Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

“…There were no studies of more sophisticated areas of mathematics, such as the critical statistics literacy skills needed by teachers to make sense of data such as NAPLAN results (Chick & Pierce, 2013). The single study addressing PST knowledge of evidence-based practices (Carter et al, 2015) found that PSTs tended to believe that all practices presented to them had a sound research base, regardless of the actual evidence base.…”

“…Universities must be open to more research that allows these comparisons to be made, as well as research that explores general levels of PST knowledge. ✓ N Self injury Berger et al (2015) ✓ N Evidence-based practice Carter et al (2015) ✓ N Communication skills Cavanagh et al (2014) ✓ N Values education Christian (2014) ✓ N Physical education Dudley & Baxter (2009) ✓ Y Equity Fenwick & Cooper (2013) ✓ N Behaviour management Yeigh (2013) ✓ N ICT Fluck & Dowden (2011) ✓ N Table 1: Adequacy of PST Knowledge and Conditions in which it was assessed.…”

A Theory-driven Approach to Subject Design in Teacher Education

“…Evidence-based practice is commonly utilised in the inclusive education field (Boe, Shin & Cook, 2007;Carroll, Forlin & Jobling, 2003;Carter, Stephenson & Hopper, 2015). What is often missing is a theoretical base that combines these evidence-based practices with a process that utilises continual feedback and an expectation of improvement (Lancaster & Bain, 2010;Zundans-Fraser, 2014).…”

Brief Report: Perceived Evidence and Use of Autism Intervention Strategies in Early Intervention Providers

“…Misconceptions regarding the evidence base of practices have been documented in allied health professionals working with people with ASD, with such misconceptions being linked to higher use of unsupported practices and lower use of empirically-supported practices (Paynter, Sulek, Luskin-Saxby, Trembath and Keen, 2018). Similar findings have been reported when pre-service teachers rated general teaching practices (Carter, Stephenson and Hopper 2015). However, it has not yet been investigated whether understanding of the evidence base influences practice selection in early intervention (EI) staff (e.g., teachers, paraprofessionals), who play a vital role in direct service delivery, intervention strategy selection, and parent upskilling (consistent with clinician roles outlined in Ridge and Guerin 2011).…”

“…Further, following from research with allied health professionals (Paynter et al 2018) and pre-service teachers (Carter et al 2015), it was hypothesised that perceived evidence of practices would be linked to their use.…”