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…

This article compares and contrasts two versions of the Education Endowment Foundation's (EEF) Teaching and Learning Toolkit ('Toolkit'), a web-based summary of international evidence on teaching 3-18 year-olds. The Toolkit has localised versions in six different languages in Australia, Cameroon, Chile, Jordan and Spain. The initial Toolkit,…

The education landscape in the United States has been changing rapidly in recent decades: student populations have become more diverse; there has been an explosion of data sources; there is an intensified focus on diversity, equity, inclusion, and accessibility; educators and policy makers at all levels want more and better data for evidence-based…

The authors of this position paper argue that there is currently very little evidence-based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research…

In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the…

Although evidence-based practices can enhance educational outcomes, a persistent gap exists between research and practice. Advancing the understanding and use of implementation science among educational researchers has potential to close this gap. This study uses person-centered approaches to identify profiles of educational researchers (N = 140)…

Continuous improvement methods, widely used in fields such as medicine, can help educators identify and try out adjustments in practice, known as "change ideas," which contribute to better outcomes and more equitable systems for students. Since 2018, the Bill & Melinda Gates Foundation has invested in 24 organizations across the…

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we…

In this response to John Raven's "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," Stephen Gorard questions whether Raven's claims that researchers have created a serious threat to the entire earth, perhaps all of science, the process of education, and the field of psychology due to a lack of logic…

John Raven's article concerns the relationship between policy and evidence, what role that relationship plays in shaping the society in which we live, and what role researchers might play in shaping the relationship between policy and evidence. Although published in a "Psychology of Education Review", some of the examples draw beyond the…

This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the…

The current study investigated factors that potentially influenced the pedagogic practices of 132 EFL teachers from 28 secondary schools in a large city in Poland. The teachers completed a questionnaire about the factors that impacted their teaching practices. The primary influences on teaching practices turned out to be the course textbook and…