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It explains socially just EBP as centering participant voice, critically considering local context, and working collaboratively with students, families, and community members. The tool supports preparation and engagement by summarizing concepts from an associated Equity by Design brief and offering guiding questions that adapt to the specific unmet need being addressed across systems, classrooms, groups, and individuals.",{"@graph":69,"@context":121},[70,84,104],{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/facilitating-socially-just-evidence-based-practice-guiding-questions-and-framework-for-educators/584938/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/facilitating-socially-just-evidence-based-practice-guiding-questions-and-framework-for-educators/584938.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What makes socially just evidence-based practice different from traditional EBP?","Question",{"text":111,"@type":112},"It centers participant voice, includes critical consideration of local context, and uses research within a dynamic collaborative problem-solving partnership with students, families, and community members.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How should educators use this Equity Tool?",{"text":116,"@type":112},"Educators should use the framework summary and guiding questions to prepare for and engage in EBP elements and processes, with the questions’ answers varying by the unmet need in each context.",{"name":118,"@type":109,"acceptedAnswer":119},"Why is elevating participant voice important in socially just EBP?",{"text":120,"@type":112},"Participant voice ensures those affected by practices or services are partners in problem solving, supported through co-construction, shared leadership, and ongoing bidirectional communication throughout the process.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},584938,1792053025,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Facilitating Socially Just Evidence-based Practice  \nCreated by:  \nAmanda L. Sullivan & Thuy Nguyen  \nMidwest & Plains Equity Assistance Center  \nJuly 2024  \nAbout the Centers  \nThe Region III Equity Assistance Center is a project of the Great Lakes Equity Center, an educational research and service center located in Indiana University Indianapolis’s School of Education. The Midwest & Plains Equity Assistance Center is funded by the U.S. Department of Education under Title IV of the Civil Rights Act to provide equity-focused technical assistance to states, districts, and public schools focused on systemic improvements to ensure educational access, participation and positive outcomes for students who have been historically marginalized based on race, sex, national origin, or religion, at the request of public schools, districts, state departments of education, and other responsible governmental agencies.  \nIntroduction  \n[Image description: Group of people with various research-related graphs, charts, and icons floating above their heads.]  \nResearch is a valuable resource for improving instruction and educational supports and is increasingly referenced in policy as a necessary basis for practice. Consequently, implementation of practices, interventions, and policies derived from research, or evidence, in schools is increasingly common, albeit still limited (e.g. , Flegge, 2022; Stahmeret al. , 2018) . Within this context, evidencebased practice (EBP) has multiple meanings, from referring to individual practices or programs for which there are one or more well-designed studies showing favorable results, to referring to an inquiry process for leveraging research to inform decision making (Thyer & Myers, 2011) . The latter is our focus here.  \nCopyright © 2024 by Great Lakes Equity Center 1  \nIntroduction (cont.)  \nThis Equity Tool is intended to facilitate use of the concepts and processes described in greater depth in the Equity by Design brief, Promoting Socially Just Evidence-based Practice. We summarize the framework presented in this brief and offer guiding questions to support educators’ preparation for and engagement in EBP elements and processes. Note, the answers to these questions will be different depending on the unmet need that is the impetus for problem solving in each context (e.g. , a schoolwide need or initiative versus a classroom or individual one) . As such, this tool can be an ongoing resource as socially just EBP is leveraged repeatedly and iteratively to address a range of issues or problems to which educators would like to bring to bear research to support practice or policy at the systems, classroom or group, and individual levels.  \nWhy Engage in Socially Just Evidence-based Practice?   \nCommon conceptualizations of the inquiry process of EBP feature integration of (1) the best available research evidence with (2) provider expertise and resources and (3) client characteristics, culture, identity, and preferences (e.g. , American Psychological Association , 2008; Spring & Hitchcock, 2009) . Socially just EBP is distinct in its centering of participant voice, critical consideration of local context, and research in a dynamic, collaborative problem-solving process in partnership with students, families, and community members (Sullivan et al. , 2022) . In this way, socially just EBP overcomes common criticisms of traditional EBP, including concerns for narrow conceptualizations of what constitutes evidence, inappropriate application of research with samples unrepresentative of minoritized populations, overemphasis on research standards and expertise over participant voice, and lack of critical consideration of the sociocultural contexts of implementation, which, taken together, can result in lack of contextual and cultural appropriateness and ineffective practice (e.g. , Berg, 2019; Berliner, 2002; Erickson & Gutierrez, 2002; Sullivan et al. , 2022) . Use of a framework for socially just EBP can better alig","cbCaivxyt6JIFgbX","https://ap.wps.com/l/cbCaivxyt6JIFgbX","pdf",1242776,"English","# Introduction\n## What is evidence-based practice (EBP)?\n## Purpose of this Equity Tool\n# Why Engage in Socially Just Evidence-based Practice?\n## Core distinctions of socially just EBP\n## Elevating participant voice","[{\"question\":\"What makes socially just evidence-based practice different from traditional EBP?\",\"answer\":\"It centers participant voice, includes critical consideration of local context, and uses research within a dynamic collaborative problem-solving partnership with students, families, and community members.\"},{\"question\":\"How should educators use this Equity Tool?\",\"answer\":\"Educators should use the framework summary and guiding questions to prepare for and engage in EBP elements and processes, with the questions’ answers varying by the unmet need in each context.\"},{\"question\":\"Why is elevating participant voice important in socially just EBP?\",\"answer\":\"Participant voice ensures those affected by practices or services are partners in problem solving, supported through co-construction, shared leadership, and ongoing bidirectional communication throughout the process.\"}]","Facilitating Socially Just Evidence-based Practice - Guiding questions and framework for educators | PDF",48]