DOI: 10.12735/ier.v2i4p01

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¹Department of Psychiatry, The Hospital for Sick Children, 555 University Avenue, Toronto, ON, Canada
²Child Health Evaluative Sciences, Research Institute, The Hospital for Sick Children, 555 University Avenue, Toronto, ON, Canada
³Department of Psychiatry, University of Toronto
⁴Dalla Lana School of Public Health, University of Toronto

Abstract

Successful implementation of evidence-based practices (EBPs) in schools requires an understanding of the factors influencing implementation and adoption. We conducted eight focus groups with school administrators and teachers to explore their views about EBP and the factors influencing EBP use within the school context. Educators believed EBP to mean one of three things: information that is supported by research evidence, by evidence of student performance, or evidence-by-proxy. We identified several factors influencing educator use of EBPs and intention to change practice: a school culture of openness and buy-in for EBP, relevance of EBP to student needs universally, and organizational support for implementation, were catalysts for motivating educators to change their practice. Understanding the practice change preferences of educators is important for effective EBP implementation in schools. Educators have a unique perspective of what constitutes EBP, and they can identify what they need in order to change practice.

Keywords: education; evidence-based practice; knowledge translation; preferences; teachers

To Cite this Article: Barwick, M. A., Barac, R., Akrong, L. M., Johnson, S., & Chaban, P. (2014). Bringing evidence to the classroom: Exploring educator notions of evidence and preferences for practice change. International Education Research, 2(4), 1-15. https://doi.org/10.12735/ier.v2i4p01