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Rebecca Day Babcock

Rebecca Day Babcock. University of Texas of the Permian Basin. Evidence-Based Practice across Disciplines. Medicine, Nursing Psychology, Psychotherapy Speech Therapy Social Work Education Human Resources. EBM in medicine.

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Rebecca Day Babcock

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  1. Rebecca Day Babcock University of Texas of the Permian Basin

  2. Evidence-Based Practice across Disciplines • Medicine, Nursing • Psychology, Psychotherapy • Speech Therapy • Social Work • Education • Human Resources

  3. EBM in medicine 1. Convert the need for information into an answerable question. 2. Track down the best evidence with which to answer that question. 3. Critically appraise that evidence for its validity, impact, and applicability. 4. Integrate the critical appraisal with our clinical expertise and our patient’s unique biology, values, and circumstances. 5. Evaluate effectiveness and efficiency in executing steps 1-4 and seek ways to improve them both for next time. (Sackett et al., 2000, pp. 3-4)

  4. EBP in Writing Centers • Identify area of interest • Formulate research question • Determine needed methods/methodology • Conduct research • Adjust practice accordingly

  5. Evaluating Writing Tutoring PracticeWhat is success? • Tutor, writer, and/or course instructor are satisfied • Meaningful interaction about writing with a peer • Creating better writing / Writer revises project for the better • Creating a better writer/ Writer gains skills that are transferable to future projects • Writer gets a better grade on project • Writer returns to the writing center • Instructors refer more students to the writing center • Others?

  6. Contexts of Tutoring What are your contexts?

  7. Highlights of Research on Contexts • Group tutoring (Montgomery, 1994; Hess, 2008; Nelson, 1991) • Required visits (Gordon, 2008; Smith, 2010; Osman, 2007) • Computers (Grinnell, 2003) • Online tutoring (Hewett, 2010)

  8. Tutoring Activities • Speaking • Listening • Reading • Writing

  9. Highlights of Research on Tutoring Activities • “Small talk” is an important aspect of the session (Frank, 1983; Hewett, 2006; Montgomery, 1994) • Tutors must listen carefully to tutees (Cardenas, 2000; Brown, 2008; Fallon, 2010) • Reading: Try point-predict method (Block, 2010) • Tutors writing corrections on student papers can be detrimental (Brown, 2008)

  10. Populations • Basic Writers • L2 writers • Graduate students • Students with disabilities • Others ??

  11. Highlights of Research on Populations • Basic Writers (Haas, 1986) • Native Language Tutoring (Cumming & So, 1996) • Graduate Students (Welch, 1995; Leverenz, 2001) • Deaf students (Babcock, 2012)

  12. Needed Research • Writing in the tutoring session • Tutors & directors with disabilities • Others

  13. Research Questions & Methods • Develop research questions • What have you noticed? What do you want to know more about? • What methods would best answer your questions and give you the answers you need?

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