Adopting and implementing EBP requires that practitioners not only read research but also read the research at the right time and alter their clinical behaviors and the behavior of others in light of what they have found (Greenhalgh). Hierarchies have been developed to support practitioners’ critical appraisal and trustworthiness of the research evidence. In evidence hierarchies that evaluate quantitative research designs, studies that conduct systematic reviews of randomized controlled trials (RCTs) and studies utilizing RCTs are at the pinnacle (Greenhalgh). Thus, the EBP model is appealing because it appears to offer objective criteria to determine best practice (Horner et al., 2005) since it allows for types and strengths of evidence to be differentiated.
There is considerable debate regarding the appropriateness and applicability of adopting EBP and the accompanying evidence hierarchies from medicine to education. Participants at the 2nd Island Conference discussed many of these issues, and the authors of Part I of this book discuss the implementation of EBP from a variety of perspectives. Our goal in this chapter is to highlight and discuss important concepts and issues raised by these authors as they relate to various stakeholders.
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Hayward, D.V., Phillips, L.M. (2009). Considering Research Quality and Applicability Through the Eyes of Stakeholders. In: Shelley, M.C., Yore, L.D., Hand, B. (eds) Quality Research in Literacy and Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8427-0_7
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