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Importance of Evidence-Based Teaching Strategies

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Essential Evidence-Based Teaching Strategies

Abstract

The thesis of this book is that a critical component of effective education is the use of teaching strategies that have strong bases of research evidence. Successful implementation of evidence-based practice requires that teachers use instructional strategies that have proven effectiveness and avoid those that do not. Therefore, teachers need to have a clear understanding of precisely what evidence-based practice actually means, and how it is different from other terms, such as research-informed practice, which is less precise and rigorous. Effective evidence-based strategies require strong research evidence, teacher wisdom and skills, and alignment with school and community cultures. The most useful sources of information on the evidence bases supporting educational strategies and large-scale syntheses of meta-analyses are identified. In addition to using evidence-based strategies, teachers need to be able to recognize and avoid interventions that are not evidence-based. An example of a well-established evidence-based intervention is presented and three examples of interventions that are not evidence-based are identified. Eight interventions that are considered to be key evidence-based strategies for improving student outcomes are identified and these are discussed in subsequent chapters of this book.

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Authors and Affiliations

  1. Institute of Education, University of Plymouth, Plymouth, UK

    Garry Hornby

  2. Learning Across Boundaries Consulting Ltd, Atlanta, GA, USA

    Deborah Greaves

Authors
  1. Garry Hornby
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  2. Deborah Greaves
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Hornby, G., Greaves, D. (2022). Importance of Evidence-Based Teaching Strategies. In: Essential Evidence-Based Teaching Strategies. Springer, Cham. https://doi.org/10.1007/978-3-030-96229-6_1

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