How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?

How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?

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For this Discussion you will develop a working definition of “evidence-based practice” after reading different perspectives on what it means for practices to have a strong evidence base. This definition will assist with future modules as you explore what evidence-based practice looks like in academic and social-emotional instruction within special education.

To prepare:

· Review this module’s Learning Resources and analyze the perspectives for what makes a strategy evidence-based.

· Develop a definition of “evidence-based practice” based on the information gathered from the readings.

· Select two peer-reviewed articles written within the past 3 years that report on a study using evidence-based practices to support your definition.

· Review the Appendix B Checklist from the U.S. Department of Education’s Identifying and Implementing Educational Practices Supported by Rigorous Evidence article in the module’s Learning Resources.

· Review the CEC Standards for Evidence-Based Practices in Special Education.

· Review the CEC evidence-based practice news release.

Post your “evidence-based practice” definition and an evaluation of your selected articles addressing the following:

· A citation for each article and an explanation as to why it was selected

· How would you evaluate the findings based on the checklist? How do the articles measure up to the standards addressed in the checklist?

· How might someone evaluate an observed teaching practice to determine the extent to which it is research-based?

· In what ways might there be differences in the interpretation of what evidence-based specialized instruction is, depending on the particular disability area?

Support your responses with specific references to the Learning Resources and outside resources, as well as personal experience.