ABSTRACT
The concept of evidence-based education (EBE) enshrines the use of well-designed, clearly reported, scientific studies to establish which education practices are most efficient and effective; it is a relative newcomer to the education literature in general and to inclusive education. When implemented well, EBE impacts all aspects of education practice, from policymaking to classroom practice. It facilitates evidence-based teaching, evidence-based learning, and reflective practice in initial and lifelong professional learning. Barriers to EBE include a largely unresolved debate over “what counts as evidence”, teachers’ capacity to access, understand and evaluate scientifically derived evidence, and time constraints.
The objective of this policy is to guide a specified school community to assess new and “old” evidence, end practices found wanting or that are outdated, retain those with adequate levels of evidence and/or adopt practices with stronger scientific credentials, and justify their choices based on sufficient professional development, on-site coaching, and necessary support for teachers to implement best practices.
