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Direct linkBeahm, Lydia A.; Cook, Bryan G. – Advances in Learning and Behavioral Disabilities, 2021
The research-to-practice gap occurs when practices supported as effective by research are infrequently used in applied settings, such as classrooms. This gap may be due to teachers preferring to use practices they find to be trustworthy, usable, and accessible. Instead of relying on research, teachers frequently use resources from other teachers,…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Teacher Effectiveness, Instructional Effectiveness
Cook, Bryan G.; Johnson, Austin H.; Maggin, Daniel M.; Therrien, William J.; Barton, Erin E.; Lloyd, John Wills; Reichow, Brian; Talbott, Elizabeth; Travers, Jason C. – Remedial and Special Education, 2022
Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and…
Descriptors: Credibility, Scientific Research, Research Reports, Evidence Based Practice
Cook, Bryan G.; Lloyd, John Wills; Mellor, David; Nosek, Brian A.; Therrien, William J. – Exceptional Children, 2018
Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices. Transparency, openness, and reproducibility increase the trustworthiness of evidence. We propose that…
Descriptors: Special Education, Trust (Psychology), Educational Change, Scientific Research
Travers, Jason C.; Cook, Bryan G.; Therrien, William J.; Coyne, Michael D. – Remedial and Special Education, 2016
Replicating previously reported empirical research is a necessary aspect of an evidence-based field of special education, but little formal investigation into the prevalence of replication research in the special education research literature has been conducted. Various factors may explain the lack of attention to replication of special education…
Descriptors: Special Education, Replication (Evaluation), Intervention, Research Methodology
Download full textCook, Bryan G.; Cook, Lysandra – Learning Disabilities: A Contemporary Journal, 2016
Evidence-based practice is among the most influential and compelling reforms in contemporary education. Despite their potential to improve the outcomes of students with disabilities, adoption and implementation of evidence-based reforms have been disappointing, with the gap between research and practice remaining wide. Practice-based evidence…
Descriptors: Learning Disabilities, Evidence Based Practice, Partnerships in Education, Special Education
Collins, Lauren W.; Sweigart, Chris A.; Landrum, Timothy J.; Cook, Bryan G. – TEACHING Exceptional Children, 2017
During the first years of teaching, new special education teachers (SETs) face many unique challenges as they work to establish themselves as professionals. Upon entering the classroom on the first day of instruction, SETs are expected to be prepared, and they are presented with a daunting list of responsibilities and expectations, including the…
Descriptors: Special Education Teachers, Barriers, Teacher Competencies, Teacher Responsibility
