The purpose of this study was to explore an emergent professional paradigm in higher education disability resources--socially-just disability resources--as a potential means to enhancing access and equity in the experiences of students with disabilities. Because this is a novel framework of practice, we facilitated an appreciative inquiry…

Background: Comprehensive health education in schools can effectively prevent drug use and related outcomes, but successful implementation remains challenging. Contextual determinants, including intervention-setting compatibility, focus on the intervention, available resources, and leadership support, influence implementation success. This study…

SAE for All was adopted by the National Council for Ag Education in 2015 and North Carolina launched the model through statewide professional development in 2019. As part of a larger study on implementation, this 2022 qualitative study sought to understand the barriers teachers were facing in implementing the SAE for All model and sought to…

Supervised Agricultural Experiences (SAE) are one of three major components of School-Based Agricultural Education (SBAE), but teachers have recognized many barriers to fully implementing them in their programs. SAE for All was adopted in 2015 and implementation resources were made available in 2017 to address these barriers. This study…

Internationally, there are more and more initiatives that promote Open Educational Resources (OER) and the creation of repositories that facilitate access and reusability of these materials by any member of the educational community. The objective of this study was to review the analysis tools used to evaluate Open Educational Resources. To…

Background: Exposure therapy ("exposure") for youth anxiety is highly underutilized in clinical practice. Asynchronous, online implementation strategies such as online toolkits hold promise as pragmatic approaches for extending the sustainability of evidence-based interventions, but their long-term usage, perceived utility, and impact…

Response to Intervention (RTI) has emerged as a leading framework for closing achievement gaps--a priority in education to ensure that all students, regardless of their background, have equal access to quality education and the opportunity to succeed academically. Nonetheless, the extent to which RTI is effectively implemented can vary…

Purpose: The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a…

Schools are currently facing significant success gaps for students with disabilities, particularly those students with intersectional, marginalized identities. Establishing systematic, collaborative tiered supports is essential to reduce student success gaps and simultaneously prevent staff burnout. Yet, the required system change varies across…

Pupil premium is a direct grant paid to state-funded schools in England which aims to raise the attainment of disadvantaged pupils aged 5-16. As disruption to learning during the COVID-19 pandemic had a greater impact on disadvantaged pupils, the recovery premium grant was introduced in 2021 to help address this. Recovery premium funding finished…

The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge…

Despite the plethora of research highlighting the adverse impacts on children's social emotional, behavioral, and physical wellbeing, children impacted by trauma are among the least likely to receive mental health services. Schools have been identified as a promising setting for early prevention and intervention, with evidence-based strategies…

Open Educational Resources (OER) have continued to gain traction in higher education, assisting with ever-rising costs of publisher textbooks and supporting pedagogical innovation. Starting in 2017, NY state legislature has allocated funds annually to be split between its two public university systems to support and incentivize the adoption of…

The Accelerated Learning Work Group's introductory Guide to Accelerated Learning offers descriptions, resources, and examples of state education agencies implementing Accelerated Learning into their programs. It also answers questions, such as: (1) How should Accelerated Learning be implemented?; (2) How are educators best supported during…

This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely:…