Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Educational Research | 6 |
| Evidence Based Practice | 6 |
| Barriers | 2 |
| Preservice Teachers | 2 |
| Special Education Teachers | 2 |
| Theory Practice Relationship | 2 |
| Access to Education | 1 |
| Autism | 1 |
| Behavior | 1 |
| Classification | 1 |
| Coding | 1 |
| More ▼ | |
Source
| ProQuest LLC | 6 |
Author
| Alresheed, Fahad M. | 1 |
| Andrea M. Pope | 1 |
| Frank Swanzy Essien Jr. | 1 |
| Juniel, Pamela Marie | 1 |
| Naomi LaRue Witham-Travers | 1 |
| Vanderwall, Rena | 1 |
Publication Type
| Dissertations/Theses -… | 6 |
Education Level
| Higher Education | 5 |
| Postsecondary Education | 5 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
Audience
Location
| Montana | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkFrank Swanzy Essien Jr. – ProQuest LLC, 2022
Performance measurement and research are key components of the operations of philanthropic organizations (both grant-making [GM] and grant-seeking [GS] organizations)--particularly those in the higher education subsector. Both conventionally and historically, performance measurement and research practices have been portrayed as rational tools that…
Descriptors: Performance Based Assessment, Educational Research, Higher Education, Philanthropic Foundations
Naomi LaRue Witham-Travers – ProQuest LLC, 2024
The purpose of this qualitative descriptive study was to explore how experienced elementary educators in Central Montana described their use of new knowledge from research evidence to inform their teaching practice. Data sources included 15 semi-structured interviews and two focus groups. The Cognitive Affective Model of Conceptual Change was…
Descriptors: Elementary School Teachers, Evidence Based Practice, Teaching Methods, Experienced Teachers
Andrea M. Pope – ProQuest LLC, 2020
For decades, professional organizations and leaders in the field of student affairs have called for student affairs professionals to engage in evidence-informed programming (EIP). EIP refers to the use of theory and empirical research to build programs intended to impact specific student learning or development outcomes. The benefits of EIP range…
Descriptors: Evidence Based Practice, Student Personnel Services, Program Development, Educational Theories
Vanderwall, Rena – ProQuest LLC, 2021
The research-to-practice gap in education has been well documented over the decades (e.g., Abbott et al., 1999; Burns & Ysseldyke, 2009; Cook & Odom, 2013; van Ingen & Ariew, 2015). To best benefit PreK-12 student outcomes, educators must understand and implement scientifically based practices in their teaching (Elementary and…
Descriptors: Theory Practice Relationship, Preservice Teachers, Skill Development, Behavior
Alresheed, Fahad M. – ProQuest LLC, 2018
High prevalence of individuals with autism spectrum disorder (ASD) and the legislation movement impacted the placement of students with ASD in general education settings. Hence, the increase raised the need to conduct research for ASD populations, and to examine the effectiveness of these interventions. With the increase of single case-design…
Descriptors: Autism, Pervasive Developmental Disorders, Students with Disabilities, Inclusion
Juniel, Pamela Marie – ProQuest LLC, 2015
The identification and implementation of evidence-based practices by special education and general education teachers continues to be an issue in the field of education (Cook & Cook, 2011; Cook, Tankersley, Cook, & Landrum, 2008). Since the mandates of providing students with disabilities access to the general education curricula (IDEA,…
Descriptors: Evidence Based Practice, School Districts, Professional Development, Special Education
