Teachers have a tremendous responsibility of educating students on academic skills as well as supporting their social development. Some students do not have the ability to manage their disruptive behavior, ultimately causing more discipline referrals and stress on the classroom teacher. To aid in the implementation of evidence-based practices…

Continuing professional development (CPD) within a low resourced education environment necessitates context specific and needs-driven learning, particularly in Physical Education (PE) where personal and systemic barriers impede negatively on teachers and children's educational experiences. This paper provides evidence-based guidelines as to how an…

Mathematics teacher educators play a key role in supporting secondary mathematics teachers' development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary…

Writing is a critical skill for success in all areas of life, but it is one of the least taught skills in school. Teachers consistently report being unprepared to teach writing. In this study, set in a Southern U.S. boomtown, teachers received two days of practice-based professional development for a ten-week implementation of self-regulated…

The growing use of video technologies has revealed the need for pedagogical models to support collaborative learning as part of teacher professionalization processes. We conducted a state-of-the-art review of 120 empirical studies from 2003 to 2019 to identify pedagogical models for the facilitation of teachers' professional development via…

The purpose of this study was to describe the pre-training readiness and capacity of educators taking part in the IES-funded Evidence Based Intervention Training for Educators (EBITE). The "Every Student Succeeds Act" (ESSA) in late 2015 charged educational leaders and decision-makers with using evidence-based processes and interventions…

The purpose of this qualitative study was to gain insights from educational leaders who had participated in a larger study and received extensive practice-based professional development on an evidence-based practice, self-regulated strategy development for informative writing. The participants also previously implemented the self-regulated…

This study examines the landscape of childcare providers (CPs) in Saudi Arabia, focusing on their pivotal role in supporting children's language development. While fundamental, understanding CPs' knowledge of child language development, self-efficacy, and professional training remains limited in this context. This study aims to provide a…

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the…

Public school teachers are responsible for their students' academic achievement. Their primary role is to deliver academic material in a structured and safe learning environment. One thing that hinders their ability to execute this, however, is having to intervene on behaviors that interfere with optimal learning. These interfering behaviors,…

The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional's autonomy and…

There is a significant body of literature showing improved student outcomes in higher education STEM courses when evidence-based instructional practices (EBIPs) are used. Despite this, traditional, lecture-style instruction remains the primary means of instruction in these courses. However, given the situation of the sudden shift to online…

This study explores the efficacy of the Math Workshop Model in enhancing the capacity of secondary mathematics teachers to differentiate instruction, implement equitable teaching practices, and meet the diverse needs of students in mixed-ability classrooms. Through a mixed methods approach, including classroom observations, interviews, and surveys…

This qualitative historical single-case study examines how a practitioner-directed approach to professional development for teachers resulted in successful technology integration in a newly unified school district in California's Central Valley. The study details the process of creating and implementing a professional development plan for newly…

Team members and researchers from New York University's BrainWaves program discuss how they train high school teachers on how to incorporate classroom-based neuroscience research into their curriculum.