Developing and Implementing Evidence-Based Policies and Practices

2018 ◽  
pp. 500-513
Author(s):  
Kimberly D. Dodson ◽  
LeAnn N. Cabage ◽  
Hannah L. Brown
Keyword(s):  
Evidence Based ◽  
Policies And Practices

Teacher Quality in Singapore

2019 ◽  
Author(s):  
Sylvia Chong ◽  
Saravanan Gopinathan
Keyword(s):  
Professional Development ◽  
Teacher Quality ◽  
High Performance ◽  
School Level ◽  
Teacher Professionalism ◽  
Evidence Based ◽  
International Assessments ◽  
Entry Requirements ◽  
Implementation Level ◽  
Policies And Practices

Establishing and maintaining teacher quality in Singapore is a process-oriented strategy that requires good policies at the macro level and effective processes at the implementation level. High teacher quality requires rigorous entry requirements, effective evidence-based preparation, and continuous professional development and support at the school level for teacher professionalism. Further adequate compensation and incentives to upskill or reskill are essential. These policies and practices are especially important in this era of challenging pedagogic reform, evolving views of learning and new roles for teachers as learning designers. Teacher policies and practices contribute to the high standing of teachers in Singapore and the consistent high performance of Singapore students in international assessments.

Evidence-Based Practices in Special Schooling

2020 ◽  
Author(s):  
David Mitchell
Keyword(s):  
The United States ◽  
Educational Needs ◽  
School Level ◽  
Evidence Based ◽  
Special Educational Needs ◽  
Education Policies ◽  
Effective Strategies ◽  
Step Model ◽  
Every Student Succeeds Act ◽  
Policies And Practices

Increasingly, around the world, educators are being expected to draw upon research-based evidence in planning, implementing, and evaluating their activities. Evidence-based strategies comprise clearly specified teaching methods and school-level factors that have been shown in controlled research to be effective in bringing about desired outcomes in a specified population of learners and under what conditions, in this case those with special educational needs/disabilities taught in special schooling, whether it be in separate schools or classrooms or in inclusive classrooms. Educators could, and should, be drawing upon the best available evidence as they plan, implement, and evaluate their teaching of such learners. Since around 2010 there has been a growing commitment to evidence-based education. This has been reflected in: 1. legislation: for example, the 2015 Every Student Succeeds Act in the United States, which encourages the use of specific programs and practices that have been rigorously evaluated and defines strong, moderate, and promising levels of evidence for programs and practices; 2. the creation of centers specializing in gathering and disseminating evidence-based education policies and practices, brokering connections between policy-makers, practitioners, and researchers; and 3. a growing body of research into effective strategies, both in general and with respect to learners with special educational needs. Even so, in most countries there is a significant gap between what researchers have found and the educational policies and practices implemented by professionals. Moreover, some scholars criticize the emphasis on evidence-based education, particularly what they perceive to be the prominence given to quantitative or positivist research in general and to randomized controlled trials in particular. In putting evidence-based strategies into action, a five-step model could be employed. This involves identifying local needs, selecting relevant interventions, planning for implementation, implementing, and examining and reflecting on the interventions.

scholarly journals Preserving rural school health during the COVID-19 pandemic: Indigenous citizen scientist perspectives from a qualitative study

2022 ◽  
Vol 9 (2) ◽  
pp. 216-236
Author(s):  
Prasanna Kannan ◽  
◽  
Jasmin Bhawra ◽  
Pinal Patel ◽  
Tarun Reddy Katapally ◽  
...  
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
School Health ◽  
School Administrators ◽  
Evidence Based ◽  
School Policies ◽  
Safe School ◽  
Decision Making Processes ◽  
The Impact ◽  
Policies And Practices

<abstract> <p>This qualitative study is part of Smart Indigenous Youth, a digital health community trial involving rural schools in Saskatchewan, Canada. Secondary school administrators and educators were engaged as citizen scientists in rural Indigenous communities to understand rapid decision-making processes for preserving school health during the COVID-19 pandemic, and to inform evidence-based safe school policies and practices. After COVID-19 restrictions were implemented, key informant interviews and focus groups were conducted with school administrators and educators, respectively, to understand the impact of school responses and decision-making processes. Two independent reviewers conducted thematic analyses and compared themes to reach consensus on a final shortlist. Four main themes emerged from the administrator interviews, and six main themes were identified from the educator focus group discussions which revealed a pressing need for mental health supports for students and educators. The study findings highlight the challenges faced by schools in rural and remote areas during the COVID-19 pandemic, including school closures, students' reactions to closures, measures taken by schools to preserve health during the pandemic, and different approaches to implement for future closures. Citizen scientists developed a set of recommendations, including the need for structured communication, reflection meetings, adequate funding, and external monitoring and evaluation to guide evidence-based safe school policies and practices during the pandemic.</p> </abstract>

Hospital practices and family support in maternity wards

2019 ◽  
Vol 32 (4) ◽  
pp. 191-198
Author(s):  
Bilge Kalanlar
Keyword(s):  
Family Support ◽  
Culturally Sensitive ◽  
Delivery Room ◽  
Evidence Based ◽  
Private Hospitals ◽  
Purposive Sampling ◽  
Health Authorities ◽  
Questionnaire Form ◽  
Hospital Practices ◽  
Policies And Practices

This study aims to determine the hospital practices implemented before, during, and after birth in Turkey, and to identify the support to families during this process. Purposive sampling was used in the study to identify the hospitals to be surveyed. Ankara, İstanbul, and İzmir, the provinces with the highest number of hospitals in Turkey, were selected for the collection of data. There were 178 eligible private hospitals in these provinces. The questionnaire form of the Canadian Hospitals Maternity Policies and Practices Survey was used to collect data and the necessary permissions were obtained. There are many restrictions and variations in maternity-related hospital practices in Turkey. 71.4% of the responding private hospitals identified themselves as baby-friendly. 57.1% had a policy facilitating families being together immediately after birth, 39.5% encouraged the presence of the father in the delivery room. 44.9% did not have any policy for assessing women who were going home to potentially violent situations. Eighty-five percent reported that they did not have a written policy or guidelines about procedures regarding labor, birth, or postpartum periods. This study recommended that private hospitals should review their maternal practices and routines in an evidence-based way that helps parents, culturally sensitive standards for mothers should be developed and supervised by related health authorities, and structures should be created to effectively deal with patients’ complaints.

scholarly journals Training early childcare providers in evidence-based nutrition strategies can help improve nutrition policies and practices of early childcare centres serving racially and ethnically diverse children from low-income families

2017 ◽  
Vol 21 (7) ◽  
pp. 1212-1221 ◽  
Author(s):  
T Lucas Hollar ◽  
Nicole Cook ◽  
Ruby Natale ◽  
David Quinn ◽  
Teina Phillips ◽  
...  
Keyword(s):  
Low Income ◽  
Ethnically Diverse ◽  
Evidence Based ◽  
Broward County ◽  
Nutrition Policies ◽  
Early Childcare ◽  
Diverse Children ◽  
Faculty And Staff ◽  
Low Income Families ◽  
Policies And Practices

AbstractObjectiveWe evaluated the extent to which providing training and technical assistance to early childcare centre (ECC) directors, faculty and staff in the implementation of evidence-based nutrition strategies improved the nutrition contexts, policies and practices of ECC serving racially and ethnically diverse, low-income children in Broward County, Florida, USA. The nutrition strategies targeted snack and beverage policies and practices, consistent with Caring for Our Children National Standards.DesignWe used the nutrition observation and document review portions of the Environment and Policy Assessment and Observation (EPAO) instrument to observe ECC as part of a one-group pre-test/post-test evaluation design.SettingECC located within areas of high rates of poverty, diabetes, minority representation and unhealthy food index in Broward County, Florida, USA.SubjectsEighteen ECC enrolled, mean 112·9 (sd 53·4) children aged 2–5 years; 12·3 (sd 7·2) staff members; and 10·2 (sd 4·6) children per staff member at each centre.ResultsWe found significant improvements in centres’ overall nutrition contexts, as measured by total EPAO nutrition scores (P=0·01). ECC made specific significant gains within written nutrition policies (P=0·03) and nutrition training and education (P=0·01).ConclusionsOur findings support training ECC directors, faculty and staff in evidence-based nutrition strategies to improve the nutrition policies and practices of ECC serving racially and ethnically diverse children from low-income families. The intervention resulted in improvements in some nutrition policies and practices, but not others. There remains a need to further develop the evaluation base involving the effectiveness of policy and practice interventions within ECC serving children in high-need areas.

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