Evidence Based Teaching Practices Analysis

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Carter, Stephenson, and Strnadová (2011) surveyed Australian special education teachers to determine the prevalence of evidence-based teaching practices. Results indicated that the surveyed teachers use evidence-based practices as well as unproven or ineffective practices. In addition, Australian special education teachers use unproven or ineffective teachers practices more than their North American peers.
The authors were successful in corroborating an earlier study in the United States by producing very similar results in a previously un-surveyed population. This was accomplished by using the same survey instrument and administering it to a comparable population. However, the survey failed to take into account differences
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(2011). Reported prevalence by Australian special educators of evidence-based instructional practices. Australasian Journal of Special Education, 35(01), 47-60.
Summary 2 Kretlow and Helf (2013) surveyed a national sample of kindergarten through second grade teachers to determine the prevalence of evidence-based reading curricula in typical classrooms. The returned surveys indicated that very few teachers use evidence-based curricula. In addition, many teachers supplement their curricula with resources that may compromise the effectiveness of evidence-based curricula.
The survey response rate of 35.6% may limit the degree to which these findings are able to be generalized to the entire United States. In addition, an objective outside resource was unavailable to evaluate the majority of the reading curricula used by teachers in the survey. In response the researchers created their own checklist to evaluate the evidence-base for each curriculum. However, no inter-rater reliability was calculated. This calls into question the accuracy of the evaluations which may be extremely biased based on the how each evaluator interpreted the evaluation
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G., & Helf, S. S. (2013). Teacher implementation of evidence-based practices in Tier 1: A national survey. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 36(3), 167-185.
Summary 3 Kretlow, Cooke and Wood (2012) conducted an evaluation of the effectiveness of combining in-service training with classroom coaching sessions to improve the use of the evidence-based practice of active student responding (ASR). Lesson analysis indicated that teacher improvement was incremental with the greatest improvement after the coaching sessions.
The teachers in this study were not randomly selected, but rather chosen specifically because of previous training in ASR and positive feeling towards ASR. This selection process prevents generalizing the results to a wider population. If the participating teaches had been randomly selected it is less likely that they would have had experience with, and positive feelings about, ASR use in the classroom. Therefore, a replication of this study using random selection of participants would likely produce significantly different

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