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It reviews how research is used to define effective practices, contrasts two major EBP definitions, and highlights limitations in the evidence foundations that can inadvertently exclude minoritized communities. The brief compares conceptualizations, challenges common misconceptions, and proposes socially-just EBP grounded in critical engagement with scholarship and the voices of communities, families, and students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-by-design-promoting-socially-just-evidence-based-practice/585738/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-by-design-promoting-socially-just-evidence-based-practice/585738.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does evidence-based practice (EBP) mean in the document?","Question",{"text":112,"@type":113},"The document describes EBP through two broad definitions: discrete practices grounded in research evidence, and a decision-making process where research evidence is combined with other considerations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document critique conventional EBP approaches?",{"text":117,"@type":113},"It argues that scholars and practitioners—especially from minoritized communities—point to the narrow and often exclusionary nature of the evidence on which many practices are based.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the document propose a socially-just approach to EBP?",{"text":121,"@type":113},"It proposes leveraging critical engagement with scholarship and centering community, family, and student voice to advance effective prevention, intervention, and systems of support in schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585738,1792171287,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","[Image description: Hands representing different racial/ethnic identities, coming  \ntogether to form a lightbulb.]  \nEquity by Design:  \nPromoting Socially-Just, Evidence-Based Practice  \nAmanda Sullivan Anna Li  \nThuy Nguyen Mahasweta Bose  \nPromoting Socially-Just, Evidence-Based Practice  \nResearch is widely emphasized as a necessary basis for effective practice, particularly in the context of educational policy (Darling-Hammond et al. , 2019; Greenhalgh & Russell, 2009) . The use of evidence-based practice (EBP) is considered key to supporting favorable  \nKEY TERMS  \nCausal inference: The process of drawing a conclusion that a treatment or intervention is the “cause” of the“outcome” observed ( Rubin & Zell, 2018)  \nCo-conspirator: Co-conspirators have meaningful relationships with individuals from marginalized communities in order to “to listen” to what the communities need and to “show up with” them while using their privilege and putting themselves at risk (Jana, 2021) .  \nCritical collaborative inquiry process: “A process that engages students, families, community members, educators and policy makers and facilitates the use of perspectives to move toward equitable learning environments, and data as a mediating tool within that process” (Skelton et al. , 2021, p. 3) .  \nCritical consciousness: “Ability to critically question the social forces that constrain individuals and communities within systems of inequalities ...and to engage in individual or collective action to redress.. [those] ... inequities” (Skelton et al. , 2021, p.9)  \nacademic, social, emotional, and behavioral outcomes in education (Merle et al. , 2022; Pauling et al. , 2021) and related fields (Anthony et al. , 2003) . Although specific research-based practices are progressively  \nmore frequently practiced by teachers and other school-based professionals (but still relatively limited; Scheeler et al. , 2016; Simonsen et al. , 2008), scholars and practitioners—particularly those from minoritized communities—call attention to the narrow, and often exclusionary nature, of the evidence on which such practices are based (Cohen et al. , 2004; Kaplan et al. , 2020; Lilienfeld et al. , 2013; Wells et al. , 2009) . The limitations can place EBP initiatives at odds with initiatives aimed at supporting educational equity or social justice when not approached with a critical, equity-centered lens. In this brief, we first compare conceptualizations of EBP and their limitations. We then challenge common misconceptions about researchbased practice to propose an approach to EBP that leverages critical engagement with scholarship and centers community, family, and student voice. We end with key elements of socially-just EBP to advance effective prevention , intervention , and systems of support in schools.  \nWhat is Evidence-Based Practice?  \nTwo broad definitions of evidence-based practice (EBP) are generally used within the professional literature: one refers to discrete practices based on research evidence , and one refers to the decisionmaking process that occurs when research evidence is combined with other considerations. Simply put, EBP can be understood as either a noun (a specific practice) or a verb (an inquiry process; Thyer & Myers, 2011) .  \n- 1-  \nEBP as Discrete Practices  \nThe unitary approach to EBP featured heavily in the educational sciences emphasizes the research base for a given practice, model, or initiative; that is, the design , methods, and findings of empirical research studies determine what is considered an EBP. This approach gained traction in the 1990s with the initial use of the phrase EBP in medicine (Guyatt et al. , 1992) . It also grew out of theoperationalization of empirically supported treatment in psychology in the 1990s (American Psychological Association [APA], 2006); and later proliferation throughout the helping professions with extensive uptake in education and education policy, where terms like EBP, proven practices or models,","cbCaivF3cJfztNlT","https://ap.wps.com/l/cbCaivF3cJfztNlT","pdf",1447895,22,"English","# Equity by Design\n## Key Terms\n## What is Evidence-Based Practice?\n### EBP as Discrete Practices\n## EBP Definitions and Evidence Use","[{\"question\":\"What does evidence-based practice (EBP) mean in the document?\",\"answer\":\"The document describes EBP through two broad definitions: discrete practices grounded in research evidence, and a decision-making process where research evidence is combined with other considerations.\"},{\"question\":\"Why does the document critique conventional EBP approaches?\",\"answer\":\"It argues that scholars and practitioners—especially from minoritized communities—point to the narrow and often exclusionary nature of the evidence on which many practices are based.\"},{\"question\":\"How does the document propose a socially-just approach to EBP?\",\"answer\":\"It proposes leveraging critical engagement with scholarship and centering community, family, and student voice to advance effective prevention, intervention, and systems of support in schools.\"}]","Equity by Design - Promoting Socially-Just, Evidence-Based Practice | PDF",1792055701,55]