澳洲詹姆斯庫克代寫:基礎的實踐.本文討論了我所理解的術語為基礎的實踐，以及如何以證據為基礎的實踐可以告知我們了解兒童和兒童的生活。引言解釋了我所理解的以證據為基礎的實踐，并給出了術語的定義。后續段落批判性討論的例子，循證實踐（或沒有）通知我們的童年和/或孩子的生活，理解為例，對性別主動視頻帶3從一個研究型的主動應用實踐報告整理，這是否促進了我們對安全性行為的年輕人的經驗認識，什么是學習，在其他研究方法是否會通知我們的理解更多的條款。還討論了循證實踐的例子，參考模塊ek310研究材料，與兒童和年輕人的研究。最后，論點的要點畫在一起，本文的結論，闡述了自己的立場，在何種程度上以證據為基礎的實踐，我們了解兒童和兒童的生活。本文采用的例子是參照已在模塊ek310研究材料說明。本文的結論是，以證據為基礎的做法只能告知我們了解兒童和兒童的生活，如果已經進行的研究，以告知這一以證據為基礎的做法，從事兒童和青少年的過程中。 證據為基礎的做法是將研究的結果，或實驗，在實踐中。這被廣泛預期將成為教育政策發展的規范，在未來幾年內，在這樣的研究轉換為基礎的政策和實踐教育[ 1 ]。基于證據的實踐通常是用來暗示人練習特定的角色而言，無論是作為一個教育工作者，例如，或作為一個保健顧問，知道的證據已被用來確定在該領域當前的最佳實踐，以確定最佳的方法來使用教一個人，或治療的病人，例如。基本上以證據為基礎的實踐包括個人使用的研究結果，以告知他們如何處理他們負責的人，在確保當前，最新的，方法是利用最有效的方式可能。基于證據的實踐表明責任在個體參與泄露信息（在一個教育者的情況下）使他們了解當前的最佳實踐模型，通過研究，并認為，通過這樣的認識，他們能夠透露最相關和最重要的信息，這一做法是最有效的；這不僅涉及掌握在特定主題的研究也掌握的方式，審慎評估，吸收，最后將研究結果在實際的和有用的方式。
This paper discusses what I understand by the term evidence-based practice, and how evidence-based practice can inform our understanding of childhood and children's lives. The introduction explains what I understand evidence-based practice to be, and gives a definition for the term. Subsequent paragraphs critically discuss examples where evidence-based practice has (or has not) informed our understanding of childhood and/or children’s lives, for example, the Sorted On Sex initiative reported in Video Band 3 which developed from a research-based initiative into applied practice, and whether this furthered our understanding of young people’s experiences of safe sex, and what was learnt from this, in terms of whether other research approaches might have informed our understanding more. Other examples of evidence-based practice are also discussed, with reference to the materials studied in module EK310, Research with Children and Young People. Finally, the main points of the argument are drawn together and the paper concludes with an exposition of my own position on the extent to which evidence-based practice informs our understanding of childhood and children’s lives. The examples used in the paper are illustrated with reference to material that has been studied in module EK310. The paper concludes that evidence-based practice can only inform our understanding of childhood and children’s lives if the research that has been conducted to inform this evidence-based practice has engaged children and young people in the process.
Evidence-based practice is the incorporation of the results of research, or experiments, in to practice. This is widely expected to become the norm in educational policy development over the next few years, in terms of converting such research in to the basis for policy and practice in education. Evidence-based practice is the term generally used to imply that the person practicing the particular role, whether this be as an educator, for example, or as a health care adviser, is aware of the evidence that has been used to determine the current best practice in the field, in order to determine the best methods to use to teach an individual, or to treat a patient, for example. Essentially evidence-based practice consists of the individual using the results of research to inform how they deal with the people they are responsible for, in terms of ensuring that current, up-to-date, methods are utilised in the most effective way possible. Evidence-based practice thus suggest the onus is on the individual involved in divulging the information (in the case of an educator) in order that they understand current best practice models, informed by research, and that, through this understanding, they are able to divulge the most relevant and important information, in a way which is most effective; this involves not only mastering the research on the particular topic but also mastering the way in which to critically assess, assimilate, and then finally deliver the results of this research in a practical and useful manner.