Assessment #1 - Literature Review Essay (Graded) – 1,800 words [40%] For this assessment you are required to research the current literature on evidence-based and evidence-informed practice from...

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Assessment #1 - Literature Review Essay (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 five articles, and compare and contrast them, using the following questions as a guide:

- To what extent do the articles contribute to an understanding of education-informed practice in educational settings?

- What types of educational organisations or programs are involved?

- What educational or learning processes are involved?

- What are the issues in using evidence-based practice?

- 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, however the assignment will be marked on your ability to analyse, compare and contrast the five chosen articles rather than simply describe their content.

Your submission should include in-text citations and include a reference list , which is a full bibliographic list of all references used (e.g. course readings, other articles identified and the five focus papers). Referencing should use the UniSA version of the Harvard Author-date style.

Answered 4 days AfterSep 29, 2022

Answer To: Assessment #1 - Literature Review Essay (Graded) – 1,800 words [40%] For this assessment you are...

Shubham answered on Oct 04 2022
23 Votes
Literature Review
Many individuals give the expression "Evidence Informed Practice" (EIP) a great deal of consideration. They say that schools and universities that are educated by proof are a vital piece of well-rounded schooling frameworks. This thoughtfulness regarding EIP isn't new. Throughout many years, various projects have been created to impr
ove the quality, cognizance, and effect of proof on schooling. Changes in instructive responsibility a
angements in the US have affected the idea of instructive exploration and information, as have Ontario, Canada's far reaching Training Exploration and Assessment Methodology and the UK's Instructing and Learning Exploration Program. Regardless of these progressions and instances of powerful work on, accomplishing EIP at the framework level has demonstrated testing, and the discussion over how to do so proceeds. This is to some extent since there is an absence of understanding in regards to the "signifying" of EIP, significant inquiries actually should be responded to. For example, "What sorts of proof are dependable? Is exploratory examination generally viewed as the "highest quality level?" as well as "What is the situation with teache
expert drove research?" Extra examination is additionally expected to more readily understand the "intervening cycles" that connection proof and practice.
It can seem like a daunting task to implement an evidence-based practice in the classroom. You are not only looking at the research that led to the practice, but you are also thinking about how to collect data and figure out if the practice is helping your students. Selecting the students, the environment, and the teacher characteristics is the first step in implementing evidence-based practice (EBP).You must be aware of the grade, age, and other details of the students who will be receiving the EBP. The EBP you choose will be influenced by all of these factors. You must choose the learning environment in which you will deliver the EBP, in addition to student demographics. The number of people in the group, how much time you have, the resources you'll need, and the best setting (large group or small group) all need to be taken into account. The best EBP for your students is determined by all of these factors. When choosing an EBP, reliable information sources should be your first stop. I mean, you wouldn't watch the Food Network to learn how to fix a plumbing problem. The same holds true for EBPs. It can be hard to choose an EBP that is right for the student, the environment, and the teacher. However, there are a number of excellent sources from which to choose the EBP that is most suitable for your student's needs.
According to the Glossary of Education Reform 2016 , evidence-based practices (EBPs), which include activities, strategies, and interventions, are "derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance." Stakeholders have an important tool to help students learn faster by using, creating, and sharing evidence. States and districts are more likely to implement successful school improvement interventions if they use rigorous and pertinent evidence and evaluate the local capacity to implement the intervention (e.g., funding, staff, staff skills, stakeholder support) . Clear evidence of impact based on rigorous research ought to be the primary quality indicator for EBPs, which include specific school or district-level interventions, activities, and strategies. In a nutshell, the primary criterion for the quality of EBPs utilized to assist districts and schools in raising student achievement should be their demonstrated impact in rigorous research.
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