Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially true for students with learning and behavioral disabilities, who require highly effective instruction to succeed in school and achieve their goals. In this volume of Advances in Learning and Behavioral Disabilities chapter authors provide readers with accessible information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas. Educators can use this content to inform and enhance their instructional decision making. To contextualize subsequent chapters, in this introductory chapter we discuss the research-to-practice gap in special education, the importance of considering scientific research when making instructional decisions and considerations for interpreting and applying research findings on instructional practices. We conclude with a preview of the chapters in the volume.
Cook, B.G., Tankersley, M. and Landrum, T.J. (2016), "Instructional Practices with and without Empirical Validity: An Introduction", Instructional Practices with and without Empirical Validity (Advances in Learning and Behavioral Disabilities, Vol. 29), Emerald Group Publishing Limited, pp. 1-16. https://doi.org/10.1108/S0735-004X20160000029001Download as .RIS
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