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Download full textAutumn Barnes, Contributor; Adina Cooper, Contributor; Marci Hertz, Contributor; Kesha Hudson, Contributor; Sarah Lee, Contributor; Sandra Leonard, Contributor; Bailee Peralto, Contributor; Mary Schauer, Contributor; Katy Suellentrop, Contributor; Jorge Verlenden, Contributor; Natalie Wilkins, Contributor; Camara Wooten, Contributor; Anna Yaros, Contributor – Centers for Disease Control and Prevention, 2023
This action guide was designed for school administrators in kindergarten through 12th grade schools (K-12), including principals and leaders of school-based student support teams, to identify evidence-based strategies, approaches, and practices that can positively influence students' mental health. This action guide describes six in-school…
Descriptors: Kindergarten, Elementary Schools, Early Childhood Education, Middle Schools
Peer reviewed
Direct linkRhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Journal of Positive Behavior Interventions, 2023
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Carol A. Mullen; Jennifer L. Fleming – Teacher Development, 2025
Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…
Descriptors: Educational Strategies, Team Teaching, Elementary Secondary Education, Inclusion
Lorraine Day; Dianne Siemon; Rosemary Callingham; Rebecca Seah – Research in Mathematics Education, 2024
Making connections within and between different aspects of mathematics is recognised as fundamental to learning mathematics with understanding. However, exactly what these connections are and how they serve the goal of learning mathematics is rarely made explicit in curriculum documents with the result that mathematics tends to be presented as a…
Descriptors: Mathematics Instruction, Evidence Based Practice, Multiplication, Mathematical Logic
Zambuto, Valentina; Stefanelli, Federica; Palladino, Benedetta E.; Nocentini, Annalaura; Menesini, Ersilia – Developmental Psychology, 2022
Nowadays, an increasing number of children and adolescents living in Europe have an immigrant background. Because ethnicity is a recognizable characteristic that may become the driver of bullying, these youths are at high risk of victimization. School interventions based on peer-led approaches, assuming all the conditions postulated in contact…
Descriptors: Bullying, Program Effectiveness, Intervention, Immigrants
Rondy Yu; Wesley A. Sims – Preventing School Failure, 2024
The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…
Descriptors: Feasibility Studies, Program Implementation, Fidelity, Emotional Disturbances
Ronda, Erlina; Danipog, Dennis – Asia Pacific Journal of Education, 2022
Conceptualizing lesson study as an encounter at the boundaries of research and practice, this study examined teacher-academic collaboration for its potential to shape teacher research identity. We report here a case study of a school where the teachers have been able to present their lesson study works in conferences. Documents produced by the…
Descriptors: Communities of Practice, Faculty Development, Teacher Collaboration, Teacher Researchers
Burt, Clark; Graham, Lorraine; Hoang, Thuong – International Journal of Disability, Development and Education, 2022
Students with mild intellectual disabilities need explicit vocabulary instruction with multiple exposures in different contexts and extra practice in associating meanings to unfamiliar words to build their word knowledge. The purpose of this study was to examine the effect of multimedia-based computer assisted instruction on learning the meanings…
Descriptors: Mild Intellectual Disability, Students with Disabilities, Vocabulary Development, Computer Assisted Instruction
Rhonda N. T. Nese; Angus Kittelman; M. Kathleen Strickland-Cohen; Kent McIntosh – Grantee Submission, 2021
One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…
Descriptors: Positive Behavior Supports, Evidence Based Practice, Systems Approach, Program Implementation
Clausen, Amy M.; Tapp, Melissa C.; Pennington, Robert C.; Spooner, Fred; Teasdell, Annette – Research and Practice for Persons with Severe Disabilities, 2021
Modified schema-based instruction (MSBI) is a strategy to teach mathematical word problem solving to students with moderate and severe disabilities (MSD). In this comprehensive review, we explore the current state of research on MSBI to determine whether MSBI is an evidence-based practice (EBP) for students with MSD. We reviewed 12 studies, of…
Descriptors: Teaching Methods, Schemata (Cognition), Mathematics Instruction, Word Problems (Mathematics)
Farley-Ripple, Elizabeth – Center for Research Use in Education, 2021
Dr. Elizabeth Farley-Ripple, co-Principal Investigator at the Center for Research Use in Education, has addressed two questions as a means of seeking strategies for promoting engagement between research and practice--"How educators connect with research information?" and "How that information moves within schools?" In…
Descriptors: Educational Research, Information Dissemination, Theory Practice Relationship, Organizational Communication
Price, Colin – Teaching Science, 2019
This article proposes an evidence-based and engaging approach to teaching the mechanisms driving the movement of tectonic plates that should lead high school students towards the prevalent theories used in peer-reviewed science journals and taught in universities. The methods presented replace the inaccurate and outdated focus on mantle convection…
Descriptors: Evidence Based Practice, Plate Tectonics, Science Instruction, High School Students
McCormac, Mary E.; Snyder, Sarah – Professional School Counseling, 2019
Evidence-based social/emotional learning (SEL) programs have been shown to have many benefits and are considered best practice in helping students apply the knowledge, attitudes, and skills necessary to understand and manage emotions. One school district undertook a multiyear process to move to a common school counseling core curriculum in the…
Descriptors: Evidence Based Practice, Social Emotional Learning, School Counseling, Core Curriculum
Ricklefs, Mariana Alvayero; Slobodianiuk, Anna; Werderich, Donna E. – Kappa Delta Pi Record, 2023
The authors present evidence-based digital literacy practices and resources for teaching and learning English as an additional language in two different educational contexts where these practices have been applied successfully with adolescent learners.
Descriptors: Foreign Countries, Digital Literacy, Evidence Based Practice, English (Second Language)
Nickerson, Amanda B. – School Mental Health, 2019
Bullying is a pervasive problem that impacts children and youth in schools involved as perpetrators, victims, and bystanders. This paper synthesizes findings from the empirical literature, including meta-analyses, to examine the evidence for bullying prevention and intervention approaches with attention to developmental levels (preschool,…
Descriptors: Prevention, Bullying, Intervention, Preschool Children
