This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian education system will be provided, followed by consideration of the incorporation of the concept of evidence-based practice into Australian educational policy at both national and state level. Subsequently, Australian teacher registration and teacher education program accreditation standards will be examined with regard to the adoption of evidence-based practice. We then describe the use of evidence-based practices in teacher education programs, particularly in the area of classroom and behavior management and in special education/inclusion subjects. We will overview several research studies to illustrate the degree of penetration of the concept of evidence-based practice into educational systems and teaching practice. Although we found little evidence of a commitment to evidence-based practice in Australian education systems beyond rhetoric, we are cautiously optimistic that increasing emphasis will be given to the use of empirical evidence in the future.
Stephenson, J., Carter, M. and O’Neill, S. (2013), "Chapter 12 Evidence-Based Practices in Australia", Cook, B., Tankersley, M. and Landrum, T. (Ed.) Evidence-Based Practices (Advances in Learning and Behavioral Disabilities, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. 273-291. https://doi.org/10.1108/S0735-004X(2013)0000026014Download as .RIS
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