When the Best is not Good Enough: An Examination of Best Practice

The term best practice is widely used by professionals in special education. However, various definitions, conceptualizations, and applications of the term presently exist. This article reviews and describes how best practice has been used and suggests that the term is misleading unless measurable c...

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Bibliographic Details
Published in:The Journal of special education 1993, Vol.26 (4), p.371-385
Main Authors: Peters, Mary T., Heron, Timothy E.
Format: Article
Language:English
Subjects:
Best practice
Definitions
Disabilities
Educational Practices
Educational Quality
Elementary Secondary Education
Evaluation Methods
Measurement Techniques
Research Design
Research Methodology
Special education
Validity
Citations: Items that this one cites
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Description
Summary:The term best practice is widely used by professionals in special education. However, various definitions, conceptualizations, and applications of the term presently exist. This article reviews and describes how best practice has been used and suggests that the term is misleading unless measurable criteria have been systematically applied. A single operational definition is proposed that focuses on (a) the theoretical basis for a procedure, (b) the integrity of the research design and the extent of systematic replication, (c) consensus with existing literature, (d) process and product outcomes, and (e) evidence of social validity. Implications for practitioners, researchers, and teacher educators are addressed.
ISSN:0022-4669
1538-4764
DOI:10.1177/002246699302600403