This article examines findings from an umbrella review of 95 systematic reviews and meta-analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early…

In an era of rapid change, it is important to not lose sight of the potential of high-quality teaching and the power of refining teaching practices that have demonstrated impact. This report aims to deepen understanding of the complexities of teaching and its multifaceted nature as a discipline grounded in scientific research, but so too an art…

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…

From phonological processing to brain research to orthographic mapping to self-teaching hypothesis, "Shifting the Balance" cuts through the rhetoric (and the sciencey science) to offer readers a practical guide to decision-making about beginning reading instruction. The authors honor the balanced literacy perspective while highlighting…

Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

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…

Research shows that when students engage with mathematical inquiry their problem-solving skills are strengthened. Demands in the revised Australian curriculum raised problem-solving of new senior secondary mathematics assessment, specifically in Queensland Problem-solving and Modelling Tasks (PSMTs). The challenge for Queensland was to scale…

The purpose of this qualitative descriptive study was to explore how experienced elementary educators in Central Montana described their use of new knowledge from research evidence to inform their teaching practice. Data sources included 15 semi-structured interviews and two focus groups. The Cognitive Affective Model of Conceptual Change was…

This dissertation investigated the extent to which five dependent variables were included in the first-grade reading curriculum and whether district size played a role in their inclusion. This study's mixed-methods approach incorporated descriptive statistics, histograms, confidence intervals, and chi-squared analyses to assess curriculum patterns…

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.…

Poor numeracy skills among remedial pupils remained a critical issue for Malaysia to achieve educational goals. This systematic literature review identified research trends and evidence-based practices on teaching aids to enhance remedial mathematics instruction. The review followed PRISMA model through four phases, searching WoS and Scopus…

Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the…

The international bestseller "How Do We Learn?" decodes years of cognitive science research into actionable strategies for K-12 teachers, curricula designers, and administrators. You'll discover how classic and emerging findings can transform pedagogy by pointing at practices that take advantage of the innate structures of the human…

It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP previously validated with health professional students (EBP-KAP), and (2) investigate PSTs' knowledge and perceptions of EBP. Fifty-seven PSTs completed…

National standardized test scores indicate West Virginia students perform below the national average in writing achievement, yet little research has been conducted to investigate how writing is being taught. Gaining understanding of the instructional strategies West Virginia teachers use to teach writing may provide insight for educational leaders…