Retrieved from Washington, DC:. Kam, C. Prevention Science , 4 1 , Matsumura, L. Educational Evaluation and Policy Analysis , 32 2 , Mitchell, P. Evidence-based practice in real-world services for young people with complex needs: New opportunities suggested by recent implementation science.
Children and Youth Services Review , 33 2 , Sarama, J.
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Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness , 1 2 , Wandersman, A. Getting to outcomes: A results-based approach to accountability. Evaluation and program planning , 23 3 , As a school leader, when implementing an educational approach, how do you ensure teachers receive ongoing PD and supervision? Is this written into your implementation plan?
I think this is a great article about implementing theories into the classroom.
I really think there needs to be more of that in order for the students to really reach their full potential. Apple Podcasts. RSS feed. Toggle navigation.
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Research to practice — implementation in education Research to practice — implementation in education. Authors: Tanya Vaughan , Bianca Albers. Share Tweet Email Print. Ongoing teacher support is important to consider when implementing educational approaches. An NIC should be: focused on a well-specified common aim; guided by a deep understanding of the problem, the system that produces it, and a shared working theory to improve it; disciplined by the methods of improvement research to develop, test, and refine interventions; and, organised to accelerate interventions into the field and to effectively integrate them into varied educational contexts.
Another recommendation is the need to integrate the learning of EBP as a routine in the clinical context and to provide continuous opportunities to apply EBP skills 1 so that students can link EBP knowledge and skills with real clinical situations. To this end, some researchers 18 , 20 - 21 have developed specific models and strategies to integrate the teaching of EBP with its practice. The learning methodology of the nursing programme integrates theory, simulated practice and clinical practice through learning outcomes, so that students acquire knowledge in the classroom, skills in simulation rooms and opportunities to demonstrate their acquired competences in a clinical clerkship.
During this clerkship, students are supervised by nurses who have passed an initial hour training course covering topics related to the curriculum, the assessment of competences in a clinical clerkship and EBP With the aim of accomplishing the progressive acquisition of this EBP competence, a four-year cross-curricular EBP programme was designed, based on recent literature and the main recommendations for EBP education.
This programme includes learning outcomes and training activities for each year, as well as cross-curricular activities Figure 1 shows an overview of the learning outcomes of the cross-curricular EBP programme. They recommend the use of the Fresno test and the Berlin Questionnaire as validated tools, although they also highlight the need for further development and validation of EBP learning assessment tools; these tools have not been validated in Spanish. The items are measured on a 5-point Likert scale 1. Strongly disagree, 2. Disagree, 3. Neither agree nor disagree, 4. Agree, 5. Strongly Agree.
The questionnaire has nine items scored in reverse order. A quasi-experimental before-and-after study was conducted among a group of second-year nursing students enrolled in the nursing degree programme at Universitat Jaume I Spain. The study population consisted of students enrolled in the Nursing Care in Healthcare Processes course during the second year of the nursing degree programme at Universitat Jaume I during the and academic years.
This course is taken during the second semester of the second year and is composed of a period of theory and clinical simulation and a period of clinical clerkship in adult inpatient units. A minimum sample size of 65 students was required to detect a difference of 0. Considering this, all students enrolled in the Nursing Care in Healthcare Processes course in the academic years of and were included.
Furthermore, students who did not complete the clinical clerkship, who abandoned their studies during the clerkship, or who took the course during special periods added time periods in which students can make up the hours needed to complete their clinical clerkship were excluded. Students who did not complete the three measures were also excluded from the study. The educational intervention was carried out with second-year nursing degree students and was framed within the cross-curricular EBP programme described in Figure 1.
It is important to consider previous knowledge gained in the first year and the continuity of the programme in subsequent years. This educational intervention consists of two hours of EBP theory and two hours of computer lab sessions. In the first session, terms related to EBP are defined, and students are encouraged to reflect on the material and to employ critical thinking in the use of research tools.
The second session is a practical exercise on information literacy. During the clinical clerkships 12 weeks , the critical incident technique is used to stimulate the implementation of the acquired knowledge and skills. Students identify a minimum of eight critical incidents related to the content of the course and their daily practice and document the critical incident information case description, emotions, coping with the case, result of action, dilemmas, learning.
Furthermore, students develop a clinical question following the Population-Intervention-Comparison-Outcomes format for each critical incident and try to resolve it through a literature search. One lecturer is responsible for providing support and feedback to a group of 8 to 10 students. Students receive a lecture explaining the critical incident technique and its methods before starting the clinical clerkship. The study was conducted between September and June A baseline measurement with the EBP-COQ was performed at the beginning of the semester in both academic years, and socio-demographic variables age and sex were also collected.
An intermediate measurement was then performed two months later, before the start of clinical clerkship, and a final measurement was recorded at the end of the week clinical clerkship period. The three measurements were carried out during classes at the university. To compare the categorical variables, a Z-proportions comparison test was applied using the Bonferroni correction.
This study was approved as an educational innovation project Grant no. Students were invited to take part in the study by means of a cover letter, which included the introduction, objectives, and methodology of the study and a request for their consent. The questionnaires were completed on a voluntary basis and the anonymity of the students was maintained throughout the entire process using a previously described procedure in compliance with Spanish legislation on personal data protection.
The ethical principles of the Helsinki Declaration were followed. The response rate was Two students abandoned their studies during the clinical clerkship, 17 students conducted their clinical clerkship in the special periods, 8 students did not complete their clinical clerkship and 10 students did not respond to the three measurements. Of the participants, The average age was Table 1 shows the descriptive analysis of the three dimensions Attitudes, Knowledge, and Skills.
Table 2 shows the descriptive analysis of the items in the Attitudes category. All items in the Skills category showed significant differences among the three measurements Table 3. All items in the knowledge category showed significant differences among the three measurements Table 4. Item 1 obtained an average baseline measurement of 2. This educational intervention was embedded in the cross-curricular evidence-based practice programme developed in the nursing degree programme at the Universitat Jaume I.
Moreover, the effectiveness was measured using the EBP-COQ, a validated tool developed in Spanish to measure the knowledge, skills and attitudes of nursing students 24 - However, there were no statistically significant differences in the Skills dimension, although the analysis of this dimension by items showed significant differences in all cases, which reinforces the educational intervention.
The factors that may be involved include the influence of the clinical tutors, their relationship with the students and a possible lack of evidence-based practice knowledge and skills. Moreover, students can promote evidence-based practice within clinical settings by forming partnerships with clinical nurses Another factor may be the difficulty students encounter in accessing electronic resources during their clinical clerkships. Frontiers in Education, 3, This articles suggest policymakers to focus less on the international test and more on how states compare to each other when trying to improve schools.
This article also shows how it's not worthwhile to compare school in countries where the conditions are different. Rabinovitz, j. Report urges educators to avoid using international tests to make policy. Standford Graduate School of Education. In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access.
Foundational Elements of PBIS
But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes. Reeves, R. Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices.
To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. Ruble, L. This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.
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Scheerens, J. The Foundations of Educational Effectiveness. Curriculum-Based Measurement and Special Services for Children is a concise and convenient guide to CBM that demonstrates why it is a valuable assessment procedure, and how it can be effectively utilized by school professionals. Shinn, M.
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