The purpose of this study was to determine whether the story-mapping strategy used for developing narrative text comprehension skills in students with disabilities is an evidence-based strategy and to evaluate the moderator variables that are thought to be effective in reading comprehension. For this purpose, a systematic literature review was…

Purpose: The effectiveness of the 14-component evidence-based whole-school reform Success for All (SfA) has been well established, but research on its implementation is limited although fidelity of implementation is vital for the effectiveness of such a program. This review sheds light on this issue. Design/Approach/Methods: A systematic…

University campuses around the world face significant challenges for engaging culturally diverse faculty and students with responsive programming (e.g., undergraduate, graduate, staff and faculty development programs). Policy documents espousing inclusion and the strategic institutional importance of local and global engagement, for example, are…

As the number of students with autism included in general education (GE) increases, researchers highlight the impact of attitudes, knowledge, and experiences of GE teachers on successful inclusion. One way to support teachers is to link evidence-based autism practices to existing training initiatives. Universal Design for Learning (UDL) is an…

This article reviews the extant literature showing impacts of the COVID-19 pandemic on access to inclusive education for students with disabilities. It also explores the disproportionate impacts of distance learning and school closures during the COVID-19 pandemic on the legal rights, social-emotional supports, and quality of instruction for…

Teacher quality, or 'the good teacher' is not clearly defined in Norway, nor are there specific standards for measuring teacher quality. Everybody has an opinion about the good teacher, and teacher quality is frequently debated. Moreover, in Norway there is no systematic evaluation of teachers. Nevertheless, numerous reforms and popular discourses…

This article reports on the experiences of teachers at a small rural school located in the North Coast region of New South Wales in Australia who participated in a school improvement project based on an approach developed over many years by David Townsend and Pam Adams in Alberta, Canada. The project involved monthly meetings between the teachers…

Data suggest students are not meeting grade-level expectations in mathematics. If high-quality instruction is not provided, the inequitable outcomes observed in schools will be maintained. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in prekindergarten through third grade…

Sixty-one educational leaders from a rural section of the Northeastern United States participated in this mixed-methods sequential explanatory study to determine the extent to which educational leaders felt knowledgeable and prepared to lead the implementation of multi-tiered systems of support (MTSS) in their schools. Despite educators' initial…

The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students…

With the significant infusion of dollars now available to both states and school districts, we have a unique opportunity to finally reduce high rates of illiteracy, particularly in populations which have been traditionally underserved by an inequitable system of education. Instead of a third of all children entering 4th grade still unable to read…

To support Region 1 stakeholders in reimagining education, this paper series spotlights innovative and evidence-based education strategies that hold the potential to transform student experiences, leading to additional choices, deeper engagement, and increased preparation for students' postsecondary opportunities. These strategies are rooted in…

When the COVID-19 pandemic hit, State Education Agencies (SEAs) had to quickly move professional learning (PL) opportunities for educators to a virtual environment. This state spotlight presents how the Delaware Department of Education (DDOE) implemented virtual collaborative book studies to develop the expertise and build the capacity of state,…

The purpose of the study was to investigate whether the districts that received ongoing training and coaching to use the Active Implementation Frameworks improved mathematics outcomes. The Active Implementation Frameworks represent five essential approaches for effective implementation of any evidence-based program or practice. One of the…

Every child deserves access to a quality education, and teaching is a core determinant of students' educational experience. Quality teaching is correlated with better learning outcomes, increased student achievement, and higher salaries and other benefits in adulthood. In this report, the Center for American Progress proposes a new federal…