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Direct linkDeanna Mozingo Parish – ProQuest LLC, 2022
The use of evidence-based practices in the field of special education is still inconsistent practice with special education teachers during daily instruction. Special education teachers often have little knowledge of high-quality indicators of research that identify specific evidence-based practices proven for designated populations of students…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Teaching Methods
Peer reviewedMcVee, Mary, Ed.; Ortlieb, Evan, Ed.; Reichenberg, Jennifer, Ed.; Pearson, P. David, Ed. – Literacy Research, Practice and Evaluation, 2019
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards…
Descriptors: Student Centered Learning, Evidence Based Practice, Models, Educational Practices
Ulrika Bossér – Research in Science Education, 2024
The incorporation of socioscientific issues into science teaching to promote students' scientific literacy may require that science teachers reconsider and transform their teaching practices. This study examines the knowledge and considerations involved when two teachers incorporated socioscientific issues into their teaching, with the aim of…
Descriptors: Science Teachers, Social Problems, Science and Society, Scientific Literacy
Download full textBarbara D. Goodson; Eleanor Harvill; Carter Epstein; Maureen Sarna; Kyla Brown; Rachel McCormick – National Center for Education Evaluation and Regional Assistance, 2024
The set of appendices in this volume is a companion to the report "Federal Efforts Towards Investing in Innovation in Education Through the i3 Fund: A Summary of Grantmaking and Evidence-Building." The goal of the U.S. Department of Education's Investing in Innovation Fund (i3) was to build high-quality evidence about effective…
Descriptors: Research Methodology, Design, Educational Practices, Educational Innovation
Megan C. Connor; Jeffrey R. Raker – Journal of Chemical Education, 2023
Faculty members in STEM report numerous motivators and barriers to adopting evidence-based instructional practices (EBIPs), yet the degree to which these factors are associated with EBIP adoption in postsecondary chemistry courses is unclear. The role of departmental climate around teaching in driving or hindering EBIP adoption is particularly…
Descriptors: College Faculty, STEM Education, Evidence Based Practice, Educational Environment
Jessica Haley-Clark – ProQuest LLC, 2023
The Individuals with Disabilities Education Improvement Act (IDEIA) and the No Child Left Behind Act (NCLB) require teachers to use evidence-based practices (EBPs) with students with disabilities. Knowledge of EBPs can improve student outcomes and requires training and practice for successful implementation. Teachers have reported a lack of…
Descriptors: Equal Education, Students with Disabilities, Regular and Special Education Relationship, Teacher Education
Nelson, Gena; Cook, Sara Cothren; Zarate, Kary; Powell, Sarah R.; Maggin, Daniel M.; Drake, Kevallyn R.; Kiss, Allyson J.; Ford, Jeremy W.; Sun, Lin; Espinas, Daniel R. – Remedial and Special Education, 2022
It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers…
Descriptors: Meta Analysis, Special Education, Evidence Based Practice, Educational Practices
Rowe, Dawn A.; Mazzotti, Valerie L.; Fowler, Catherine H.; Test, David W.; Mitchell, Vickie J.; Clark, Kelly A.; Holzberg, Debra; Owens, Tosha L.; Rusher, Dana; Seaman-Tullis, Rachel L.; Gushanas, Christina M.; Castle, Hannah; Chang, Wen-Hsuan; Voggt, Ashley; Kwiatek, Stephen; Dean, Catie – Career Development and Transition for Exceptional Individuals, 2021
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and…
Descriptors: Students with Disabilities, Special Education, Secondary School Students, Evidence Based Practice
Janis Leinfuss; Erin O'Hara – Journal of Occupational Therapy, Schools & Early Intervention, 2024
Educational inclusion aims to support all students through instructional and contextual designs that promote learning. Educators are assigned the task of teaching an increasingly neurodiverse population with varying neurological processes and perceptions. Traditional school-based settings are designed for individuals with less neurodivergence,…
Descriptors: Students with Disabilities, Neurodevelopmental Disorders, Educational Practices, Inclusion
Horner, Robert H.; Ward, Caryn S.; Fixsen, Dean L.; Sugai, George; McIntosh, Kent; Putnam, Robert; Little, Hannah D. – Journal of Positive Behavior Interventions, 2019
We propose in this article that a central element in the large-scale implementation of evidence-based practices is the process by which initial investment in local demonstrations is leveraged into larger implementation efforts. We offer a definition of this "resource leveraging" and propose a process for both measuring and reporting the…
Descriptors: Evidence Based Practice, Educational Practices, Program Implementation, Investment
Colorado Children's Campaign, 2023
Schools should be safe places for young people, educators, school staff, and community members, and policies and practices can help create learning environments where kids thrive. Gun violence in U.S. schools has prompted calls for increased school safety measures; however, which policies contribute to safe school environments is often a topic of…
Descriptors: School Safety, School Violence, Weapons, Evidence Based Practice
Project Tomorrow, 2023
Innovative learning practices are highly student-centric and student-responsive. Yet, while many educators talk about wanting their classrooms to emphasize student-centered learning, few schools actually walk the walk in terms of creating a school culture that supports the sustainable implementation of concepts, such as individualizing learning to…
Descriptors: Educational Innovation, Teaching Methods, Feedback (Response), Teacher Attitudes
Briana G. Whitaker – ProQuest LLC, 2023
This mixed methods study sought to identify the incorporation of support for implementing evidence-based instructional practices within an MTSS framework among teachers and the impact on student growth outcomes in three K-2 schools. The study also determined teacher perceptions regarding how support in adult behavior change, which is the…
Descriptors: Behavior Change, Small Schools, Rural Schools, School Districts
Eklund, Katie; Burns, Matthew K.; Oyen, Kari; DeMarchena, Sarah; McCollom, Elizabeth M. – School Psychology Review, 2022
Research has demonstrated that regular school attendance is necessary for acceptable academic performance and the development of desirable social skills and behaviors. One in seven students in the United States struggles with chronic absenteeism, and 36 states use accountability metrics that are designed to assess attendance rates as part of…
Descriptors: Attendance, Evidence Based Practice, Accountability, Kindergarten
Farley, Cynthia Ann; Black, Rhonda S. – Journal of the American Academy of Special Education Professionals, 2022
The most effective way to improve the performance of students is to improve the practice of their teachers (McLeskey & Brownell, 2015). Teachers must provide highly effective, research-based instruction responsive to the unique needs of students with disabilities for quality outcomes to occur. High-Leverage Practices (HLPs) were developed by…
Descriptors: Special Education Teachers, Teaching Methods, Educational Practices, Evidence Based Practice
