Research in Special Education: Scientific Methods and Evidence-Based Practices

Odom, Samuel L.; Brantlinger, Ellen; Gersten, Russell; Horner, Robert H.; Thompson, Bruce; Harris, Karen R.

doi:10.1177/001440290507100201

Cited by 709 publications

(519 citation statements)

References 34 publications

Supporting

Mentioning

489

Contrasting

Unclassified

Order By: Relevance

“…(Odom et al, 2005) The measurement techniques, standards and guidelines proposed in this article are based on best practices within the areas of measurement and the interpretation of information.…”

Section: Resultsmentioning

confidence: 99%

An integrative approach to evidence based practices

Claes

Loon

Vandevelde

et al. 2015

Evaluation and Program Planning

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

An integrative approach to evidence based practices

Claes

Loon

Vandevelde

et al. 2015

Evaluation and Program Planning

View full text Add to dashboard Cite

“…Canter & Canter's Assertive Discipline, Glasser's Control/Choice Theory, Functional Behavioural Analysis, Wragg's Talk Sense to Yourself, Response to Intervention). This behoves teaching professionals to read the contemporary (evidence-based) literature (Beamish & Bryer, 2012;Odom et al, 2005;O'Neill & Stephenson, 2014), and to get involved with inservice professional development and learning initiatives in the field.…”

Section: Resultsmentioning

confidence: 99%

“…Second, that all pedagogy should be evidence-based (Odom et al, 2005). Third, that classroom management is an integral part of everything else that functions in learning environments to promote student engagement and learning (Gore & Parkes, 2008;Jones & Jones, 2013).…”

Section: The Lyford Modelmentioning

confidence: 99%

The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”

Lyons¹,

Arthur‐Kelly²,

Ford³

2015

View full text Add to dashboard Cite

The Lyford model of classroom management was first published as the centrepiece of an Australian undergraduate classroom management textbook in 2011. It was conceptualised and developed by the text authors, drawing on a qualitative analysis of their professional experiences, knowledge, beliefs and understandings. Consequently additional data were sought to test the legitimacy and rigour of the model. Each year the first author has called for "Reflections from the field": short stories written by practicing teachers explaining what they understood their theoretical and practical approaches to classroom management were in their various teaching contexts. Over six years 54 stories have been gathered and progressively analyzed using a qualitative grounded theory approach. This very rich and growing source of data has consistently delivered substantial evidence supporting the authenticity and utility of the model. The model has "stood the test of time" in that it continues to both accommodate and embrace the evolving positions of the authors, and also of a growing number of exemplary practicing teachers. This paper commences with an introduction into the authors' views on classroom management as a context for then describing and explaining the Lyford model, and the grounded theoretical process by which it comes to be. The continuing data source: the positions put by a growing number of practicing classroom teachers; is then described, followed by a brief explanation of the continuing grounded theoretical process of analysis. To illuminate this analysis, extracts are included from selected "Reflections from the Field", with analytic breadth coming from a diversity of smaller extracts, and scope coming from one full Reflection. The authors then discuss various points of interest emerging from this continuing analysis, including suggestions to academic peers around teaching classroom management, and suggestions to their pre-service and early service colleagues around doing classroom management. G. Lyons et al. 2064

show abstract

“…In the inaugural issue of Implementation Science, Eccles and Mittman (2006) defined implementation science as "the scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice" (p. 1). Evidence-based practices were required to be supported by multiple, high-quality, experimental or quasi-experimental studies demonstrating that the practice has a meaningful impact on subjects (e.g., student outcomes) (Odom, 2005). However, implementation and translation of research findings to practice-"wicked problems," according to Fixsen, Blase, Duda, Naoom, and Van Dyke (2009)-represent the most perplexing aspects of evidence-based practices.…”

Section: The Constructs Of Rigor and The Problem Of Practice Rigor Vsmentioning

confidence: 99%

Symbiotic Space: Exploring the Nexus of Rigor, Problems of Practice and Implementation

Kochhar-Bryant

2017

View full text Add to dashboard Cite

Across the United States, doctoral programs in education are in deep reflection about their purpose, content, and expected outcomes for graduates. Many are in the throes of redesign and testing to better differentiate between two pathways to the doctorate-one for scholars preparing for research and academic roles and one for scholar-practitioners who wish to focus on problems of practice and implementation. This paper explores a major source of challenge among faculty as they engineer both research-oriented and practitioner-oriented degrees, and that is the interconnections among the constructs of rigor, problems of practice, and implementation. The paper examines the tension between the "gold standard" of random assignment studies and causal inferences, and the more recent frames of inquiry in which research is translated to practice through shared pathways that engage multiple stakeholders. Several questions are explored: Are "rigor" and "relevance" opposing constructs? What is rigor and should there be a new standard for scholars navigating within a symbiotic space -the arena in which they seek to impact highly complex social problems within authentic field-based settings? Is rigor subjective, or can it be measured? These questions are examined within the context of implementation science and through the lens of the lived experience of Education faculty who find themselves in a creative crucible as they navigate the redesign process.

show abstract

Research in Special Education: Scientific Methods and Evidence-Based Practices

Cited by 709 publications

References 34 publications

An integrative approach to evidence based practices

An integrative approach to evidence based practices

The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”

Symbiotic Space: Exploring the Nexus of Rigor, Problems of Practice and Implementation

Contact Info

Product

Resources

About