Identifying Evidence-Based Educational Practices: Which Research Designs Provide Findings that Can Influence Social Change?

We conducted this conceptual study to determine if the Institute of Education Sciences/National Science Foundation pipeline of evidence guidelines could be applied as a protocol that researchers could follow in establishing evidence of effective instructional practices. To do this, we compared these guidelines, new drug development process, and our own research on major methodological designs and found that they show remarkable consistency in the process by which types of studies intended to answer different research questions build a body of evidence for practice, whether that practice is in the instructional environment or health care environment. However, none of the protocols offers a constellation of studies at each stage that would be essential for movement to the next stage or the indicators of quality for each type of study. The goal of this effort is to develop consensus in the educational research community about a pipeline of evidence protocol that provides educators with confidence that the instructional practices they employ have a high likelihood of success and will enable a positive impact on the student’s learning and, in the broader context, the student’s ability to contribute to society

Relevance of the IES/NSF Protocol to Identification of Evidence-Based Practices

The Institute of Education Sciences (IES) and the National Science Foundation (NSF) issued common guidelines that provide a protocol by which the use of particular methodological designs in a line of research inquiry provides evidence for each successive step in the process of bringing any given instructional intervention into practice. Our purpose was to determine if research on two widely used literacy instruction approaches has been conducted at each methodological stage in the IES/NSF protocol and is relevant to identifying the approach as an evidence-based practice. We applied the IES/NSF pipeline-of-evidence guidelines to assess whether practices touted as having a research base for effectiveness have emerged from an accumulation of empirical evidence and identification of conceptual or theoretical frameworks. In mapping the six steps of the IES/NSF protocol onto the shared book reading and reciprocal teaching studies that had met What Works Clearinghouse evidence standards, we found that only reciprocal teaching involved research at each stage in the protocol and only reciprocal teaching was identified as an evidence-based instructional approach by the What Works Clearinghouse. Our results indicate that the IES/NSF pipeline-of-evidence protocol offers a productive approach to identifying evidence-based practices. The different trajectories of research on reciprocal teaching and shared book reading indicates that research at each stage in the protocol is important to the development of an instructional approach that ultimately demonstrates effectiveness in improving student learning outcomes

IES/NSF Pipeline-of-Evidence Protocol as Explanation for Successes and Failures of Gates Foundation Funded Initiatives

This study was designed to investigate the applicability of the IES/NSF pipeline-of-evidence protocol in ascertaining why two notable educational initiatives spearheaded and financially supported by the Bill and Melinda Gates Foundation achieved or not the goal of improved academic outcomes for K-12 public school students. Our interest was not whether there is a sufficient body of high quality research evidence to support the two initiatives but whether the research considered by the Gates Foundation established the likelihood that the initiatives would be successful and worth the decision to dedicate substantial funding, time, and effort required for each versus the many competing programs seeking sponsorship. We found that in the case of Intensive Partnerships for Effective Teaching, foundational, efficacy, and effectiveness research were absent and the Gates foundation discontinued grant support because the initiative had not achieved the goal of improved high school graduation and college attendance among low-income minority students. In the case of Early College High School, we found empirical evidence was manifest at all but the effectiveness stage of the pipeline and the initiative continued to receive funding. Our findings support the importance of widening the net of methodologies that constitute a framework for elements needed to make predictions of effectiveness for any given intervention before investing in scale-up initiatives and the need for private foundations to be transparent in their decision-making process to enable others to scrutinize the research that informs the design of initiatives

Online Instruction in Higher Education: Promising, Research-based, and Evidence-based Practices

The purpose of this study was to review the research literature on online learning to identify effective instructional practices. We narrowed our scope to empirical studies published 2013-2019 given that studies earlier than 2013 had become quickly outdated because of changes in online pedagogies and technologies. We also limited our search to studies with undergraduate and graduate students, application of an empirical methodological design, and descriptions of methodology, data analysis, and results with sufficient detail to assure verifiability of data collection and analysis. Our analysis of the patterns and trends in the corpus of 104 research studies led to identification of five themes: course design factors, student support, faculty pedagogy, student engagement, and student success factors. Most of the strategies with promising effectiveness in the online environment are the same ones that are considered to be effective in face-to-face classrooms including the use of multiple pedagogies and learning resources to address different student learning needs, high instructor presence, quality of faculty-student interaction, academic support outside of class, and promotion of classroom cohesion and trust. Unique to the online environment are user-friendly technology tools, orientation to online instruction, opportunities for synchronous class sessions, and incorporation of social media. Given the few studies utilizing methodological designs from which claims of causality can be made or meta-analyses could be conducted, we identified only faculty feedback as an evidence-based practice and no specific intervention that we could identify as research-based in online instruction

Online Instruction in Higher Education: Promising, Research-based, and Evidence-based Practices

The purpose of this study was to review the research literature on online learning to identify effective instructional practices. We narrowed our scope to empirical studies published 2013-2019 given that studies earlier than 2013 had become quickly outdated because of changes in online pedagogies and technologies. We also limited our search to studies with undergraduate and graduate students, application of an empirical methodological design, and descriptions of methodology, data analysis, and results with sufficient detail to assure verifiability of data collection and analysis. Our analysis of the patterns and trends in the corpus of 104 research studies led to identification of five themes: course design factors, student support, faculty pedagogy, student engagement, and student success factors. Most of the strategies with promising effectiveness in the online environment are the same ones that are considered to be effective in face-to-face classrooms including the use of multiple pedagogies and learning resources to address different student learning needs, high instructor presence, quality of faculty-student interaction, academic support outside of class, and promotion of classroom cohesion and trust. Unique to the online environment are user-friendly technology tools, orientation to online instruction, opportunities for synchronous class sessions, and incorporation of social media. Given the few studies utilizing methodological designs from which claims of causality can be made or meta-analyses could be conducted, we identified only faculty feedback as an evidence-based practice and no specific intervention that we could identify as research-based in online instruction

Prediction of complicated disease course for children newly diagnosed with Crohn's disease: a multicentre inception cohort study

Stricturing and penetrating complications account for substantial morbidity and health-care costs in paediatric and adult onset Crohn’s disease. Validated models to predict risk for complications are not available, and the effect of treatment on risk is unknown

Identification of Novel Pathogenicity Loci in Clostridium perfringens Strains That Cause Avian Necrotic Enteritis

Type A Clostridium perfringens causes poultry necrotic enteritis (NE), an enteric disease of considerable economic importance, yet can also exist as a member of the normal intestinal microbiota. A recently discovered pore-forming toxin, NetB, is associated with pathogenesis in most, but not all, NE isolates. This finding suggested that NE-causing strains may possess other virulence gene(s) not present in commensal type A isolates. We used high-throughput sequencing (HTS) technologies to generate draft genome sequences of seven unrelated C. perfringens poultry NE isolates and one isolate from a healthy bird, and identified additional novel NE-associated genes by comparison with nine publicly available reference genomes. Thirty-one open reading frames (ORFs) were unique to all NE strains and formed the basis for three highly conserved NE-associated loci that we designated NELoc-1 (42 kb), NELoc-2 (11.2 kb) and NELoc-3 (5.6 kb). The largest locus, NELoc-1, consisted of netB and 36 additional genes, including those predicted to encode two leukocidins, an internalin-like protein and a ricin-domain protein. Pulsed-field gel electrophoresis (PFGE) and Southern blotting revealed that the NE strains each carried 2 to 5 large plasmids, and that NELoc-1 and -3 were localized on distinct plasmids of sizes ∼85 and ∼70 kb, respectively. Sequencing of the regions flanking these loci revealed similarity to previously characterized conjugative plasmids of C. perfringens. These results provide significant insight into the pathogenetic basis of poultry NE and are the first to demonstrate that netB resides in a large, plasmid-encoded locus. Our findings strongly suggest that poultry NE is caused by several novel virulence factors, whose genes are clustered on discrete pathogenicity loci, some of which are plasmid-borne