Teacher Implementation of Evidence-Based Practices in Tier 1

Abstract

Federal mandates more than a decade old require the use of evidence-based practices in schools, and an abundance of meta-analytic evidence for reading instruction exists; however, the long lamented research to practice gap in education gives reason to explore whether this evidence has translated to classrooms. This study examined the extent to which a national sample of kindergarten, first- and second-grade teachers ( n = 534) reported using evidence-based reading curricula. Results indicated that very few curricula teachers used have been evaluated using research designs that meet federal guidelines. In addition, teachers reported supplanting their core reading curricula with other materials. Results of the survey indicate the need, despite a federal push for evidence-based practices, for new models of developing, testing, and disseminating evidence-based curricula.