Supporting the Use of Evidence-based Teaching  Strategies in Schools: The Role of Educational  Psychologists

Garry Hornby

Supporting the Use of Evidence-based Teaching Strategies in Schools: The Role of Educational Psychologists

Garry Hornby （ University of Plymouth, UK and University of Silesia at Katowice, Poland ）

Abstract

The most important factor in achieving quality education in schools is the effectiveness of teachers in facilitating learning. This requires teachers to use instructional strategies that have proven effectiveness and avoid those that do not.

Therefore, teachers need to learn about evidence-based practices and know how they can be implemented in schools. The most useful sources of information on evidence-based educational strategies are large-scale syntheses and meta-analyses of research studies. A review of these sources identified eight teacher interventions that are considered to be key evidence-based strategies for improving student outcomes. Brief reviews of the theory and research evidence supporting each of them and links to videos illustrating their use in real-life classrooms are presented. Educational psychologists can use this information to support teachers in implementing these key evidence-based strategies in schools and thereby have a major impact on overall student outcomes in education systems.

Keywords

Educational psychologists; Evidence-based practice; Teaching strategies; Meta-analyses; Student outcomes; Video exemplars

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Publishing time:2022-10-30
This work is licensed under a Creative Commons Attribution 4.0 International License