Evidence-based Practices and Teacher Research: Making Believers out of Skeptics

By Poonam C. Dev.

Published by The International Journal of Learning in Higher Education

Format Price
Article: Print $US10.00
Published online: May 30, 2017 $US5.00

Well-educated and highly qualified teachers are necessary for student success at all grade levels. A characteristic of high-quality instruction is the use of inquiry models and empirically tested practices, also known as evidence-based practices, to design and implement classroom instruction. Teacher inquiry, when carried out in a deliberate and systematic manner, is similar in many ways to the process of research. Pre-service teachers can be taught to carefully select and effectively use evidence-based practices (EBPs), including teacher research, for the success of their students. This article describes an investigation conducted over seven semesters in multiple sections of a graduate-level course that was designed to help pre- as well as in-service teachers realize the benefits of EBPs and practitioner research for success in preK-12 settings. Data were gathered through surveys and focus groups. Findings are discussed in terms of educational research and practice paradigms.

Keywords: Evidence-based Practices, Teacher Research, Teacher Education

The International Journal of Learning in Higher Education, Volume 24, Issue 2, pp.37-51. Article: Print (Spiral Bound). Published online: May 30, 2017 (Article: Electronic (PDF File; 420.220KB)).

Prof. Poonam C. Dev

Professor, School of Education, Nazareth College, Rochester, New York, USA