A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice
Evidence-based practices and programmes are premised on the assumption that research plays a role in determining ‘what works’ for whom, and when. Governments require evidence-based practices and policies in education to service the dual purpose of maximising or rationalising their funding and to en...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2013-04-01
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| Series: | New Zealand Journal of Teachers' Work |
| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/577 |
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| _version_ | 1849472195392176128 |
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| author | Roseanna Bourke Judith Loveridge |
| author_facet | Roseanna Bourke Judith Loveridge |
| author_sort | Roseanna Bourke |
| collection | DOAJ |
| description |
Evidence-based practices and programmes are premised on the assumption that research plays a role in determining ‘what works’ for whom, and when. Governments require evidence-based practices and policies in education to service the dual purpose of maximising or rationalising their funding and to ensure children and young people access the type of services most likely to facilitate successful inclusion through supporting positive learning, social and behaviour outcomes. Subsequently, this also means practitioners and specialist teachers need to access the best available evidence to answer their questions of practice. Postgraduate students in education need to become critical consumers of systematic reviews, as well as knowing how to actively engage in them, when determining how they ensure young people’s learning opportunities are inclusive and maximised. This article explores the process of engaging postgraduate students in an Evidence-based Practice in Education course within an Education Faculty, undertaking systematic reviews around clinically relevant questions.
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| format | Article |
| id | doaj-art-68837ab28e7c43fc82763adcd806ecf2 |
| institution | Kabale University |
| issn | 1176-6662 |
| language | English |
| publishDate | 2013-04-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-68837ab28e7c43fc82763adcd806ecf22025-08-20T03:24:36ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622013-04-0110110.24135/teacherswork.v10i1.577A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based PracticeRoseanna Bourke0Judith Loveridge1Victoria University of WellingtonVictoria University of Wellington Evidence-based practices and programmes are premised on the assumption that research plays a role in determining ‘what works’ for whom, and when. Governments require evidence-based practices and policies in education to service the dual purpose of maximising or rationalising their funding and to ensure children and young people access the type of services most likely to facilitate successful inclusion through supporting positive learning, social and behaviour outcomes. Subsequently, this also means practitioners and specialist teachers need to access the best available evidence to answer their questions of practice. Postgraduate students in education need to become critical consumers of systematic reviews, as well as knowing how to actively engage in them, when determining how they ensure young people’s learning opportunities are inclusive and maximised. This article explores the process of engaging postgraduate students in an Evidence-based Practice in Education course within an Education Faculty, undertaking systematic reviews around clinically relevant questions. https://ojs.aut.ac.nz/teachers-work/article/view/577 |
| spellingShingle | Roseanna Bourke Judith Loveridge A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice New Zealand Journal of Teachers' Work |
| title | A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice |
| title_full | A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice |
| title_fullStr | A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice |
| title_full_unstemmed | A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice |
| title_short | A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice |
| title_sort | scientist practitioner model for inclusive education supporting graduate students to conduct systematic reviews for evidence based practice |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/577 |
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