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2020\u003Cbr>Evidence-based Reasoning Processes in Education: A Model to Support Interventionist Practice.\u003Cbr>Natasha Ziebell\u003Cbr>University of Melbourne, [ziebelln@unimelb.edu.au](ziebelln@unimelb.edu.au)\u003Cbr>Jemma Skeat\u003Cbr>University of Melbourne, [jskeat@unimelb.edu.au](jskeat@unimelb.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Curriculum and Instruction Commons, Disability and Equity in Education Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nZiebell, N., & Skeat, J. (2020) . Evidence-based Reasoning Processes in Education: A Model to Support Interventionist Practice.. Australian Journal of Teacher Education, 45(3) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n3.6](http://dx.doi.org/10.14221/ajte.2020v45n3.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss3/6](https://ro.ecu.edu.au/ajte/vol45/iss3/6)  \nEvidence-based Reasoning Processes in Education: A Model to Support  \nInterventionist Practice  \nNatasha Ziebell  \nJemma Skeat  \nUniversity of Melbourne  \nAbstract: The Evidence-based Reasoning model is a systematic  \ninquiry into student learning to determine what interventions are  \nrequired in classroom contexts. The four step process includes noticing students who need additional support in their learning, the use of assessment data to establish an evidence-base, and subsequent interpretation that leads to decision making. The reasoning process is supported by collaborative practice models both within and beyond the teaching profession. The evaluation of interventions is integral in determining the impact that interventions have on student learning.  \nIntroduction  \nEvidence-based reasoning is based on the philosophy that teaching is a profession that involves using evidence and research to make judgements (McLean Davies, Anderson, Deans, Dinham, Griffin et al., 2013) . With the introduction of evidence-based practice in initial teacher education courses and more broadly across the teaching profession, this paper proposes a framework for reasoning that supports educators’ decision-making processes. Targeted teaching is focused on the student, their learning progress and targeting interventions to meet their needs (Redman, 2014) . Evidence-based Reasoning is a process to support decision-making about student learning and determining what the next steps should be. While developed within the context of education, this framework has resonance with clinical reasoning pathways that are well established in other professions that support students in schools, such as speech pathology.  \nWhile the central focus of teaching is students’ learning development, effective teaching is also about relationships (McLean, Angelico, Hadlow, Kriewaldt, Rickards, Thornton & Wright, 2017) . It is essential that the teacher-student relationship is positive, supportive and affirming. Strong positive relationships and professionalism are also important when working with parents, colleagues and other professionals (eg. allied health) to support decision-making processes with respect to student development.  \nDeveloping an Evidence-based Reasoning Model  \nIn education settings, collaborative practice models – for example, with teachers and speech pathologists working together to address children’s learning needs-are considered essential in building a Team Around the Learner. Teachers need to know how to engage in collaborative, cross-disciplinary problem solving to best support students who are potentially at risk of not being able to access curriculum or becoming disengaged from school, resulting in a reduction in access to quality education. The aim of this Educational Design Rese","cbCaivDnabVr9ERc","https://ap.wps.com/l/cbCaivDnabVr9ERc","pdf",368037,14,"English","# Abstract\n# Introduction\n## Evidence-based reasoning and evidence-based practice\n## Teacher-student relationships and collaborative decision-making\n# Developing an Evidence-based Reasoning Model\n## Team Around the Learner and cross-disciplinary collaboration\n## Educational design research and pilot case studies\n## Building a reasoning model through literature review and expert concordance","[{\"question\":\"What is the Evidence-based Reasoning model designed to support?\",\"answer\":\"It supports educators’ decision-making about student learning and identifying the next steps for intervention in classroom contexts.\"},{\"question\":\"What are the four steps in the model?\",\"answer\":\"The process includes noticing students who need additional support, using assessment data to create an evidence base, interpreting information to inform decisions, and applying subsequent decision-making to guide interventions.\"},{\"question\":\"How does collaborative practice contribute to the model?\",\"answer\":\"The reasoning process is strengthened through collaborative practice models within and beyond teaching, including cross-disciplinary collaboration such as working with speech pathologists.\"}]","Evidence-based Reasoning Processes in Education - A Model to Support Interventionist Practice - Article 6 | PDF",1792078146,35]