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- 1. Evidence-based practice : Apossible curriculum for teachers and leaders researchED Washington DC, 22 October 2016 @DrGaryJones [email protected]
- 2. A summary ofmy argument The effective use of evidence can bring about improvement in learner outcomes (and staff well being) The current English educational system is encouraging schools, school leaders and teachers to engage with research and evidence. However, insufficient attention has been paid to developing a curricula for Evidence-Based Practice (EBP) Using material developed for evidence-based medicine and evidence- based management may provide a way forward to help develop a curricula for EBP within education Nevertheless, EBP is an often misunderstood concept which hinders the development of such a curricula
- 3. Developments in England (1) ‘We’llensure discredited ideas unsupported by firm evidence are not promoted to new teachers’ p12 New independent College of Teachers New independent peer-reviewed British educational journal Education Endowment Foundation remit expanded to support evidence-based teaching New Standards for Teachers’ Professional Development Toby Greany, 20 October, 2016
- 4. Onus on schools(2) Academies - autonomous and accountable Local authorities - minimal resources and capacity Schools driving Initial Teacher Training Teaching schools define and disseminate effective practice Toby Greany, 20 October, 2016
- 7. BARENDS, E., ROUSSEAU,D. M. & BRINER, R. B. 2014. Evidence-Based Management : The Basic Principles. In: MANAGEMENT, C. F. E.-B. (ed.). Amsterdam 7
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- 9. Some common misconceptions Evidence-based practiceignores the expertise and knowledge of teachers and Principals. Evidence-based practice is the same as research-informed practice. Evidence-based practice involves teachers undertaking research. 9
- 10. Curricula outline ofminimum standard educational requirements Vary from role to role Minimum requirement understand principles of EBP Critical attitude to own practice and attitude
- 11. Hurd’s list ofdesirable educational outcomes Distinguish evidence from propaganda Probability from certainty Data from assertions Rational belief from superstitions Science from folklore HURD, P. D. 1998. Scientific literacy: New minds for a changing world. Science education, 82, 407-416
- 12. BARENDS, E., ROUSSEAU,D. M. & BRINER, R. B. 2014. Evidence-Based Management : The Basic Principles. In: MANAGEMENT, C. F. E.-B. (ed.). Amsterdam 12
- 13. A curriculum forevidence- based practitioners Ask Acquire Appraise Aggregate Act Appraise 13
- 14. Ask : Translatinga practical problem into an answerable question Identifying a problem of practice Identifying knowledge gaps and asks foreground questions Develops focused questions that lead to effective search and appraisal strategies
- 15. Acquiring : systematically searchingfor and retrieving the evidence Designs and conducts a search strategy incorporating multiple sources of evidence Understands the strengths and weaknesses of different types of evidence Is able to articulate own theory of action Adopts an inquiry stance towards colleagues’ views
- 16. Appraising : criticallyjudging the trust worthiness of the evidence Critically read research Aware of some of the challenges of using statistics Aware of cognitive biases Explore the ladder of inference
- 17. Aggregating : pullingtogether and weighting the evidence Develops mechanisms for aggregating and weighting the evidence Identifies the relevance of the evidence to problem which prompted the question Uses checklists to ensure key elements covered
- 18. Applying : incorporatingthe evidence into the decision-making process Understands and is aware of stakeholder interests Develops a plan to implement decision Implements the decision
- 19. Assessing the outcomeof decisions taken Evaluate the outcome of the decision Consider performance as an evidence- based practitioner
- 20. Ask : Translatinga practical problem into an answerable question Identifying a problem of practice Identifying knowledge gaps and asks foreground questions Develops focused questions that lead to effective search and appraisal strategies
- 21. Distinguishing between background andbackground questions Background question A question root (who, what, how, when, how ) with a verb An issue or matter of interest What are the potential benefits of using ICT to help with pupils’ learning Foreground question For KS1 pupils how can ICT help with struggling readers?
- 22. The PICO Format P— Pupil or Problem. How would you describe the group of pupils or problem? I — Intervention. What are you planning to do with your pupils? C — Comparison. What is the alternative to the intervention/action/innovations O — Outcomes. What are the effects of the intervention/action/intervention?
- 23. Examples For pupils requiringadditional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect achievement rates.(0) For pupils aged 16 who failed to achieve at least at a grade C in GCSE English (P) and subsequently retake GCSE English (I) at the end of the academic year, how well do they achieve (O) compared to students who have been prepared and entered for iGCSE English (C)
- 24. The PICO Format P— Pupil or Problem. How would you describe the group of pupils or problem? I — Intervention. What are you planning to do with your pupils? C — Comparison. What is the alternative to the intervention/action/innovations O — Outcomes. What are the effects of the intervention/action/intervention?
- 25. Other frameworks PEO Pupil, Experience,Outcome CIMO Context, Intervention, Mechanism, Outcome SPICE Setting, Perspective, Intervention, Comparator, Evaluator
- 26. Benefits Focuses your scarceprofessional learning time on evidence that is directly relevant to the needs of pupils, school or colleagues. Focuses your scarce professional learning time on evidence that directly addresses your particular knowledge requirements Help you develop time effective search strategies for relevant evidence Suggest the forms that useful answers might look like When asking for support from a colleagues or more senior member of staff, they can help you communicate more clearly. When supporting colleagues in their own professional learning, they can help you model aspects of evidence-based practice. When you ask well formulated questions which you then answer, this will increase your job-satisfaction and your ability to effectively do your own job.
- 27. To conclude The effectiveuse of evidence can bring about improvement in learner outcomes (and staff well being) The current English educational system is encouraging schools, school leaders and teachers to engage with research and evidence. However, insufficient attention has been paid to developing a curricula for Evidence-Based Practice (EBP) Using material developed for evidence-based medicine and evidence- based management may provide a way forward to help develop a curricula for EBP Nevertheless, EBP is an often misunderstood which hinders the development of such a curricula