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Showing 1 to 15 of 93 results Save | Export
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Andryce Clinkscales; Courtenay A. Barrett; Bryn Endres – Psychology in the Schools, 2024
Research indicates that racially and ethnically minoritized populations are more likely to receive low-value services in comparison to White populations. It is crucial to de-implement (i.e., replace or discontinue use of) these practices to make room for more effective alternatives and reduce disparities in outcomes. However, there is limited…
Descriptors: Cultural Influences, Program Implementation, Educational Change, Racism
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Sembodo Ardi Widodo – South African Journal of Education, 2024
The study reported on here was intended to reveal the existence and direction of education democracy in Indonesia with regard to the regulations, the implementation models, problems, and future prospects. The data were obtained from various written materials of official government policy records, namely, laws, ministerial regulations, curriculum…
Descriptors: Foreign Countries, Educational Practices, Democracy, Educational Policy
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Z. Ayotola Onipede; Alayna Lee Park; Anna S. Lau – School Mental Health, 2024
Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…
Descriptors: Trauma Informed Approach, Equal Education, Educational Practices, Multi Tiered Systems of Support
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Wassink - de Stigter, R.; Kooijmans, R.; Asselman, M. W.; Offerman, E. C. P.; Nelen, W.; Helmond, P. – School Mental Health, 2022
The impact of trauma on the development and educational performance of school children and the benefits of trauma-informed practices have become more evident to both scientists and educators. Creating an effective and sustainable trauma-informed approach in schools, however, proves to be a challenging, time-consuming and complex process. This…
Descriptors: Trauma, Schools, Program Implementation, Educational Practices
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Thi Ngoc Ha, Nguyen; Spittle, Michael; Watt, Anthony; Van Dyke, Nina – Higher Education Research and Development, 2023
This systematic review examines academic literature published between 2012 and 2022 on micro-credential research and practices in higher education. A deductive analysis of empirical evidence from the 29 included articles offers insights into awareness, benefits, challenges, effectiveness, and factors influencing effectiveness of micro-credentials…
Descriptors: Microcredentials, Higher Education, Educational Practices, Educational Benefits
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Sandoval, Marta; Muñoz, Yolanda; Márquez, Carmen – Support for Learning, 2021
This study presents a review of the guides and tools found in the literature regarding the implementation of inclusive education to support schools in the development and improvement of their educational practices. A total of 22 guides were reviewed, with their corresponding analyses of: the purpose for which they were created, their inclusive…
Descriptors: Inclusion, Guides, Program Implementation, Educational Practices
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Snelson, Chareen – TechTrends: Linking Research and Practice to Improve Learning, 2022
Quest-based learning (QBL) is a choice-driven approach that integrates game elements in a gamified or game-based learning environment. A scoping review of the research literature was conducted to examine the extent, range and nature of the QBL research activity, how the approach has been used in educational practice and what benefits or…
Descriptors: Game Based Learning, Educational Benefits, Educational Practices, Feasibility Studies
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Song, Yanjie – Educational Technology Research and Development, 2021
Class orchestration with technology is gaining attention in managing multiple learning activities at multiple levels in the past decade. However, there is hardly a holistic picture of the research about class orchestration with technology. To understand how class orchestration with technology could help pedagogical practices, this review article…
Descriptors: Educational Technology, Technology Uses in Education, Learning Activities, Instructional Design
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Lesley Sylvan – Perspectives of the ASHA Special Interest Groups, 2023
Purpose: This tutorial highlights the challenges and opportunities school-based speech-language pathologists (SLPs) face related to engagement with the multitiered systems of support (MTSS) framework in their public school work practices. It positions SLP involvement in MTSS as an area where a gap between research and practice exists and…
Descriptors: Speech Language Pathology, Allied Health Personnel, Multi Tiered Systems of Support, Theory Practice Relationship
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Papadopoulos, Dimitrios – International Journal of Lifelong Education, 2023
Individualising processes often are prescribed as all-embracing solutions in adult education policies worldwide. Nevertheless, re-adaptation of educational frameworks to individual students' needs may result in tensions for involved agents due to complexities of such initiatives. This literature review examines individualising processes in…
Descriptors: Adult Education, Educational Research, Individualized Programs, Educational Policy
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Mullet, Dianna R. – Journal of Advanced Academics, 2018
Critical discourse analysis (CDA) is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities. CDA rests on the notion that the way we use language is purposeful, regardless of whether discursive choices are conscious or…
Descriptors: Educational Research, Discourse Analysis, Qualitative Research, Research Methodology
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Bender, Stacy L.; Roth, Rachel; Zielenski, Alicia; Longo, Zachary; Chermak, Ashley – Psychology in the Schools, 2018
Mindfulness has been gaining momentum in the field of school psychology, however compared to other applied psychology fields, less research on mindfulness interventions has been conducted. This study systematically reviewed mindfulness literature and empirical studies in nine school psychology journals from 2006-2016. The prevalence of mindfulness…
Descriptors: School Psychology, Incidence, Literature Reviews, Intervention
Tlili, Ahmed; Huang, Ronghuai; Chang, Ting-Wen; Nascimbeni, Fabio; Burgos, Daniel – Online Submission, 2019
The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and…
Descriptors: Foreign Countries, Developing Nations, Open Educational Resources, Open Education
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Hosshan, H.; Stancliffe, R. J.; Villeneuve, M.; Bonati, M. L. – Asia Pacific Education Review, 2020
Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries' more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the…
Descriptors: Foreign Countries, Inclusion, Program Implementation, Geographic Regions
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Hulac, David; Benson, Nicholas; Nesmith, Matthew C.; Wollersheim Shervey, Sarah – Journal of Educational Research and Practice, 2016
When behaviors are reinforced with a variable interval reinforcement schedule, reinforcement is available only after an unknown period of time. These types of reinforcement schedules are most useful for reinforcing slow and steady responding and for differentially reinforcing behaviors that are incompatible with some problematic behaviors. This…
Descriptors: Classroom Techniques, Predictor Variables, Reinforcement, Intervals
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