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Greenberg, Mark T. – Learning Policy Institute, 2023
The notion of educating the "whole child" generally includes at least the abilities to (1) develop healthy personal relationships; (2) treat others with respect and dignity; (3) develop the cognitive capacity to solve problems and think creatively; (4) succeed in postsecondary education and the labor market; and (5) be a contributing…
Descriptors: Social Emotional Learning, Evidence, Educational Research, Evidence Based Practice
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Greenberg, Mark T. – Learning Policy Institute, 2023
There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning (SEL) programs. The report on which this brief is based…
Descriptors: Social Emotional Learning, Evidence, Educational Research, Evidence Based Practice
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Barrett, Courtenay A.; Sleesman, Dustin J.; Spear, Shelbie E.; Clinkscales, Andryce; Amin, Tazkira – Prevention Science, 2023
Schools are the most common site to implement evidence-based prevention programs and practices (EBPs) to improve behavioral and mental health outcomes among children and adolescents. Research has highlighted the critical role of school administrators in the adoption, implementation, and evaluation of such EBPs, focusing on the factors they should…
Descriptors: Evidence Based Practice, Prevention, Child Behavior, Mental Health
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Burgess, Aaron; Rushworth, Imogen; Meiser-Stedman, Richard – Child & Youth Care Forum, 2023
Background: Trauma exposure is common in children and adolescents. Parents and other key adults, such as teachers, are necessary to facilitate help-seeking behavior, which involves recognizing trauma and adverse reactions and awareness of accessing treatments. Where screening measures in schools are used to detect post-traumatic stress disorder…
Descriptors: Parents, Teachers, Children, Adolescents
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Cantu-Weinstein, Ashley; Fischer, Meredith; Garb, Madeline; Randa, Lora; Berk, Alexander N.; Nicholas, Timothy; Bhutada, Isha; Rome, Ellen S.; Wimbiscus, Molly – School Mental Health, 2023
School personnel often take on ancillary responsibilities that extend beyond their role as educational professionals, including supporting students who have parents suffering from substance use disorders (SUDs). Our objectives were to use the experience of these school personnel to better understand how healthcare professionals can support school…
Descriptors: School Personnel, High Schools, Attitudes, Adolescents
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Paisley, Courtney A.; Eldred, Sophia W.; Cawley, Ashley; Tomeny, Theodore S. – Focus on Autism and Other Developmental Disabilities, 2023
Teachers' training in and knowledge of autism spectrum disorder (ASD)--specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Classroom Techniques, Knowledge Level
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Kevisas, Magnus Tomas; Brazinskaite, Ausra – Hungarian Educational Research Journal, 2023
As the role that publicly owned and private think tanks play in evidence-based governance grows, several parameters that have a bearing on the agenda, schedule and timetable of the think tanks have already been studied. Here we look at the interplay between the funding model (public vs. private) and the analysis intention (the temporal outlook;…
Descriptors: Evidence Based Practice, Governance, Educational Finance, Educational Policy
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Thiem, Janina; Preetz, Richard; Haberstroh, Susanne – Studies in Higher Education, 2023
The ongoing implementation of research-based learning (RBL) within the higher education core curriculum leads to a growing number of students who conduct their own research projects during their course of study. Although previous studies have indicated that research-based learning has positive outcomes for students, their causal link remains…
Descriptors: Evidence Based Practice, Self Concept, Student Research, Competence
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McNamara, Scott W. T.; Healy, Sean; Bittner, Melissa; Blagrave, Josephine – Sport, Education and Society, 2023
Background: Physical educators often reported being ill-equipped to teach autistic children. Furthermore, autistic children often report having negative experiences in physical education. The physical educator is key to shaping these experiences; however, research examining these educators' perspective towards teaching autistic children is…
Descriptors: Physical Education, Autism Spectrum Disorders, Physical Education Teachers, Teacher Attitudes
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Van Mieghem, Aster; Verschueren, Karine; Struyf, Elke – Professional Development in Education, 2023
The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. Also in Flanders (Belgium) the government's aim is to implement a more inclusive school system, but this faces some resistance from practitioners. This study examines the way in which…
Descriptors: Foreign Countries, Faculty Development, Inclusion, Equal Education
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Clennin, Morgan N.; Shull, Emily R.; Dowda, Marsha; Pate, Russell R. – Journal of School Health, 2023
Background: Cardiorespiratory fitness (CRF) plays a significant role in health and academic performance in youth. The purpose of this study was to examine the longitudinal relationship between CRF and academic performance from fifth to eighth grade among a large, diverse, and state-wide cohort of students, and to determine the extent to which the…
Descriptors: Grade 5, Grade 6, Grade 7, Grade 8
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Nielsen-Pheiffer, Christiana; Lindstrom, Esther; Fu, Qiong – Journal of Correctional Education, 2023
Research on education for youth served in the juvenile justice (JJ) system is limited. Yet in order to ensure equity for these students, JJ teacher knowledge and use of evidence-based practices (EBPs) must be understood. This study aimed to understand JJ teacher knowledge and use of EBPs within JJ classrooms. Based on 157 JJ teachers' responses to…
Descriptors: Juvenile Justice, Correctional Education, Teachers, Evidence Based Practice
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Li, Xu; Ouyang, Fan; Liu, Jianwen; Wei, Chengkun; Chen, Wenzhi – Journal of Educational Computing Research, 2023
The computer-supported writing assessment (CSWA) has been widely used to reduce instructor workload and provide real-time feedback. Interpretability of CSWA draws extensive attention because it can benefit the validity, transparency, and knowledge-aware feedback of academic writing assessments. This study proposes a novel assessment tool,…
Descriptors: Computer Assisted Testing, Writing Evaluation, Feedback (Response), Natural Language Processing
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Scott, LaRon A.; Shogren, Karrie A. – Career Development and Transition for Exceptional Individuals, 2023
There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the "evidence" base. There is a need to rethink who is…
Descriptors: Racism, Attitudes toward Disabilities, Equal Education, Evidence Based Practice
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Shelton, Alexandra; Swanson, Elizabeth; Wexler, Jade; Payne, S. Blair; Hogan, Erin – Teacher Education and Special Education, 2023
Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers' and 64 instructional coaches'…
Descriptors: Middle School Teachers, Literacy Education, Coaching (Performance), Faculty Development
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