The professor Marta Kowalczuk from the University of Białystok in Poland visited CRiEDO during these days.
Taking advantage of his visit and his experience on the subject of the use of evidence in educational practice, this Wednesday, September 22, we held a discussion session within the framework of the EIPSI project. This session has allowed us to discuss the concept of evidence and the different models of analysis of the use of evidence by teachers.
The EIPSI project aims to design, create prototypes and test innovative solutions for teachers and stakeholders (such as educational counselors, inspectors, public administrators, delegates) to improve student equity and inclusion through the use of evidence-based practices.
Addressing school inclusion requires a holistic and interdisciplinary approach, and our consortium is made up of professionals from different areas of knowledge and experience: research, teaching, policy formulation, teacher training, coaching, school development, school inspection, psycho-pedagogical and educational counseling. five different countries and three types of institutions: higher education, public administration and professional association.
To address these priorities, the project proposes a holistic approach, which includes a 360º intervention plan that addresses three pillars: (1) teacher capacity development; 2) school development; 3) stakeholder networks and awareness.
Derived from these three areas of intervention, the project will produce tangible results in five domains by producing five intellectual products, which include: 1) Systematic data sets of criteria and indicators for teachers, school leaders and policy makers on evidence and practices reported by research for school inclusion; 2) a database with resources (effective and innovative teaching practices) for several classrooms and a digital prototype to involve teachers with quality and validated evidence and facilitate the creation of multidisciplinary associations and networks, as well as a workspace interactive for school cooperation and information; 3) training materials for teachers, school leaders and educational counselors and policy makers to address school diversity through EIPA; 4) school development plan that includes guidelines, materials, and intervention structures; 5) European guidelines for policy makers and community stakeholders on how to foster networks and the level of awareness of evidence-based decisions in the field of inclusion and school equity.