Inspired by perspectives from actor-network theory, this paper challenges key assumptions in evidence-based pedagogies. Through a multi-sited analysis of the evidence-based pedagogy "Dialogic Reading" (DR) in the area of early childhood education and care in Denmark, the paper explores how DR is enacted as part of an assemblage of tests,…

Research Findings: The present study assessed the extent to which early childhood educators utilized small-group literacy instruction and explored factors potentially associated with the use of this evidence-based practice. The classroom activities of 83 early childhood educators were observed in the fall and spring, and videos were coded to…

Riley asserts that some findings of cognitive science conflict with key principles of personalized learning--that students should control the content of their learning and that they should control the pace of their learning. A personalized approach is in conflict with the cognitive science principle that committing key facts in a discipline to…

In 2014 the National Association of System Heads (NASH) launched the landmark initiative "NASH TS[superscript 3]: Taking Student Success to Scale." Collectively, TS[superscript 3] is made up of 23 systems and over 300 institutions that span 18 states. (NASH: Taking Student Success to Scale 2016) These systems have a combined…

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding…

This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening…

This book has two major portions. The majority of the book is my perspective of the life that I have lived as a child raised in poverty. The other portion of this book provides educators and others who work with children some research-based practices that are linked to particular behaviors or actions. These are provided from a dual perspective,…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

This influential book describes the knowledge and skills teachers and school administrators need to recognize and combat bias and inequity that undermine educational engagement for students experiencing poverty. The Second Edition features two new chapters--"Embracing a Structural View of Poverty and Education: Ditching Deficit Ideology and…

The Every Student Succeeds Act (ESSA) requires states to identify high schools with a graduation rate less than 67% as low performing. Each low-performing high school is required to implement an evidenced-based strategy to improve student outcomes. One challenge that states face is identifying and selecting evidence-based practices supporting…

"The Internal Coherence Framework" presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools. Internal coherence is defined as the ability of educators in a school or system to connect and align resources to carry out an improvement strategy, engage in…

Similar to many states, the Louisiana Department of Education (LDOE) does not mandate the use of specific literacy screening or progress monitoring tools. LDOE sought a measurement approach that resulted in accurate and reliable information on student progress and outcomes, yet respected local control. This state spotlight presents initial…

Data reveals that significant opportunity and achievement gaps persist between Wisconsin's students of color and white students, native and nonnative English-speaking students, and students with and without disabilities. In 2010, the Wisconsin Department of Public Instruction identified Response to Intervention (RtI) as a way to begin to address…

Historical and contemporary research has demonstrated that teacher efficacy is directly related to student achievement. As a result, maximizing teacher efficacy has become a prominent objective for professional learning in the 21st century. While episodic, large-group workshops remain the most common delivery method of professional learning,…

COVID-19 has engendered serious challenges with the provision of special education services for youth and young adults incarcerated in U.S. adult correctional facilities. This article describes the recent lawsuit, Charles H. et al. v. District of Columbia et al., which focused on the lack of a free and appropriate public education (FAPE) at the…