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…

Early identification and instruction aimed at addressing potential reading difficulties is the key to preventing prolonged difficulties in learning to read and ensuring that all students are reading with proficiency by the end of third grade. Tier 1 core reading curricula needs to be: (a) evidence based, (b) systematic and structured, (c)…

Being Present with Art, or BPWA, is a method of integrating mindfulness-based stress reduction (MBSR), with art. Developed during the COVID-19 pandemic, the BPWA method features tools and exercises for participants to first become present to their bodies to then focus their attention on artwork and connect with others. A research study examining…

Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the…

While the notion of an anti-racist curriculum is not new, many higher education instructors have not made the transition from a decolonized curriculum to an equally decolonized pedagogy. From a conceptual standpoint, the transition is understood but the actualization of this cyclical process is, at times, not as smoothly executed. Deconstructing…

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…

Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for…

A growing body of evidence had demonstrated that increased student exposure and commitment to evidence-based teaching (EBT) leads to improved academic performance, greater persistence, and higher buy-in to instructional methods. Despite the increasing number of teaching development opportunities available to STEM instructors, which often encourage…

Purpose: The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students. Method: We followed the Joanna Briggs Institute's methodology for scoping reviews…

Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention…

Introduction: Relatedness--a sense of meaningful connectedness and belonging--is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem: The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated…

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit…

This paper makes a strong connection between the need for innovation in second language pedagogy and the need for language teachers to develop a good understanding of how language develops in our minds/brains. The future for innovative language pedagogy requires that language teachers fully develop the following: (i) a working definition of the…