The turn to 'evidence-based education' in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes "field" and "laboratory" experiments, on the basis of control and precision of causal…

Understanding factors which might influence teachers' knowledge of educational neuroscience is essential for designing effective initial training and professional development programmes. This study assessed teachers' knowledge using our novel Educational Neuroscience Knowledge Test (ENKT). The validated ENKT provided a structured measure of…

Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators.…

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…

Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the United States suggest a continued reliance on instructor-centered practices that have little evidentiary support for long-term impacts…

Secondary students with disabilities (SWDs) require evidence-based practices that promote their academic success. However, secondary teachers may feel unprepared to support secondary SWDs, which may reduce their likelihood of implementing evidence-based practices. Therefore, the authors investigated the influence of several preservice and…

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development.…

Research demonstrates a clear link between implementing proactive classroom management practices and positive student outcomes. Thus, it is important to examine how teachers are prepared to enact such practices. In this qualitative study, the authors draw on interviews with 35 special education faculty members at 32 institutions of higher…

Muddiest point and peer instruction are evidence-based instructional practices that can be used to address student learning gaps. The purpose of this study was to determine the impact of modality (face to face or online) on student perceptions of the effectiveness of combined muddiest point and peer instruction activities in community college…

This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher…

This online survey study examined early intervention providers' knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included…

While the conceptual link between teachers' knowledge of reading-related concepts and student reading outcomes is widely acknowledged in the field, few studies have empirically examined this correlation, especially regarding student reading comprehension. Thus, the present dissertation study aimed to investigate teachers' knowledge of reading…

Effective and data-driven math instruction can maximize student learning and achievement. This Spotlight will help analyze best practices for developing math word problems; explore how showing students both the correct and incorrect solutions can improve their understanding; investigate math 'fact fluency' and strategies for strengthening it;…

The most effective way to improve the performance of students is to improve the practice of their teachers (McLeskey & Brownell, 2015). Teachers must provide highly effective, research-based instruction responsive to the unique needs of students with disabilities for quality outcomes to occur. High-Leverage Practices (HLPs) were developed by…

With its focus on evidence-based instruction, the science of reading (SOR) is crucial to ensuring all students unlock strong literacy skills, the foundation for future success. This Spotlight will help readers get up to speed with the latest state initiatives; review a reading comprehension glossary highlighting the key components for success;…