This basic qualitative research study was designed to explore the perceptions of nursing professional development specialists (NPD) and their skills and competencies in discerning the differences among evidence-based practice (EBP), quality improvement (QI), and research. Without NPD specialists' skilled expertise in understanding and utilizing…

People with disabilities have always existed in our communities and societies; however, how we treat them has always been an issue. For example, for a long time, people with physical disabilities received more attention than those with disabilities that we could hardly see (e.g., learning disabilities). Very early research focused on students with…

The Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) are member associations headquartered in Washington, DC. They are also co-owners of the Common Core Standards--the controversial educational content standards that most US states have incorporated, in whole or in part, into their K-12 education…

Partnering with students in action research and asking them how and why they would like to work with staff and other students to improve campus culture and student wellbeing is the cornerstone of this case study. Investment in student mental health and wellbeing is increasingly recognised as a priority in higher education, with novel approaches…

Two school leaders and ELA teachers share the process through which they convinced their department to abandon the vocabulary workbooks they had been using for more than 30 years, the collaborative process through which they fostered a new approach, and the initial results of its implementation.

Social workers need training to address at-risk alcohol and drug use. Training in screening, brief intervention, and referral to treatment (SBIRT) occurs in social work education, yet little is known about training sustainability and implementation in practice. Thirty-one MSW students, field instructors (FIs), and faculty were interviewed 1 year…

Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to…

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…