This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their…

Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in this skill to meet the needs of their students with learning disabilities who frequently struggle with…

This article documents a teaching journey in a 6/7 class with 20 Torres Strait Islander students in the curriculum area of literacy, over the course of one academic year. Specifically, this action research study explores a classroom teacher's efforts to navigate and respond to the prominent teaching model of explicit instruction and culturally…

This study employed an alternating treatment design with a baseline for three English learners in an urban Midwestern middle school to investigate the utility of a culturally adaptive intervention package called Preview-Review. Participants were provided with a scripted bilingual preview of conceptual and contextual information relating to the…

In this cluster randomized control trial study, the authors explored the efficacy of an intervention designed to improve second-grade English learners' knowledge of challenging, high-utility English vocabulary. The authors also examined whether the intervention had a differential effect on content words that differ on two attributes (cognate…

As the COVID-19 pandemic has forced all Higher Education Institutions (HEIs) to transfer teaching to online platforms, intricate questions in relation to remote teaching and learning dominate the discourse. Teacher educators (TEs) are now tasked with designing online modules, facilitating online learning, and providing direct instruction for…

Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students…

This study, using pretest-intervention-posttest, investigated whether instructing English as a foreign language (EFL) learners' in the use of reading strategies when they read English passages affects their English reading performances. The participants were 51 Turkish learners of English, who were at elementary level of language proficiency,…

Structure-property reasoning (SPR) is one of the most important aims of chemistry education but is seldom explicitly taught, and students find structure-property reasoning difficult. This study assessed two design principles for the development of structure-property reasoning in the context of demonstrations: (1) use of a POE task…

This paper describes "the development and technical adequacy of the Classroom Observations of Student Teacher Interactions (COSTI) instrument," a tool for measuring the frequency and rate of explicit instructional interactions, such as those used in Direct Instruction curricula, for teaching children basic reading and math skills.…

Considerable resources have been invested in identifying effective reading instruction methods for students with disabilities. Unfortunately, students are not routinely receiving instruction aligned with these practices, impacting their ability to reach their potential. To improve reading instruction, teachers need to receive observation feedback…

This dissertation sought to understand the evolution of four elementary teachers' (grades 1-3) teaching of science with representations over the course of one year of participation in a multi-structured professional development (PD) project referred to as RepTaL. The notion of learning to teach science using a range of representations is a…

Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

The support of academics, professionals, and researchers from the most diverse scientific areas to STEAM education is due to the strong impact it has on preparing citizens for a world of continuous scientific and technological development. Among its benefits, we highlight the improvement of critical, innovative, and creative thinking; the…

The purpose of this study was to explore four elementary preservice teachers' (PSTs) learning outcomes based on "affective characteristics," "science knowledge," and "pedagogical content knowledge" during a science methods course that incorporated "explicit instruction on drawing-to-reason" about…