This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of…

Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated…

MTSS promises a school-wide early warning system, high-quality instruction, and evidence-based interventions. However, research has focused mainly on the elementary level. This study examined the beliefs and perceptions of over 300 administrators and teachers currently implementing MTSS in secondary schools using survey research. Results showed…

In 2020, staff at Griffith University, Australia used a best practice and evidence-informed orientation event framework to create the University's first series of fully online, university-wide orientation sessions. The PECS design framework was created to ensure that orientation events at Griffith focused on developing students' sense of belonging…

In recent decades, state policymakers across the country have turned to early literacy policies to address students' reading proficiency--particularly in third grade. Though states' policies vary widely in terms of the interventions and supports provided to educators and students, their intent is similar: to get students reading on grade level by…

As students and educators conclude a school year like no other, district leaders are looking ahead to 2021-2022. Planning has already been underway for months, and now, with an infusion of Elementary and Secondary School Emergency Relief (ESSER) funding, district leaders are faced with key decisions about how to invest those funds strategically.…

Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective,…

The innovations in this volume instill a sense of optimism about how special education professionals might improve outcomes for students with disabilities. Although many interventions illustrate scientific progress toward an evidence-based profession, many special educators may find it challenging to discriminate between scientifically validated…

The research-to-practice gap in education has been well documented over the decades (e.g., Abbott et al., 1999; Burns & Ysseldyke, 2009; Cook & Odom, 2013; van Ingen & Ariew, 2015). To best benefit PreK-12 student outcomes, educators must understand and implement scientifically based practices in their teaching (Elementary and…

There is a need for nurses throughout the country. Nursing program administrators need evidence-based admission criteria to determine the best applicants to admit to nursing programs. The problem to be addressed is the inability to determine which of the many preadmission criteria are predictive of success in nursing programs. The purpose of this…

Special education teacher preparation programs are charged with providing preservice teachers with the knowledge and skills necessary to effectively implement reading interventions using evidence-based practices. Practicum experiences allow preservice teachers to practice implementing these teaching practices in authentic settings. Preservice…

The purpose of this study was to examine school psychologists' competency, knowledge and use of evidence-based progress monitoring measures in school-based counseling as well as identify gaps in training and professional development. One hundred practicing school psychologists completed a self-administered Internet questionnaire. Participants in…

This qualitative study uses the traditions of interpretive phenomenological analysis to identify the effective instructional practices of educators that address the social, emotional and academic achievement of students with emotional and behavioral disorders (EBD). The guiding question that fuels the study is: What are the perceived effective…

With the onset and implementation of No Child Left Behind legislation almost two decades ago, coupled with declining performance by U.S. students compared with other developed countries, public education in our country has been under constant scrutiny from all fronts and continues to be there today. Much of the recent emphasis in educational…

In recent years, there have been efforts by educators and policymakers to address disparities in the use of suspensions and expulsions. These students are at risk for further academic difficulties, successive suspensions, school drop-out, unemployment, and arrests. To address these concerns, the use of evidenced-based behavior supports are being…