. The authors argue that these separate mindsets stem from the classical view of research as being either rigorous or relevant. In his canonical Pasteur's Quadrant, Stokes (1997) proposed that rigor and relevance are complementary notions that, when merged, further the production, translation, and implementation of instructional practices that are both rigorous (i.e., evidence-based) and relevant (i.e., practice-based). The authors propose educational design research (EDR) and communities of practice (CoPs) as frameworks through which to realize the promise of Pasteur's quadrant.

Utilizing Specially Designed, Instructional Evidence-Based Practices and Family Engagement

2022 ◽  
pp. 510-523
Author(s):  
Brandon C. S. Wallace ◽  
Yolanda Abel
Keyword(s):  
Special Education ◽  
Teaching And Learning ◽  
Special Educators ◽  
Family Engagement ◽  
Sense Making ◽  
Evidence Based ◽  
Digital Literacies ◽  
Evidence Based Practices ◽  
History Of Special Education ◽  
History Of

Special education has the enhanced capacity to address digital literacies and storytelling, especially as parents become instrumental in the delivery of education through technology. While increasing digital opportunities for interventions and supports for students with learning exceptionalities must be a focus and consideration to improve students' outcomes, there still must be a certain level of sense-making for parents and legal guardians—particularly to strengthen student outcomes. Special educators are well positioned to help lead the work of transforming the relationships between themselves and parents. This chapter briefly explores the history of special education and race, family engagement, evidence-based practices, and opportunities to ensure that special educators help create conversations that lead to actionable opportunities to enhance and improve parent implemented interventions to incorporate families of color in the implementation of digital literacies and digitized platforms of teaching and learning.

Educating Learners With Disabilities in Palestine

2016 ◽  
Vol 52 (3) ◽  
pp. 182-187 ◽  
Author(s):  
Mona Nasir-Tucktuck ◽  
Joshua N. Baker ◽  
Matthew L. Love
Keyword(s):  
Students With Disabilities ◽  
Instructional Practices ◽  
Historical Background ◽  
Education For All ◽  
Evidence Based ◽  
Ministry Of Education ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Palestinian Territories ◽  
The Right

With the adoption of the Right of Education for All (1994), the Palestinian Ministry of Education has indicated the necessity to address the needs of students with disabilities. Although the growth of services has increased to meet the needs of this population, there are still concerns with providing best instructional practices to these students in this novel educational system. This column presents a brief historical background on services provided to students with disabilities, as well as discussing current identification, diagnostic, and placement practices in the Palestinian territories. Future directions are suggested and discussed in regard to the use and availability of evidence-based practices.

Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

2011 ◽  
Vol 35 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Mark Carter ◽  
Jennifer Stephenson ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
North American ◽  
Special Educators ◽  
National Sample ◽  
Motor Training ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
The North ◽  
Applied Behaviour Analysis

AbstractThis research examined the reported level of implementation of eight practices in a national sample of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.

Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools

2018 ◽  
Vol 37 (3) ◽  
pp. 164-175 ◽  
Author(s):  
Thomas W. Farmer ◽  
Jill V. Hamm ◽  
David L. Lee ◽  
Brittany I. Sterrett ◽  
Karen Rizzo ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Rural Schools ◽  
Evidence Based ◽  
Local Data ◽  
Evidence Based Practices ◽  
Teachers And Students ◽  
Support Students

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders’ insights to align strategies to the unique features and needs of rural schools, teachers, and students. This article considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches.

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