Evidence-Based Reviews: How Evidence-Based Practices are Systematically Identified

Autor/inn/en	Cook, Bryan G.; Collins, Lauren W.; Cook, Sara Cothren; Cook, Lysandra
Titel	Evidence-Based Reviews: How Evidence-Based Practices are Systematically Identified
Quelle	In: Learning Disabilities Research & Practice, 35 (2020) 1, S.6-13 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cook, Bryan G.) ORCID (Cook, Sara Cothren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12213
Schlagwörter	Evidence Based Practice; Literature Reviews; Standards; Special Education; Learning Disabilities; Identification; Educational Practices + Suchen Sie Ihr Suchwort? Standard; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Bildungspraxis
Abstract	Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices--practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices--but no practices, not even evidence-based practices, are effective for all learners. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01