Report (Lit. review)
Assessment #1 - Report (Lit. review) (Graded) – 1,800 words [40%]
For this assessment you are required to research the current literature on evidence-based and evidence-informed practice from journals, books, online publications or refereed conference proceedings published within the last five years. You should refer to course readings but also extend your search to a wider selection of academic and practitioner literature.
Select
fivearticles, and compare and contrast them, using the following questions as a guide:
- What types of educational organisations or programs are involved?
- What are the issues in using evidence-based practice?
- To what extent do the articles contribute to an understanding of education-informed practice in educational settings?
- What educational or learning processes are involved?
- Can you identify any relevance for different types of educational setting from any or all of these articles?
- The literature review should describe each article briefly and include full referencing including author, date, place of publication, journal number, page numbers etc.
- However the assignment will be marked on your ability to analyse, compare and contrast the five chosen articles rather than simply describe their content.
Reference should be detailed using the UniSA version of the Harvard Author-date style, including a full bibliographic list of all references used.
INTRODUCTION OF EVIDENCE BASED PRACTICE AND EVIDENCE INFORMED PRACTICE: - Evidence based practice (EBP) is derived from the medical profession which has explicit use of best evidence in making decisions in the welfare of individual patient. EBP is that process which requires practitioners to identify, evaluate and use evidence pertaining to the human’s problems to subsequent practice decision. EBP includes qualitative research and clinical evidences as well as randomised controlled trails. EBP is an approach which based on significant and reliable evidence. It aims to apply the best available evidence. It is difficult to implement due to the limitations of resources such as time, training and supervision. It has five steps to encourage the social practitioners. EBP is supported by practically rather than methodology. If we filtered the evidence-based practice, it is called evidence informed practice. Evidence-informed practice (EIP) is ample room for the constructive and imaginative judgement and knowledge of practitioners and clients who must be in constant interaction and dialogue with one another for most interventions to succeed. We argue that research findings should not take priority in clinical experience and clients' wishes, values and knowledge. Rather, empirical evidence is better regarded as one component in the mutual and constantly changing journey of client and practitioner. EIP has no need for the five-steps procedure recommended by EBP or any other fixed protocol. Rather, a wide range of information sources, empirical findings, case studies, clinical narratives and experiences are to be used in a creative and discriminating way throughout the intervention process. EBP includes the ethical and application issues which shifts to describe the model of evidence-informed practice. TYPES OF EDUCATIONAL ORGANISATIONS AND PROGRAMS There many types of educational organisations such as school, government agencies, bridging agencies, professional organisations, charitable foundations and different kinds of research centres. SCHOOL: - School is the best way to mobilize the knowledge about the EBP and EIP. It acts as a knowledge broker. GOVERNMENT AGENCIES: - Many government agencies organise the surveys and much empirical evidence used in the survey. Thus, many government agencies also help to impart the knowledge about the EBP and EIP. BRIDGING AGENCIES: - There are some bridging agencies which helps to bridge or connect the connection between evidence-based practice and evidence informed practice. These agencies help to helps to students to understand the difference and connections between EBP and EIP. LATER THE NO CHILD LEFT BEHIND ACT: - This is the most famously programme and practice which is totally based on the “sciencentifically based research”. The key feature of this programme was to develop the scientific education, practicals because students learn more through the practicals as compared to theory. And the main aim of this act is that no child left behind for getting education. WHAT WORKS CLEARINGHOUSE (WWC) WWC is the most important of the synthesis efforts for policy which started in 2002, because it alone carries the endorsement of the U.S. Department of Education. Its focus on the seven areas such as beginning reading, elementary math, middle school math, early childhood education, programs for English language learners, dropout prevention, and character education. EVIDENCE FOR POLICY AND PRACTICE INFORMATION AND CO-ORDINATING CENTRE: - EPPI-centre has a wide range of reviews in many areas of education such as science education, English teaching, citizenship education. Departments of children, schools, families fund their knowledge in each area to come up with their standard. EPPI focus on methodology but most focus on the effects of grammar on teaching writing rather than on specific program. RONDOMISED EXPERIMENTS VERSUS RANDOMISED QUASI- EXPERIMENTS: - Many teachers and researchers treat as a random level in the classes and schools for testing the level of each students. By this method we can check the similarities in the assignment of the students and can find the level of each student in the class for this evaluating programme we required 40 or more schools or classes which is practically impossible. ISSUES AND DISADVANTAGES USING IN EDUCATION BASED PRACTICE: - There are some issues and disadvantages pointed out ion the literature which involved in the education-based practice. KNOWLEDGE MOBILISATION: - Knowledge mobilisation is inadequately conceptualized because there is very little empirical evidence on most of the issues. The discussion of evidence-based policy is itself not based on good evidence. It is especially noteworthy that very little is known about how practice organizations, whether governments or schools and school system, find, share and use research. The lack of good research tools for this purpose is a problem. Conceptualizations of the relationship between research and practice remain underdeveloped. When the empirical literature related to knowledge mobilization is examined, the problem of research tools and approaches emerges. Much of the empirical evidence on research use is based on surveys or interviews. There is good reason to think that these tools cannot in the face of new evidence, since people are often not themselves aware of these processes. EBP does not pay attention on the characteristics of both clients and practitioners. It ignores both client and practitioner, EBP does not explained about the relation between researcher and their client. EBP ignores research flaws and make exaggerated claims about evidence at hand and it also hard to implement in the education due to less resources like time, training and supervision. Due to the nature of the scientific process, the empirical finding are outdated by the time the appear in the print mean it is not valid. CONTRIBUTION OF ARTICLES IN EVIDENCE INFORMED PRACTICE IN EDUCATION SETTING: - Evidence informed practice in education is just one of the factors which influences the education decisions. Many stakeholders use the terms evidence based and evidence-informed interchangeably while evidence-based practice is not, make a strong case for evidence informed practice. related point is that ‘evidence-informed’ and ‘research-informed’ practice are not one and the same, although research evidence is an integral piece of the evidence-informed jigsaw. related point is that ‘evidence-informed’ and ‘research-informed’ practice are not one and the same, although research evidence is an integral piece of the evidence-informed jigsaw. Evidence informed is not one dimensional or same, although research evidence is an integral part of the evidence informed. The article focuses less on research and more on classroom data as a form of evidence. LaPointe-McEwan and colleagues remind us that, just there is a hierarchy of research evidence, so classroom data is perceived as hierarchical, with formal summative assessment dominating decision making. Their research illustrates the importance of educator taking a broad view of classroom evidence, developing data literacy skills, and learning to ‘triangulate’ qualitative and quantitative sources to inform well balanced decisions. EIP can relate individual or groups through the education system by research. Amanda cooper and his colleagues focused on the teachers and identify roles of the school and districts leaders and professionals in evidence informed practice. This article reflects the education system of the school and explained how the EIP plays role in the education system and the author also focused on how researchers, professional and district leaders can improve the education system in the EIP. Government universities support the research and projects to improve the education system and helps in the knowledge mobilisation. This article special issue indicates considerable attention to and the activity for, EIP with researchers, students, professionals, system leaders and organisations. EIP faced many challenges for accessing to quality evidence EIP is a dynamic process and educator can understand about quality of different knowledge mobilisation strategies and to measure educators varied use of educational search, data production and impact on learning outcomes. LEARNING PROCESS OF EVIDENCE BASED PRACTICE: - There are five steps of learning process of evidence-based practice… FORMULATING A PRACTICE QUESTION: - In that practitioner is familiar with the situation and client present their problems undergoes changes as the intervention proceed, in meeting and sometimes single. So, in this situation researcher helps the client to solve their problems. SEARCHING FOR THE BEST EVIDENCE AND APPRAISING THE EVIDENCE THUS GATHERD: - Practitioners are not themselves researchers, so the search in that case is secondary in nature. The best evidence is gathered by the best researcher, in the best university. These surely are efficient tools in spreading information around, and skilful, updated practitioners could do much worse than using them with efficiency and speed. APPLYING THE RESULTS: - This requires deciding whether the evidence applies to the decision at hand based on whether a client is similar enough to those studies, access to interventions described in the literature, weighing anticipated outcomes relative to concerns such as number needed to treat, practical matters, and client's preference. EVALUATE OUTCOME: - Evaluation is needed for accountability, engaging the client in the treatment process, providing data about clients and common problems to policy decision makers. In that step researcher evaluate the result of the research. All articles explained about an evidence-based practice and evidence informed. EBP and EIP some time ago used in the medical field but nowadays it includes education system also. Firstly, it paid attention on the patients. These articles reflect the education system in EBP and EIP. Connection between the EBP and EIP. In these articles we studied about the different organisations and programmes which help to improve the educational level. Different organisations are government agencies, bridging evidence and practitioners. In some articles we studied the issues and problems in the evidence-based practice like knowledge mobilisation is the big issue in the country’s boundary. But some articles support the EBP and EIP. EBP has five steps while the EIP has not five steps. EIP also faced many challenges for access the quality evidence. EIP is the dynamic process which helps in the strategies and data outcome. EBP includes both qualitative and quantitative research. CONCLUSION: - From the above articles we can conclude that in the past time we do not use the evidence but after some time people started to use the evidence-based practice. Then researcher realised some problems in the evidence-based practice. After sometimes, practitioner started to use evidence informed practice and EIP are not same terms and we can not write evidence based or evidence informed interchangeably. Leaders might take to encourage more effective mobilisation of search knowledge is intended to be illustrative, not definitive. School or district circumstances might well suggested other avenues knowledge mobilisation is primarily a social and organisational process and educational leaders can contribute to this through some relatively simple steps. EIP is a client centred not based on the evidence and it is two-dimensional process. Reference List Cooper, Torgerson, 2016, Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations, Institute of Education Sciences, U.S. Department of Education (Grant No. R305A040082). Nevo, 2011 p.1176-1197 1197The Myth of Evidence-Based Practice: Towards Evidence-Informed Practice, oxford university. of knowledge: a challenge Hedges, 2010, p.7-24 Teachers’ funds to evidence-based practice, published online. Cooper, 2009, importance of evidence in education policy. Davis, 2010, p. 108-121, what is evidence-based practice