Evidence-based Educational Practice & Scientific

Research-based InterventionsGary A. Troia, PhD, CCC-SLP

Michigan State UniversityKeynote Address, CEEDAR Institute

October 6, 2014

What exactly is an evidence-based practice (EBP) or intervention (EBI)?−Particular educational (e.g., instructional) principles,

approaches, programs, methods, and activities informed by a relevant body of research

−The conscientious, explicit, and judicious use of current best evidence in making decisions about the education of individual students (Sackett et al., 1996)

−Evidence for the efficacy and effectiveness (anticipated outcomes in real-world contexts) of a practice or intervention comes from clear, consistent, and convincing research evidence

−The utility of a practice or intervention is closely scrutinized: Is it warranted in light of generalizability, feasibility, costs, and benefits?

Evidence-based Practices and Interventions: Definition

EBPs (or SRBIs)—methods, programs, and

procedures within & across domains

System capacity• Fidelity of

implementation through PD & curriculum design

• Effective leadership• Coordination and

integration

Best available research evidence

Practice-based professional

expertise

Student and family characteristics,

values, & preferences

Evidence-based Practices: 3 Integrated Sectors of Specialized

Professional Knowledge + Capacity

American Psychological Association, 2005; Sackett et al., 2000

Levels of Research Evidence

Meta-analysesSystematic

Reviews

Efficacy Studies (Laboratory& Field RCTs)

Expert Opinion

Exploratory Studies (Descriptive Studies,Single-Case Research, Quasi-Experiments,

Design Studies)

Scaling/Effectiveness Studies

Greenhalgh, 1997; Hoagwood & Johnson, 2003; Robey & Schultz, 1998

Practices based on other kinds of information may not correctly identify the “active ingredients” associated with positive outcomes◦ Teaching lore◦ Testimonial and anecdotes from case studies◦ Professional writers’ wisdom◦ Advocacy by publishers and authors of materials

EBPs help anchor professional knowledge and decision-making ◦ Determining if something runs counter to evidence or falls outside

established EBPs ◦ Differentiate essential, non-negotiable programmatic elements from

less essential ones◦ Adapt EBPs for unique learners and learning situations

Persistent large achievement gaps for non-white, poor, and non-English dominant children in all academic areas require a sea change in education

Why Do We Need EBPs?

Practice EBP?

Teach grammar rules using a unit approach or textbook

Give lots of feedback on errors in writing conventions on students’ papers

Spend most of the time allocated to writing instruction on independent writing activities

Focus mostly on transcription activities (spelling, handwriting) in the early grades

Use good and bad examples of writing to highlight salient characteristics

EBP or Not?

Lack of professional knowledge? Limited teacher professional development

and support to use EBPs with fidelity? Individual differences in teachers’ values,

beliefs, and attitudes toward instruction and their competencies?

Why Are Many EBPs Not Evident in U.S. Classrooms?

A majority of teachers lacks a sufficient level of knowledge about language necessary for designing meaningful literacy lessons and providing effective feedback to students (Bos et al., 2001; Brady, Gillis, Smith, Lavalette, Liss-Bronstein, Lowe, North, Russo, & Wilder, 2009;

Cheesman, McGuire, Shankweiler, & Coyne, 2009; Cunningham, Perry, Stanovich, & Stanovich, 2004; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009;Joshi, Binks, Hougen, et al. 2009; Moats, 1994; McCutchen & Berninger, 1999; McCutchen, Green, Abbott, & Sanders, 2009; McCutchen, Abbott, et al., 2002; Parr, Glasswell, Aikman, 2007; Parr & Timperley, 2005; Spear-Swerling & Brucker, 2003; Spencer, Schuele, Guillot, & Lee 2008; Washburn et al., 2011)

◦ Teachers find it challenging to segment words into constituent phonemes, count the number of phonemes in a word, and classify words as irregular (Carroll, Gillon, & McNeill, 2013; Cunningham et al., 2004)

◦ Teachers lack sufficient understanding of basic principles of morphology, orthography, and grammar (Cajkler & Hislam, 2002; Harper & Rennie, 2009; Myhill, Jones, & Watson, 2013)

Lack of Professional Knowledge

In the domain of writing, teachers in a national K-12 survey report that their pre-service coursework and experiences were inadequate; secondary teachers report feeling less prepared (70%) than elementary teachers (30%) (Gilbert & Graham, 2010)

In-service professional development opportunities and teacher-initiated efforts for writing still considered inadequate by half of all teachers surveyed

Troia & Maddox (2004) found that middle school teachers faced competing PD priorities, inadequate administrative support for collaborative planning and instruction, and limited writing curriculum choices

Limited Teacher PD & Support

Teachers’ confidence in their ability to help their students succeed exerts a direct influence on their classroom routines and, consequently, their students’ motivation and success (Anderson, Greene, & Loewen, 1988; Ross, Cousins, & Gaddalla, 1996; Tschannen-Moran, Hoy, & Hoy, 1998)

Teachers’ assumptions about how students learn and what are the best ways to teach affect the instructional materials they select and the procedures they implement (Cunningham & Fitzgerald, 1996; Harste, Woodward, & Burke, 1984; Fitzgerald, 1993, 1999; Schommer, 1994)

Observations have affirmed that what teachers elect to teach and how they go about teaching it are shaped largely by their theoretical orientation and perceived competence (Baumann & Ivey, 1997; DeFord, 1985; Fisher & Hiebert, 1990; Pressley, Wharton-McDonald, Rankin, Mistretta, & Yokoi, 1996; Sosniak & Stodolsky, 1993; Turner, 1995)

Troia, Lin, Cohen, and Monroe (2011) found that teachers with higher levels of perceived teaching competence for writing generally enacted more key practices across the dimensions of classroom management, student engagement, and instructional tactics, and adapted their instruction more for struggling writers, while teachers with lower levels of teaching efficacy used a smaller repertoire of practices across these same dimensions and made fewer adaptations

Differences in Values, Beliefs, & Attitudes

CCSS-WL Overview CCSS—Writing cover four main areas:

◦ Text types and purposes◦ Production and distribution of writing◦ Research to build and present knowledge◦ Range of writing

CCCS—Language cover three main areas:◦ Conventions of standard English◦ Knowledge of language◦ Vocabulary acquisition and use

CCSS-W Text Types and Purposes

W-1: Write arguments W-2: Write informative/explanatory texts W-3: Write narratives

Students learn to ◦ Write in different genres and subgenres◦ Include key elements appropriate for each genre◦ Apply appropriate techniques in different genres

CCSS-W Production and Distribution of Writing

W-4: Compose organized and coherent texts appropriate for task, purpose, and audience

W-5: Engage in a writing process W-6: Use technology in writing

Students learn to ◦ Structure and organize writing depending on genre,

purpose, and audience◦ Use a writing process (e.g., plan, draft, revise, edit) to

strengthen writing◦ Use technology resources in the production and

distribution of writing◦ Give and receive feedback, collaborate with others

while writing

CCSS-W Research to Build and Present Knowledge

W-7: Conduct research projects W-8: Gather information from multiple sources

and integrate into writing W-9: Draw evidence from text to support writing

Students learn to ◦ Research and communicate understanding through a

range of shorter and longer projects◦ Determine appropriate sources, summarize important

information, and include in writing appropriately◦ Read narrative or informational text, determine

important information, and include in writing to support analysis, reflection, and research

CCSS-W Range of Writing

W-10: Write routinely◦ Extended time frames

Allow time for process◦ Shorter time frames

A day or two No process or abbreviated process

◦ Range of tasks, purposes, and audiences

Students learn to ◦ Develop writing endurance◦ Modify process based on the purpose and task◦ Write a range of texts for different purposes

and audiences

CCSS-L Conventions of Standard English

L-1: Grammar and usage L-2: Capitalization, punctuation, and

spelling

Students learn to ◦ Print letters◦ Use different parts of speech in sentences◦ Produce different sentence types and structures◦ Spell words◦ Apply conventional capitalization and punctuation

rules in writing

CCSS-L Knowledge of Language

L-3: Apply knowledge of language purposefully

Students learn to ◦ Vary sentences and words depending on genre,

purpose, and audience◦ Choose words and sentences to enhance style◦ Apply style manual guidelines

CCSS-L Vocabulary Acquisition and Use

L-6: Use a range of vocabulary

Students learn to ◦ Include academic vocabulary in their writing◦ Include domain-specific vocabulary in their writing◦ Use precise words◦ Include words that signify relationships among

ideas

Pyramid Planning for Grade 3 CCSS-WL

Planning organizer, topic source materials, revising/editing checklist, sample feature articles written by students

Write informative/explanatory texts in whichthey introduce a topic, use facts, definitions, and illustrations to develop points, and provide a concluding statement or section. Recall information from experiences or gather information from provided sources to answer a question.With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Plan & revise/edit in small groups (crowd-source)Topic-focused spelling vocabulary list with pre-instructionCollaborative goal settingMultiple passes at revising/editing

Completed planning organizerPeer evaluation of revising/editing changesRubric with key genre elements (adjusted for individual student goals and expectations)

Basic elements of feature article/revise for clear definitions and accurate facts; edit for capitalization of proper nouns and spelling of topic-related vocabulary/cooperative with peers and provide some helpful advice

Heading and subheadings, captions for illustrations/pick from multiple source materials from array to plan/independent explicit writing goals with self-evaluation

Formatting with columns and marginal glosses/include citations for source materials/assist others without direction and exhibit leadership in writing community

Use audio, pictorial, and text-based source materials on same topic; KWLH+ to summarize source materialUse computer with speech recognition and synthesis to complete all phases of assignmentHave students identify and select from several areas of expertise; use conferencing to give effort feedback