ERIC Number: EJ1093653
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 38
Personalizing Research: Special Educators' Awareness of Evidence-Based Practice
Guckert, Mary; Mastropieri, Margo A.; Scruggs, Thomas E.
Exceptionality, v24 n2 p63-78 2016
Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers' perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers' awareness of research varies, and (c) teachers' personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers' ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.
Descriptors: Special Education Teachers, Evidence Based Practice, Research and Development, Theory Practice Relationship, Qualitative Research, Educational Practices, Perception, Semi Structured Interviews
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D120036|H325D070008