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…

Evidence-based interventions are the standard for school psychology practice. Yet, how do professionals know when research scope, relevance, transparency, and quality are ready for real-world application? There remain questions as to exactly how these core concepts of evidence-based practices (EBPs) are realized. A discussion on whether…

To achieve equity, besides identifying problems with student achievement that need to be surmounted, educators must perceive themselves to be capable of meeting all students' learning needs--they must have collective efficacy. Learn five key practices a school leader can take to build staff collective efficacy by fostering deep reflection. When…

Background: School districts participating in the US Child Nutrition program are required to have a wellness policy. Many state agencies provide model policies to aid districts in policy creation. However, use of model wellness policies has not been associated with higher quality policies. Therefore, the purpose of the present study was to assess…

Numerous evidence-based programs (EBPs) exist for delivery in schools to promote youth mental health outcomes. However, school systems often lack the internal infrastructure to support the effective implementation and sustainment of EBPs when external supports are withdrawn, resulting in notable attenuation in the benefits in youth clinical…

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…

Differentiating for students' learning preferences can often seem too complex and complicated for too little gain. Learn a better way forward with the guidance of "Doable Differentiation." Author Jane A.G. Kise provides a series of straightforward, high-reward strategies that K-12 educators like you successfully use in their daily…

After decades of frustration that education research is irrelevant to practice and that educators do not use research to inform their work, there is reason to believe that the relationship between research and practice is improving. Elizabeth Farley-Ripple describes the how the conversation about research and practice is becoming broader, how…

Integrating evidence-based strategies can allow educators to tailor math instruction to empower student learning. This Spotlight will help you investigate which math curricula schools are selecting; review the disconnect between math education theory and the methods teachers actually use; learn how teachers can optimize how they introduce math…

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…

Background: Despite the growing emphasis on research-based teacher education and calls for evidence-informed practice, teachers tend to prefer experiential over scientific knowledge sources to inform their actions, justify decisions and analyse educational problems. This tendency already occurs as early as during initial teacher education, and it…

African American school psychologists are very much underrepresented in school psychology; over 85% of school psychologists who completed the 2020 National Association of School Psychologists (NASP) membership survey were White, while just 3.9% of members identified as Black or African American (Goforth et al., 2021). This represented a slight…

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…

Background: For approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g.,…

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…