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Direct linkCook, Bryan G.; Cook, Lysandra – Learning Disabilities Research & Practice, 2017
Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the…
Descriptors: Special Education Teachers, Educational Research, Research Utilization, Teaching Methods
Smith, Garnett J.; Schmidt, Matthew M.; Edelen-Smith, Patricia J.; Cook, Bryan G. – Exceptional Children, 2013
A tension exists between educational practitioners and researchers, which is often attributed to their dichotomous and oftentimes polarizing professional ideologies or Discourse communities. When determining what works in education, researchers tend to emphasize evidencebased practices (EBPs) supported by research that is rigorous and internally…
Descriptors: Disabilities, Special Education, Educational Research, Educational Researchers
Cook, Bryan G.; Shepherd, Katharine G.; Cook, Sara Cothren; Cook, Lysandra – TEACHING Exceptional Children, 2012
Evidence-based practices represent an important advance in how effective instructional practices are conceptualized and identified, which has the potential to improve the educational outcomes of children with disabilities. Because parents have unique insights and knowledge regarding their children, special educators should collaborate with parents…
Descriptors: Evidence, Educational Objectives, Outcomes of Education, Disabilities
Cook, Bryan G.; Tankersley, Melody; Cook, Lysandra; Landrum, Timothy J. – Intervention in School and Clinic, 2008
A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential…
Descriptors: Federal Legislation, Disabilities, Special Education, Evidence
Cook, Lysandra; Cook, Bryan G.; Landrum, Timothy J.; Tankersley, Melody – Intervention in School and Clinic, 2008
Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group…
Descriptors: Intervention, Disabilities, Special Education Teachers, Outcomes of Education
Cook, Bryan G.; Tankersley, Melody; Harjusola-Webb, Sanna – Intervention in School and Clinic, 2008
There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of…
Descriptors: Teacher Effectiveness, Disabilities, Special Education Teachers, Special Education
