Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential to enhance personalized learning to meet the diverse needs of all students. This paper provides…

Robust efforts to improve equity, access, and inclusion are necessary in STEM gateway courses at the undergraduate level. Here, we describe an ongoing course transformation of an extended general chemistry sequence at a large, flagship, research-intensive institution. This course enrolls a diverse group of students who have limited preparation in…

The present study aimed to identify a way for educators to improve the accuracy of their praise and reprimand reflections to ultimately improve their ability to set, monitor, and evaluate their use of praise and reprimand. To do this, teachers' natural use of praise and reprimand (in the absence of intervention) were compared with their perceived…

As a field, we have a limited understanding of what teachers do, what motivates them, and how they learn (Kennedy, 2016). Here, we develop a grounded framework of inquiry-based teaching in mathematics classrooms by beginning with primary evidence of teachers teaching. We seek to articulate an evidence-based account of teachers' functional (rather…

Applications to local authorities for homelessness assistance per head are significantly higher in university towns and cities in England compared with areas without a university (1,428 per 100,000, compared with 1,007). Rates of households living in temporary accommodation are more than twice as high (475 per 100,000, compared with 218). The…

Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an…

Increasing instructional quality in higher education is a key goal of educational development (ED) work, yet demonstrating complex outcomes remains challenging and lacks practical guidance. Evaluating ED services often relies on a reductionist approach characterized by linear assumptions of causal pathways to measure the extent to which…

This descriptive study provides an overview of research-based benefits and challenges of attending online conferences, in addition to participant feedback data from one online education conference conducted in February 2021, during the COVID-19 pandemic. This research is grounded in adult learning theory. The purpose of this study was to explore…

The National Strategy for Financial Literacy report released in 2020 by the U. S. Financial Literacy and Education Commission (USFLEC) crafted a new definition of financial education (FE). The report defines FE as the process by which "people gain information, skills, confidence, and motivation to act through various means including classroom…

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…

Some researchers have taken evidence-based practices (EBPs) as the main solution for enhancing the learning outcomes of students with disabilities. The manner in which the application of EBPs assumes teaching strategies to be aligned with students' learning problems or disability situations betrays a mechanical approach to dealing with issues of…

The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals' knowledge about ASD,…

There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students' (N = 1857; Grades 1-6) use of these new…

This research focused on the impact of research- and assessment-based instruction on senior high school students' achievement in selected chemistry topics. A 3 × 2 × 2 pre-test and post-test control group in a quasi-experimental research design was used on a population of Grade 11 chemistry students in Ojo Local Government Area of Lagos state. Two…

Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient…