McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level imple...

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Evidence-Based Practices and Implementation Science in Special Education

Collaborative research by networks of amateurs has had a major role in ornithology and conservation science and will continue to do so. It has been important in establishing the facts of migration, systematically recording distribution, providing insights into habitat requirements and recording variation in numbers, productivity and survival, thus allowing detailed demographic analyses. The availability of these data has allowed conservation work to be focussed on priority species, habitats and sites and enabled refined monitoring and research programmes aimed at providing the understanding necessary for sound conservation management and for evidence-based government policy. The success of such work depends on the independence of the science from those advocating particular policies in order to ensure that the science is unbiased. Wetland birds are surveyed in much of the world. Most countries also have a ringing scheme. Other forms of collaborative ornithology are strong in North America, Australia and Australasia, more patchily distributed in Asia (but with strong growth in some countries) and even patchier in Africa and South America. Such work is most successful where there is a strong partnership between the amateurs and the professional, based on their complementary roles. The participation of large numbers of volunteers not only enables work to be done that would otherwise be impossible but also facilitates democratic participation in the decisions made by society and builds social capital. The recruitment to and subsequent retention of people in the research networks are important skills. Surveys must be organized in ways that take into account the motives of the participants. It is useful to assess the skills of potential participants and, rather than rejecting those thought not to have adequate skills, to provide training. Special attention needs to be paid to ensuring that instructions are clear, that methods are standardized and that data are gathered in a form that is easily processed. Providing for the continuity of long-term projects is essential. There are advantages to having just one organization running most of the work in each country. Various sorts of organizations are possible: societies governed by their (amateur) members but employing professional staff to organize the work seem to be a particularly successful model. Independence from government and from conservation organizations is desirable.

Citizens, science and bird conservation

Evidence-based practices (EBPs) are instructional techniques that meet prescribed criteria related to the research design, quality, quantity, and effect size of supporting research, which have the potential to help bridge the research-to-practice gap and improve student outcomes. In this article, the authors (a) discuss the importance of clear understanding and communication regarding EBPs and what works in special education; (b) define EBPs and discuss how they are identified; (c) differentiate the term EBP from related terms such as research-based, best, and recommended practices; (d) consider the purview of EBPs; and (e) present relevant caveats related to EBPs. The authors conclude by providing recommendations to facilitate special educators’ clear and effectual thinking and communication about EBPs.

Unraveling Evidence-Based Practices in Special Education

The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late?

Any books that you read, no matter how you got the sentences that have been read from the books, surely they will give you goodness. But, we will show you one of recommendation of the book that you need to read. This evidence based practices education is what we surely mean. We will show you the reasonable reasons why you need to read this book. This book is a kind of precious book written by an experienced author.

Evidence-based practices in education.

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 promi...

Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

Since 1986, the National Network for Educational Renewal (NNER) has attempted to persuade 41 institutions of higher education (IHEs) in partnership with schools to build collaborative networks among education faculty in colleges, schools, and departments of education (CSDEs) and to put into practice a new order of things leading to improvement in schooling and the renewal of teacher education. In an effort to describe the level of participation of special education in the commitment to the NNER agenda, we conducted a survey of the 28 NNER member IHEs who had departments or units of special education within their CSDEs. The chairs of departments of special education or their equivalent were asked to rate how well the NNER agenda and the new order of things was being accepted and carried out at their institution. IHEs were surveyed in four areas: the degree to which special education faculty are viewed as true (parity) partners within and across elementary and secondary education departments; the degree to ...

The Nature of the People Renewing Teacher Education as a Shared Responsibility Within Colleges and Schools of Education

Do IEP objectives differ across handicapping conditions?

Individualized Education Programs: A Comparison of Students with BD, LD, and MMR

The use of highly effective instructional practices is imperative when teaching students with disabilities, and administrators play an important role in facilitating the appropriate implementation of effective instruction. In this chapter, the authors describe the research-to-practice gap in special education, including primary reasons for its existence. They define evidence-based and promising practices, and provide resources for identifying both. The chapter concludes with discussions of important caveats to consider when identifying and implementing practices supported by the best available evidence, and recommendations for facilitating the appropriate implementation of those practices. A vignette is provided to illustrate how these recommendations might be applied in a typical school setting.

Garnett J. Smith

Papers

Evidence-based practices in education.

Pasteur's Quadrant as the Bridge Linking Rigor with Relevance

The Nature of the People Renewing Teacher Education as a Shared Responsibility Within Colleges and Schools of Education

Individualized Education Programs: A Comparison of Students with BD, LD, and MMR

Leadership and Instruction: Evidence-Based Practices in Special Education