Reported prevalence of evidence-based instructional practices by special educators in the Czech Republic

2012 ◽  
Vol 27 (3) ◽  
pp. 319-335 ◽  
Author(s):  
Mark Carter ◽  
Iva Strnadová ◽  
Jennifer Stephenson
Keyword(s):  
Czech Republic ◽  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based ◽  
The Czech Republic

Commentary on Carter, Stephenson and Strnadová's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

2011 ◽  
Vol 35 (2) ◽  
pp. 220-225
Author(s):  
Ian Dempsey
Keyword(s):  
Instructional Practices ◽  
Formative Evaluation ◽  
Special Educators ◽  
Skills Training ◽  
Effect Sizes ◽  
Motor Training ◽  
Evidence Based ◽  
Australasian Journal ◽  
High Effect ◽  
Current Article

AbstractIn Volume 35, Issue 1 of the Australasian Journal of Special Education, Carter, Stephenson and Strnadová (2011) replicated a study by Burns and Ysseldyke (2009). In Carter et al.'s study, 194 Australian special educators were asked to rate the extent to which they used eight instructional practices. These practices were applied behaviour analysis, direct instruction, formative evaluation, mnemonic strategies, modality training, perceptual-motor training, psycholinguistic training, and social skills training. The first four of these practices had moderate to high effect sizes (and were regarded by the authors as more desirable techniques), and the final four practices had low effect sizes, on the basis of past meta-analytic research. Carter et al.'s findings were that while the Australian teachers used some desirable strategies relatively frequently, they also used some less desirable practices frequently and so desirable instructional practices should be encouraged at the expense of less effective practices. While these results are of interest, they also have the potential to mislead readers and later sections of the current article examine these potential misconceptions.

Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability

2018 ◽  
Vol 34 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Victoria F. Knight ◽  
Heartley B. Huber ◽  
Emily M. Kuntz ◽  
Erik W. Carter ◽  
A. Pablo Juarez
Keyword(s):  
Intellectual Disability ◽  
Instructional Practices ◽  
Special Educators ◽  
Future Research ◽  
Professional Judgment ◽  
Evidence Based ◽  
Wide Range ◽  
Students With Autism ◽  
Services And Supports ◽  
Instructional Decision

Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research.

Agreeing to Agree: A Response to Dempsey's Commentary on the Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

2011 ◽  
Vol 35 (2) ◽  
pp. 226-229 ◽  
Author(s):  
Mark Carter ◽  
Jennifer Stephenson ◽  
Iva Strnadová
Keyword(s):  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based

AbstractDempsey (this issue) has provided a commentary on our study (Carter, Stephenson, & Strnadová, 2011) examining the reported rates of use of instructional practices by Australian special educators. Examining this commentary, it is evident that on many issues we are on the same page and agree on many of the fundamental conclusions to be drawn from the study. Nevertheless, Dempsey did express concern regarding several aspects of the reporting of the study, which were suggested to have the ‘potential to mislead’ readers. In essence, these criticisms revolve around four substantive points and these will each be addressed.

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools

2021 ◽  
pp. 108835762198931
Author(s):  
Jennifer Hamrick ◽  
Mari Cerda ◽  
Cyndi O’Toole ◽  
Katherine Hagen-Collins
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Public Education ◽  
Instructional Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Research To Practice ◽  
Evidence Based Practices ◽  
Students With Autism ◽  
Practice Gap

Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of need related to current roles. Results indicate a research-to-practice gap as educators reported using many practices not identified as evidence-based intervention when working with individuals with autism and intellectual disabilities. Information about access to training and the types of trainings educators were currently participating in was gathered. Educators also reported feeling inadequately prepared to use interventions.

scholarly journals The Use of ICT by Local General Administrative Authorities during COVID-19 for a Sustainable Future: Comparing Five European Countries

2021 ◽  
Vol 13 (21) ◽  
pp. 11765
Author(s):  
Aleksander Aristovnik ◽  
Polonca Kovač ◽  
Eva Murko ◽  
Dejan Ravšelj ◽  
Lan Umek ◽  
...  
Keyword(s):  
Czech Republic ◽  
Public Administration ◽  
Local Level ◽  
European Countries ◽  
Evidence Based ◽  
The Czech Republic ◽  
The Public ◽  
Public Managers ◽  
Main Driver ◽  
Sustainable Recovery

The COVID-19 pandemic has significantly reshaped administrative relations and put emphasis on the digital transformation of public administration that is urgently needed to support a sustainable recovery from the pandemic crisis and future sustainable development in the post-pandemic era. This paper presents a comparative study on the ways the first wave of the COVID-19 pandemic impacted general administrative authorities on the local level with respect to various aspects of their functioning and digitalization in five European countries. With a sample of 926 respondents from the Czech Republic, Germany, Poland, Romania, and Slovenia, the study shows that the pandemic-imposed changes are very similar in these countries. The results reveal that, except for Germany, the biggest problems of pandemic-related regulations are their obscurity. For all countries under study, parties to the procedures are shown to be the main driver of digitalization and not the public administration itself, generally lagging behind in this sense. Nevertheless, the pandemic has also created several potential opportunities, whereby public managers, especially in Germany, have acknowledged the importance of digitalization right after the protection of health, as confirmed by the wider use of ICT equipment, particularly in Germany and the Czech Republic. Moreover, Germany and Romania exhibit the greatest potential to accelerate digitalization. Finally, the critical factors influencing accelerated digitalization after the pandemic are also identified. The paper’s evidence-based findings could prove useful while formulating recommendations for the sustainable practices of public administrations during this and any future pandemic crisis.

scholarly journals Krátký test zrakově-prostorové paměti: normativní data a nové indexy učení

E-psychologie ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 92-93
Author(s):  
Filip Havlík ◽  
◽  
Josef Mana ◽  
Hana Georgi ◽  
Ondřej Bezdíček
Keyword(s):  
Health Care ◽  
Czech Republic ◽  
Neuropsychological Test ◽  
Test Methods ◽  
Evidence Based ◽  
Visuospatial Memory ◽  
International Level ◽  
The Czech Republic ◽  
Further Development ◽  
Evidence Based Health Care

Neuropsychology in the Czech Republic is increasingly becoming a competitive field at the international level. However, the availability of standardized neuropsychological test methods is significantly limited compared to abroad. This limits both the further development of the field and the provision of evidence-based health care. One of the lacking methods in Czech practice is the Brief Visuospatial Memory Test-Revised (BVMT-R). The report briefly introduces this neuropsycholo­gical test.

Formative Instructional Practices

2014 ◽  
Vol 50 (2) ◽  
pp. 69-75 ◽  
Author(s):  
Kristall J. Graham-Day ◽  
Katelyn M. Fishley ◽  
Moira Konrad ◽  
Mary T. Peters ◽  
Virginia A. Ressa
Keyword(s):  
Instructional Practices ◽  
Special Educators ◽  
Instructional Decisions ◽  
Evidence Based ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Optimal Learning ◽  
Evidence Based Practices ◽  
Ability Levels ◽  
Teachers And Students

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special educators and can be implemented in classrooms filled with students of all skill and ability levels. Formative instructional practices are the way that teachers and students document evidence of student learning and make instructional decisions based on that evidence. These effective and versatile practices help teachers continuously assess their students, make data-based decisions, and ensure optimal learning. This article suggests that special educators are well positioned to make an important contribution as schools adopt more rigorous standards and the formative instructional practices necessary to guide students to mastery of these standards. An overview of these practices is provided.

scholarly journals Potential of criminological research in evaluation of victim-focused policy and legislation in the Czech Republic

Temida ◽  
2016 ◽  
Vol 19 (1) ◽  
pp. 25-40
Author(s):  
Michaela Stefunková
Keyword(s):  
Czech Republic ◽  
Broad Spectrum ◽  
Criminal Policy ◽  
Evidence Based ◽  
The Czech Republic ◽  
Face To Face ◽  
Criminological Research ◽  
Victimization Surveys ◽  
Victims Of Crime ◽  
Dark Figure

For effective victim-focused legislation, evidence-based knowledge is essential, thus making criminological research of great importance. Victimization surveys represent a globally recognized type of criminological investigation. Although they are primarily focused on measuring the dark figure of crime, they can also provide a broad spectrum of information on victimization-related issues. The latest victimization survey was carried out in the Czech Republic by the Institute of Criminology and Social Prevention in 2013. Through face to face interviews, victimization was explored through eight selected offences in the period of 12 months prior the survey. The representative sample included 3000 respondents 15 years of age and older. The next round is planned for 2017. Since 2013, a new Act no. 45/2013 Coll., on Victims of Crime has come into effect in the Czech Republic. This paper will discuss how victimization surveys can enrich the knowledge on victimization-related issues and how they can help in the evaluation of criminal policy.

Sign in / Sign up

Export Citation Format

Share Document