This best-evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty-nine selected studies were analysed…

The acquisition of reading skills is a critical component of early education in the United States, beginning with the introduction of pre-literacy skills to children as young as pre-school age. Students are tasked with developing the ability to decode and comprehend text across various subject areas. However, national reading data indicates that a…

In "Teach for Climate Justice," accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK-12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice--the convergence of climate…

Research shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be…

Non-compliance is a challenge for practitioners serving children with and without disabilities. Many interventions have been developed to increase compliance. High-probability request sequences (HPRS), an antecedent-based intervention that is based on behavioral momentum theory, is one way to increase compliant behavior. HPRS includes the…

Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for…

Research consistently shows that among young children, poor social skills and problem behaviors can lead to poor relationships with teachers and peers (Boivin et al., 1995), higher risk of academic failure (Buhs et al., 2006), and higher school dropout (Gilliam, 2005). Moreover, prekindergarten (PreK) and kindergarten (K) teachers report feeling…

Evidence-based strategies for play, such as the application of systematic prompting techniques, require education and collaboration between occupational therapists and classroom educators to support implementation and carryover. Educating teachers and paraprofessionals regarding systematic prompting strategies to increase play within the classroom…

Play-based classroom learning environments have an immediate and long-term impact on children's optimal growth and development. With the continuing efforts of state and federal government agencies to fund early childhood programs with the intention of assuring that all children enter school ready to learn, enrollment into these programs continues…

Despite the growing importance of in-service teachers' mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor's degree program to promote Finnish ECE student teachers'…

Behavior disorders in early childhood are a major public health concern. A large percentage of young children spend their day in childcare settings, making early childhood educators a relevant population to target for behavior management interventions and training. Conscious Discipline® (CD®) is an evidence-based program targeting social emotional…

School discipline policies are broadly intended to foster a high-quality learning environment by maintaining safety in the classroom; however, far too often, schools adopt measures that harm a student's social, emotional, academic, and in some cases, physical health and well-being. To create physically safe and emotionally supportive environments…

Successful early childhood inclusion uses multitiered systems of support (MTSS) to support children's development and learning. MTSS is a multitiered, educational, data-based decision-making framework that facilitates collaboration across general and special education to support all learners (Sailor et al., 2018). MTSS implementation requires…

Purpose of Review: The purpose of this review is to provide an update on the recent research (2016-2021) that evaluates the effectiveness of school-implemented interventions for students with autism (3-21 years old) from preschool to high school. Recent Findings: Overall, the recent literature demonstrated that there are EBPs that help students…

Professional learning is a key driver for improving the use of evidence-based practices in education. However, participating in high-quality external professional learning requires a significant investment of time and resources, which can be challenging for under-resourced or minimally staffed educational settings. A peer mentoring approach to…