Bringing Evidence to the Classroom: Exploring Educator Notions of Evidence and Preferences for Practice Change

Autor:	Lindsay M. Akrong, Peter Chaban, Raluca Barac, Melanie Barwick, Sabine N. Johnson
Rok vydání:	2014
Předmět:	Medical education Practice change Evidence-based practice business.industry Knowledge translation Perspective (graphical) Openness to experience Relevance (law) Context (language use) Public relations business Psychology Focus group
Zdroj:	International Education Research. 2:1-15
ISSN:	2291-5281 2291-5273
DOI:	10.12735/ier.v2i4p01
Popis:	Successful implementation of evidence-based practices (EBPs) in schools requires an understanding of the factors influencing implementation and adoption. We conducted eight focus groups with school administrators and teachers to explore their views about EBP and the factors influencing EBP use within the school context. Educators believed EBP to mean one of three things: information that is supported by research evidence, by evidence of student performance, or evidence-by-proxy. We identified several factors influencing educator use of EBPs and intention to change practice: a school culture of openness and buy-in for EBP, relevance of EBP to student needs universally, and organizational support for implementation, were catalysts for motivating educators to change their practice. Understanding the practice change preferences of educators is important for effective EBP implementation in schools. Educators have a unique perspective of what constitutes EBP, and they can identify what they need in order to change practice.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::cb9bea42221122ecb36d9ce1e726e95e https://doi.org/10.12735/ier.v2i4p01 Zobrazit plný text záznamu