The ELSA intervention was designed to build schools' capacity to support pupils' emotional wellbeing needs from within their own resources. A wide-ranging research base spanning over 10 years has grown around the ELSA intervention. This scoping review was commissioned by the ELSA Network to systematically identify and map the current composition…

In educational research, the complexity of interventions and the diversity of contexts challenge the adequacy of existing reporting standards, primarily tailored for health interventions and randomised controlled trials. Recognising the critical need for appropriate tools to support education research, we developed two checklists: the CheckList Of…

A recent issue of the Australian Journal of Language and Literacy included an article reporting on a systematic narrative review of the research literature that indicated that there was insufficient evidence to conclude whether genre theory and systemic functional linguistics either 'worked' or 'did not work'. The criteria used to evaluate these…

Background: Since the founding of the Institute of Education Sciences (IES) in 2002, the field of education research has seen impressive progress in its efforts to understand which interventions can effectively improve student outcomes. This success can be seen in the rise of high-quality causal studies -- including both randomized trials and…

Vygotsky's sociocultural theory of human learning describes learning as a social process and the origination of human intelligence in society or culture in which the social and cultural context of development cannot be separated. The sociocultural theory of mind attempts to explain the processes through which learning and development occur. A…

Purpose: One of our biggest challenges is integrating evidence-based research into practice to serve students with communication disorders. To encourage the systematic application of research findings into practice, implementation science offers frameworks and tools, many of which have a narrow scope. It is important to have comprehensive…

Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most of which converge on a consensus of 5-7 presumably 'effective' features (e.g. collaborative tasks, active learning, focus on content). The…

This article engages in evidence-based policymaking by addressing (a) how civil servants endeavor to link evidence and policy and (b) examining how political bias influences this knowledge work in the ongoing digitalization of the Norwegian school. More specifically, it looks at the "uncertainties" civil servants encounter in their…

Background: Research on pedagogical models in physical education has exponentially increased over the last two decades [Casey, A., and D. Kirk. 2020. "Models-Based Practice in Physical Education." London: Routledge]. Moreover, several literature reviews on the effectiveness of the different pedagogical models have been conducted. Due to…

This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and…

The existence of a gap between educational research and practice, resulting in research that makes only a limited contribution to the improvement of professional practices in education, has been a topic of much discussion. There is widespread agreement among researchers that practice in education should be informed by research evidence. At the…

This article explores the conditions required for preschool managers to support change through research aimed at developing educational practice. It examines factors that enable and constrain support of change and the arrangements that can be identified in relation to these factors. The results suggest that arrangements that support a more…

It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et…

Introduction: The What Works Clearinghouse (WWC) reviews rigorous research on educational interventions with a goal of identifying "what works" and making that information accessible to educators and policymakers. The WWC has historically prioritized internal validity over external validity in rating the quality of research. One critique…

Despite the numerous attempts to engage teachers on a practical level with evidence-informed pedagogies, there is little empirical research that maps the journey, from the inception to the implementation and practical applications, of a research centre within a school with the aim of embedding evidence-informed practice within the school. This…