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ERIC Number: EJ1446291
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0936-2835
EISSN: EISSN-1532-7035
Understanding Early Intervention and Early Childhood Special Education Professional Access to and Utilization of Evidence-Based Practices
Na Young Kong; Stephanie Parks; David P. Lindeman; Eva M. Horn; Nicole Hurless
Exceptionality, v32 n4 p236-250 2024
Federal legislation and regulations addressing educational practices have provided clear mandates that educators when designing educational intervention use systematic decision-making processes to identify instructional strategies and methods that are evidence based. This study employed a survey to examine how familiar early interventionist/early childhood educators, who serve young children aged birth to eight, seek information on evidenced-based practices (EBP) prior to implementing a practice. This study also explored methods that educators use and prefer to access information about EBPs. A total of 223 educators completed the survey that included four identified subgroups (teachers, related service providers, administrators, and faculty/researchers/trainers). We found that most respondents, across the groups, reported being familiar or somewhat familiar with research evidence for their practices and chose discussion with colleagues as the most frequently used strategy to learn and make decisions about a new practice. Implications for future research and professional development are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (OSEP) (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325B120004