Fads or Facts? Sifting Through the Evidence to Find What Really Works

Abstract

Despite the requirement that teachers implement evidence-based instruction in their classrooms, a significant research-to-practice gap persists. Far too often, teachers resort to quick fixes found through online searches or rely on conventional wisdom to make instructional decisions. This is no surprise as identifying evidence-based interventions can be time-consuming, overwhelming, and confusing. Indeed, claims of practices being evidence based are ubiquitous, even for practices that clearly lack evidence to support their efficacy. In addition, once an evidence-based practice is selected, the process for implementing it and evaluating its effectiveness can be an additional challenge. The purposes of this article are to distinguish between an evidence-based practice as an instructional strategy and evidence-based education as a problem-solving process and to assist teachers in identifying, implementing, and evaluating evidence-based practices in their classrooms.

Absorptive Capacity as a Means of Understanding and Addressing the Disconnects Between Research and Practice

“…When practitioners use a search process that is not systematic, the result is a biased selection of research that may be aligned with political agendas and individual values (Coburn et al, 2009; Farley-Ripple et al, 2018; Ostinelli, 2016; Penuel et al, 2017). Systematic literature reviews allow for more assurance that the obtained literature is comprehensive and selected without bias (Konrad et al, 2019; Leko et al, 2019). However, these types of reviews are extremely time-consuming and not practical for the practitioner community.…”

“…More practitioners would use traditional forms of research if they are aware of efficient and effective mechanisms for access (Accardo & Finnegan, 2019; Konrad et al, 2019). One such mechanism is the federally funded and operated What Works Clearinghouse (WWC), which extensively examines the literature about various educational products, programs, policies, and practices (Institute of Education Sciences, n.d.).…”

“…What, though, should practitioners do when existing literature reviews on topics of interest are not available? Practitioners need to know how to access appropriate research, how to synthesize relevant literature, and how to be good consumers of research (Accardo & Finnegan, 2019; Farley-Ripple et al, 2018; Konrad et al, 2019). Improved literature search and synthesis skills can facilitate practitioners accessing existing research more expeditiously.…”

Evaluation in the age of evidence-based policymaking: Promises, pitfalls and paths forward

“…A second leak occurs due to the differences among clearinghouses in how they report their work. The clearinghouses generally lack resources to publicize their existence; it can be frustrating and time-consuming for stakeholders to locate the entities, interpret their information and identify evidence-based interventions (The Bridgespan Group, 2015; Konrad et al, 2019). This challenge is made more difficult because the clearinghouses use different nomenclature when reporting their results.…”

Creencias versus conocimiento en futuro profesorado. Un estudio comparado sobre neuromitos a nivel internacional

“…Muchas veces los neuromitos son difundidos con fines comerciales o políticos, y generan intervenciones que conllevan un gasto de dinero y de tiempo; que podrían utilizarse en experiencias comprobadas que tienen un impacto positivo en el aprendizaje(Busso y Pollack, 2015). Del mismo modo, la búsqueda de prácticas basadas en la evidencia científica es un desafío para el profesorado, pues es sabido que se trata de un proceso demandante en términos de tiempo y que no siempre rinde sus frutos(Konrad et al, 2019).La ausencia de diferencias en la adhesión a neuromitos durante la formación pedagógica en ambos grupos es una señal de alerta sobre el impacto que la formación tiene en erradicar estas concepciones erróneas. Una vía de explicación de estos resultados podría estar en el tipo de lecturas a las que se expone a estudiantes durante el ciclo formativo.…”