We conducted a descriptive analysis and meta-analysis of single-case research design (SCRD) studies investigating the effectiveness of the graduated guidance procedure. Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. Then, we described studies in…

There has been a growing interest in characterizing factors influencing teaching decisions of science, technology, engineering, and mathematics (STEM) instructors in order to address the slow uptake of evidence-based instructional practices (EBIPs). This growing body of research has identified contextual factors (e.g., classroom layout,…

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational…

The EdResearch for Action "Design Principles Series" focuses on a single program or practice that has been proven to have positive effects on student outcomes. The series helps practitioners adapt and successfully implement an evidence-based program to meet the needs of their target population. This brief provides the evidence base to…

Teachers are frequently told to use "research-based strategies." At the same time, they face unreasonable workloads, with inadequate time and resources to engage with the research and evaluate it themselves. In the same professional development workshops that elevate the importance of research, teachers are also told to focus on…

In this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have…

The idea of data-based decision-making (DBDM) at the classroom level is that teachers use assessment data to adapt their instruction to students' individual needs and thus improve students' learning progress. In this study, we first investigate this theoretically assumed DBDM process, and second, we evaluate the effectiveness of teacher support on…

This brief is one in a series aimed at providing K-12 education decision-makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It offers design principles to improve practice with instructional coaching based on a review of research. Links to research…

As a field, we have a limited understanding of what teachers do, what motivates them, and how they learn (Kennedy, 2016). Here, we develop a grounded framework of inquiry-based teaching in mathematics classrooms by beginning with primary evidence of teachers teaching. We seek to articulate an evidence-based account of teachers' functional (rather…

Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students' learning problems or disability situations betrays a mechanical approach to dealing with issues of…

Educators are often tasked with making decisions based on a body of evidence and a sound data-based decision-making process. Teachers examine data from assessments (e.g., curriculum-based measures, formal assessments, informal interviews with students' general education teachers, writing samples, and other assessment data) and find many students…

Education has changed over the past 20 years to accommodate students with autism spectrum disorder (ASD) in inclusive classrooms. The problem addressed by this study was that elementary school teachers of students with autism spectrum disorder (ASD) often struggle to know which evidence-based practices (EBPs) to utilize to effectively educate…

With over 70% of fourth-, eighth-, and twelfth-grade students in the United States scoring below proficiency levels in writing (NCES, 2009), teachers must provide early and effective writing intervention to accelerate students' writing skills to meet grade-level standards. In this paper, we provide teachers with a theoretical framework to…

Many teachers are sporadic in using evidence-based practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasons have been posited for this. However, no single study has worked to understand the relative importance of identified criteria in the EBP decision-making processes of teachers. Through the development of a new…

The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…