%0 Journal Article
%T Practice
%A Barbara Fink Chorzempa
%A Jane M. Sileo
%A Michael D. Smith
%J Teacher Education and Special Education
%@ 1944-4931
%D 2019
%R 10.1177/0888406418767254
%X Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one¡¯s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students¡¯ learning outcomes. Implications for practice in the K-12 environment are also provided
%K practice-based evidence
%K teacher preparation practices
%K data-based decision making
%U https://journals.sagepub.com/doi/full/10.1177/0888406418767254