Abstract
Federal legislation and state and local policies mandate the use of evidence-based practices (EBPs) and aim to improve the quality of education for all students. Federal mandates (No Child Left Behind (NCLB) Act of 2001) coupled with teacher training requirements and the need for identifying effective practices for use with students with and without disabilities, highlight the need for teachers to not only implement EBPs but to identify such practices for implementation. The passage of NCLB marked the first time in education that the use of scientific research to inform instructional decisions was mandated.
Recommended Citation
Sciuchetti, Maria B.; McKenna, John W.; and Flower, Andrea L.
(2016)
"Teacher Knowledge and Selection of Evidence-Based Practices: A survey study,"
Journal of Vincentian Social Action: Vol. 1:
Iss.
2, Article 8.
Available at:
https://scholar.stjohns.edu/jovsa/vol1/iss2/8
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons
