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Geri Weinstein – ProQuest LLC, 2024
This study used a non-experiment, ex post facto design analysis of survey responses to examine the difference between school districts that met and did not meet New York State: State performance plan Indicator 13- secondary transition; and Indicator 14 - post-school outcomes in special education providers' self-reported use of evidence-based…
Descriptors: Students with Disabilities, Evidence Based Practice, Individualized Transition Plans, Program Implementation
Carolyn Sattin-Bajaj; Adam Strom – EdResearch for Action, 2024
The EdResearch for Action "Overview Series" summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students. This brief discusses the central question: How can schools and districts promote the educational and social-emotional…
Descriptors: Immigrants, Social Development, Emotional Development, Well Being
Ragan H. Mcleod; Zhen Chai; Debra Berry Malmberg; Ya-Chih Chang; Nancy Hunt; Courtney O'Grady; Kimberly Tomeny; Jisun R. Oh; Ankita Bhattashali – Journal of Special Education Preparation, 2024
Field experiences provide opportunities for early childhood and early childhood special education (EC/ECSE) educators to implement effective practices in learning settings, and are, therefore, a vital part of EC/ECSE teacher preparation. In this article, we describe field placement models from four universities in the United States: The Bridge…
Descriptors: Field Experience Programs, Early Childhood Education, Special Education, Early Intervention
Caitlin J. Criss; Stephanie M. Devine; Cynthia C. Massey – Journal of the American Academy of Special Education Professionals, 2024
Teacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research to practice. Two EBPs that specifically promote student engagement and positive behavior are specific praise (BSP) and active student responding (OTR). Unfortunately, many classroom teachers, specifically pre-service…
Descriptors: Preservice Teacher Education, Preservice Teachers, Special Education Teachers, Feedback (Response)
Ayse Yolcu; Kathryn L. Kirchgasler – Educational Studies in Mathematics, 2024
This article examines how making mathematics responsive to perceived differences in students' real-life needs historically produced racializing distinctions in school mathematics. Decentering social actors and their intentions, we analyze pedagogical techniques in social mathematics courses (1930s-1940s) and social justice mathematics education…
Descriptors: Social Justice, Mathematics Education, Evidence Based Practice, Teaching Methods
Young-Shin Lee; Hee-Jin Jun; Kyeongra Yang; Kim Moreno – Health Education Journal, 2024
Purpose: To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic. Design: Cross-sectional descriptive design. Setting: A survey…
Descriptors: COVID-19, Pandemics, Public Health, Guidelines
Sulaxana Hippisley – Changing English: Studies in Culture and Education, 2024
This article interrogates the role of retrieval practices in an urban, multicultural London classroom. With the advent of cognitive science-based approaches in recent years, retrieval has become a central tenet for testing foundational knowledge in English literature. I consider the implications of retrieval for classroom discourses concerning…
Descriptors: English Instruction, Novels, Urban Schools, Teaching Methods
Selena J. Layden; Heather Coleman; Kristin A. Gansle; Jessica Amsbary – Topics in Early Childhood Special Education, 2024
Young children with autism spectrum disorder (ASD) require supports and services designed to meet their unique needs. Research has identified 27 evidence-based practices (EBPs) for children ages birth to 5 years. However, there is a paucity of research that examines whether early childhood providers are implementing EBPs with children with ASD. In…
Descriptors: Early Childhood Education, Young Children, Knowledge Level, Autism Spectrum Disorders
Kayla Kilborn; Janine Newton Montgomery; Johnson Li; Shahin Shooshtari; Rachel Roy; Breanna Cheri; Virginia Tze; Taryn Gaulke – Canadian Journal of School Psychology, 2024
This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job…
Descriptors: Evidence Based Practice, Social Emotional Learning, Feasibility Studies, Teacher Attitudes
Kristina Hunter-Mullis; Catherine Qing; Kim Alexander Decker – Psychology in the Schools, 2024
Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence-based prevention efforts. This case study evaluated both remote and in-person instruction of "Second Step®", a social-emotional learning (SEL) curriculum aimed to improve school-based prevention efforts.…
Descriptors: Middle School Students, Distance Education, In Person Learning, Social Emotional Learning
Hira Javed; Muhammad Athar Hussain; Mubeshera Tufail – Bulletin of Education and Research, 2024
Traditional teaching practices lack student-focused learning, critical thinking, interactivity, creativity and student's engagement in the classroom, which results in boredom and low motivation among students. Moreover, these practices disregard diversification or variability in learners in a classroom. To engage such learners and create better…
Descriptors: Usability, Grade 5, Elementary School Students, Academic Achievement
Susan S. Johnston – Rural Special Education Quarterly, 2024
Professionals and communication partners report experiencing challenges with regard to developing the knowledge and skills needed to support individuals with complex communication needs who use augmentative and alternative communication (AAC). These challenges can be exacerbated in rural and remote areas where access to resources and training may…
Descriptors: Rural Schools, Special Education, Students with Disabilities, Student Needs
Megan C. Connor; Jeffrey R. Raker – Chemistry Education Research and Practice, 2024
Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors…
Descriptors: Chemistry, College Faculty, Science Teachers, Science Instruction
Lindsay T. Murn; Laura C. Schultz – Journal of College Student Mental Health, 2024
Group therapy is an effective modality to treat various mental health concerns and is proven to have significant interpersonal benefits. Despite the high prevalence of sexual violence amongst college-aged women, there are limited contemporary models for providing a trauma-specific group for this population. This article describes an innovative…
Descriptors: College Students, Females, Rape, Sexual Abuse
Alistair Gilbert McInerny – ProQuest LLC, 2024
Understanding human behavior and reasoning is essential for developing successful instruction. Discipline-based education researchers have examined how students learn, informing the development of successful instructional strategies. Researchers have also identified barriers to the successful implementation of such strategies. This work utilizes…
Descriptors: Teaching Methods, Logical Thinking, Thinking Skills, Physics