Definitions of Evidence-Based Practice, Best Practice and Promising Approach
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Evidence-Based Practice |
Best Practice |
Promising Approach |
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Definition |
Interventions, techniques, methodologies, or curricula that, through scientific research and formal evaluation, have proven effective. |
Interventions, techniques, methodologies, or curricula that, through experience or research, have proven to reliably lead to desired results that demonstrate efficiency, sustainability, collaboration and integration. |
Interventions, techniques, methodologies, or curricula that have anecdotal evidence and professional wisdom to show positive outcomes. |
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Evaluation |
Practices that are science based and theory-based, have sound research methodology, and can prove that effects are clearly linked to the program itself and not to extraneous events. Results from science-based programs may be positive, neutral or negative. Practices that have been reviewed by experts in the field according to predetermined standards of empirical research. |
Practices that are in areas where there are enough outcome data (or that have been sufficiently evaluated) to be deemed best practices and have demonstrated success through following tangible results (e.g., improvements in beneficiary physical or mental well-being). |
Promising approaches also have indicators or evidence of positive results and have demonstrated success through the following tangible results (e.g., improvements in beneficiary physical or mental well- being). |
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Characteristics |
Includes or has the following:
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Includes or has the following:
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Meets the following criteria:
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Note: There are several terms that are used to describe curricula: evidence-based, research-based, exemplary, best practice, effective, promising, emerging. Some terms are used interchangeably.
The U.S. Department of Education is pleased to announce the newly remodeled and updated Federal Resources for Education Excellence (FREE) Web site. There are over 1500 resources to take advantage of at FREE, ranging from primary historical documents, lesson plans, science visualizations, math simulations and online challenges, paintings, photos, mapping tools, and more. This easily accessible information is provided by federal organizations and agencies such as the Library of Congress, National Archives, NEH, National Gallery of Art, National Park Service, Smithsonian, NSF, and NASA. http://www.free.ed.gov/
The National Collaboration for Youth - The National Collaboration for Youth has recently released a series of after school toolkits, titled, "Partnerships for After-School Success." The toolkits provide research supporting the need for school-CBO partnerships; successful strategies for creating and sustaining partnerships; and checklists and tools. The toolkits, which range from 1 to 3 pages, are web-based only. http://www.nydic.org/nydic/toolkits/index.htm
Beyond the Bell Toolkits developed by Learning Associates is a suite of products designed to help after school directors, coordinators, and staff create and sustain high-quality, effective after school programs. Beyond the Bell is one component of the Learning Point Associates resources for after school programs. Download the Beyond the Bell Start-Up Guide (PDF).
A Practitioners Guide: Building and Managing Quality Afterschool Programs (SEDL National Center For Quality Afterschool:
This Guide is intended to share the insights of SEDL’s National Partnership for Quality Afterschool Learning (the National Partnership) as well as information about both the academic and the organizational and management practices that successful afterschool programs use. The tool is organized into the following four focus areas:
Within each focus area, we describe the key practices of successful programs. In addition, we provide a Quality-O-Meter tool to help you reflect on your practices and a Planning for Action tool to help you document plans for implementing practices to increase your program’s quality.
http://www.sedl.org/cgi-bin/pdfexit.cgi?url=http://www.sedl.org/afterschool/practitioners_guide_to_afterschool_programs.pdf