The field of education is asking how research and evidence can bolster the knowledge of its practitioners. Educators increasingly are asked to use research and evidence to support their choices of programs, practices, and processes. The promise of using research in this way is more effective teaching and learning. But not all research and evidence…

The purpose of this collection of multiple case studies was to examine teachers' perspectives and practices to determine whether instructional strategies implemented in their classrooms to promote literacy skills for students with autism spectrum disorders were described as research-based practices. Although extensive research has been conducted…

For many researchers and developers in information and communication technology in education (ICTE), the transfer of knowledge from research into educational practice is slow and limited. For most researchers concerned with changing practice, the failure to make a significant impact is attributed to those who practice in education, whilst those in…

Presents some of the conventional arguments against computer assisted instruction (CAI) in language education and explores humanistic concerns raised in the works of Marshall McLuhan. It is concluded that CAI is introduced into the instructional process before proper research has demonstrated that this method of teaching is not harmful for…

Use of "best practices" in vocational special needs education can provide efficient and effective learning for students with learning difficulties. Barriers to their use include association with particular groups, aptitude treatment interaction, attitudes, and lack of information. Closing the research-practice gap can improve use of best…

Many teachers view educational research as inaccessible, irrelevant, and sometimes wrong. The Educational Research and Dissemination Program translates research into practical classroom applications and gives teachers the opportunity to adapt and refine it. (Author/LHW)

A review of 37 single subject design studies examined evidence-based practices for young children with autism. Practices with well established evidence of effectiveness were adult-directed teaching and differential reinforcement. Emerging and effective practices included peer-mediated interventions, visual supports, self-monitoring, and family…

Research findings of the past 25 years have formed a scientific knowledge base. New research suggests that teaching for conceptual understanding and higher order application requires sustained focus on fewer topics but in greater depth. (MLF)

Focuses on the staff development process and describes a project in which a group of teachers explored barriers to teachers' use of research-based practices when teaching reading comprehension. Ends with an invitation for other teachers to engage in a similar process and to communicate their stories. (MG)

This article summarizes and analyzes 43 pieces of professional literature pertaining to paraprofessional supports for students with disabilities published between 1991 and 2000. The findings identify topical gaps in the literature, review the major data based findings, and present implications for the field. Suggestions for future research stress…

This article identifies six core elements that have empirical support and should be included in instructional programs for students with autistic spectrum disorders. They are: (1) individualized supports and services; (2) systematic instruction; (3) comprehensible/structured learning environments; (4) specialized curriculum content; (5) functional…

The article reviews theoretical and research bases for the design and effects of the adaptive instructional approach for students with special needs in the regular classroom. Research indicates that the program can be implemented in a variety of school settings when supported by systematic staff development and organizational support. (Author/DB)

This article presents the strategies instruction model as an effective intervention for students with learning disabilities. It describes the model's components (curriculum, instruction, environment), its theoretical basis, the teacher's role, teacher-student interaction, and appropriate contexts. Studies of the model's effectiveness are…

This paper identifies nine lessons learned from five federally funded special education research to practice projects. Four projects are school-university collaborative partnerships and one is local-school- based. Both models stress research-validated practices to improve performance of students with and without disabilities across multiple years.…

Aiming to provide a coherent and useful guide to practitioners, this paper presents highlights of discussions held at a seminar that focused on how to create powerful reading programs for all of California's students. The paper also provides an extensive summary of key findings of research, a description of effective classroom and school…