A prerequisite for successful completion of this course is knowledge of the evidence-based education model and the application of its individual phases to the field of special pedagogy for persons with reduced mobility - these are phases describing the creation of evidence (primary research), synthesis of evidence, transfer of evidence and implementation of evidence. The student must demonstrate at least a basic orientation in the research methodologies used in the individual phases. An essential part of the course is also the presentation and discussion of the overview of research studies prepared by the student and which should relate to the thematic focus of the student's dissertation (given the title of the course, these topics should be related to special somatopedic pedagogy). If systematic reviews are available in the given area, the student should primarily create an overview of studies of this type (using the Epistemonikos database, or searching databases relevant to the student's research focus). The student should demonstrate not only the ability to find relevant studies, but also be able to understand the conclusions of these studies and be able to interpret them. For the implementation of the student's research activity, work with educational toolkits is also expected, e.g. the Teaching and learning toolkit of the Education Endowment Foundation or the What Works Clearinghouse portal. Active cooperation with information specialists from the academic library of Palacký University and with the department of interlibrary loan services is also recommended. List of recommended literature and materials: AROMATARIS, E., MUNN, Z. (2020). JBI Manual for Evidence Synthesis. JBI. Available from https://synthesismanual.jbi.global. https://doi.org/10.46658/JBIMES-20-01 COURT, A. & LOCKWOOD, C. (2005) The JBI model of evidence?based healthcare, International Journal of Evidence?Based Healthcare; 3(8):207-215. Education Endowment Foundation (2021). Teaching and Learning Toolkit. Available from: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit GORARD, S. (ed.). (2020). Getting Evidence into Education. Routledge. HATTIE, J. (2012). Visible learning for teachers: maximizing impact on learning. Taylor and Francis. HIGGINS, J. P., THOMAS, J., CHANDLER, J., CUMPSTON, M., LI, T., PAGE, M. J., & WELCH, V. A. (Eds.). (2019). Cochrane handbook for systematic reviews of interventions. John Wiley & Sons. KANTOR, J. a kol. (2022). Speciální pedagogika osob s omezením pohyblivosti a koncept praxe založené na důkazech. Univerzita Palackého v Olomouci. KANTOROVÁ, L., KLUGAR, M. (2020). Czech national project of clinical practice guidelines development and its implementation in special education. Journal of Exceptional People, 17(2), 95?107. KLUGAR, M. (2015). Systematická review ve zdravotnictví. Univerzita Palackého v Olomouci. LITTELL, J. H., WHITE, H. (2018). The Campbell Collaboration: Providing Better Evidence for a Better World. Research on Social Work Practice, 28(1), 6?12. https://doi.org/10.1177/1049731517703748 MAREČKOVÁ, J., KLUGAROVÁ, J. a kol. (2015). Evidence-Based Healthcare: Zdravotnictvi? zaloz?ene? na ve?decky?ch du?kazech. Univerzita Palackého v Olomouci. MITCHELL, D. (2014). What Really Works in Special and Inclusive Education. Routledge. MUNN, Z. et al. (2020). Evidence-based healthcare, knowledge translation, implementation science and radiography: What does it all mean? Radiography. https://doi.org/10.1016/j.radi.2020.05.008
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