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Chapter image Chapter 1: Introduction

YouTubeYouTube links

Evidence-based teaching – An overview. (6.51 UK)

An overview of evidence-based teaching that covers meta-studies, referring to books by Hattie, Marzano and Petty. Ten of the top teaching methods as identified by the research are summarized.

www.youtube.com/watch?v=Jh__cMUKRcs

Treatments for autism: Overview of model programs, Fred Volkmar. (41.50 US)

Professor Fred Volkmar covers an overview of model programmes for the treatment of autism. He reviews the history of intervention programmes, possible outcomes that come with intervention, and covers challenges, new issues, strategies and resources that are presented when undertaking an intervention programme.

www.youtube.com/watch?v=_2rK3cl1bVY

Evidence-based education – What is teaching in the 21st century? (58.47 UK)

UK academics Kathryn Ecclestone, Tony Neal and Geoff Petty discuss evidence-based teaching.

www.youtube.com/watch?v=sdqKR_Dzcg8

Effect size calculation and basic meta-analysis, David Wilson, The Campbell Collaboration. (1.19.09 US)

A technical explanation of effect size and meta-analyses.

www.youtube.com/watch?v=nkcZFAmmKeE

websitesWeb links

Best Evidence Encyclopedia.

The Best Evidence Encyclopedia is a website created by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programmes available for students in grades K–12. It provides summaries of scientific reviews produced by many authors and organizations, as well as links to the full texts of each review.

www.bestevidence.org/index.cfm

What Works Clearinghouse.

This US clearinghouse reviews the research on the different programmes, products, practicesand policies in education. By focusing on the results from high-quality research, it tries to answer the question “What works in education?” Its goal is to provide educators with the information they need to make evidence-based decisions.

www.whatworks.ed.gov

Fidelity of implementation: Selecting and implementing evidence-based practices and programmes.

This module discusses the importance of selecting evidence-based practices and programmes. It also examines actions that school personnel can take to increase the likelihood that the practice or programme is implemented as it was designed.

http://iris.peabody.vanderbilt.edu/module/fid/

The Coalition for Evidence-Based Policy.

This US Coalition advocates many types of research to identify the most promising social interventions. However, a central theme of its advocacy is that evidence of effectiveness generally cannot be considered definitive without ultimate confirmation in well-conducted randomized controlled trials.

http://coalition4evidence.org

The National Autism Center.

This centre promotes evidence-based practice serving children and adolescents with Autism Spectrum Disorders by providing reliable information, promoting best practices and offering comprehensive resources for families, practitioners and communities.

www.nationalautismcenter.org/

The Cochrane Collaboration.

The Cochrane Collaboration is an international network of more than 31,000 people from over 120 countries. It works together to help health-care practitioners, policy-makers, patients, their advocates and carers, make well-informed decisions about health care by preparing, updating and promoting the accessibility of Cochrane Reviews – over 5,000 so far.

www.cochrane.org

The Sutton Trust.

Improving the impact of teachers on pupil achievement in the UK – interim findings. This summary describes the interim findings of a project commissioned by the Sutton Trust to develop policy proposals for improving the effectiveness of teachers in England, with a particular focus on teachers serving disadvantaged pupils.

www.suttontrust.com/public/documents/1teachers-impact-report-final.pdf

Education Resources Information Center (ERIC).

Sponsored by the US Department of Education’s Institute of Education Sciences (IES), the Education Resources Information Center (ERIC) provides free access to journal articles and other education-related materials.

http://eric.ed.gov

IRIS Center.

The IRIS Center is a national centre dedicated to improving education outcomes for all children, especially those with disabilities, from birth through to age twenty-one, through the use of effective evidence-based practices and interventions.

http://iris.peabody.vanderbilt.edu/

National Center for Culturally Responsive Educational Systems (NCCRESt).

A national technical assistance and dissemination project, the National Center for Culturally Responsive Educational Systems (NCCRESt) aims at addressing and reducing the disproportionate representation of minorities in special education. Although NCCRESt is no longer active, the centre’s publications are still available online.

www.niusileadscape.org/ www.nccrest.org/publications.html

Cultural and linguistic differences: What teachers should know.

This module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching.

http://iris.peabody.vanderbilt.edu/module/clde/

journalsJournal links

Davies, P. (1999). ‘What is evidence-based education?’ British Journal of Educational Studies, 47 (2), 108–121.

This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for high-quality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.

Mostert, M.P. (2001). ‘Characteristics of meta-analyses reported in mental retardation, learning disabilities, and emotional and behavioural disorders’. Exceptionality, 9(4), 199–225.

Reported meta-analytic information is often incomplete, thereby significantly influencing judgment of meta-analytic face validity and any subsequent conclusions for theory and practice. Twenty-four meta-analyses in mental retardation, learning disabilities and emotional behavior disorders were reviewed and analyzed across six domains of information necessary for securing face validity of published meta-analyses. Results indicate a wide variation in the amount of reported data.

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