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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
Christa Saldaris – ProQuest LLC, 2024
Nursing educators have been asked to incorporate teaching and learning strategies that prepare nursing graduates to work in healthcare environments that require higher levels of thinking and clinical judgment. It is imperative that nurse educators use evidence-based teaching strategies that reflect the actualities of nursing practice. The flipped…
Descriptors: Nursing Education, College Faculty, Teaching Methods, Thinking Skills
Sarah French; Ashton Dickerson; Raoul A. Mulder – Higher Education: The International Journal of Higher Education Research, 2024
High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract…
Descriptors: High Stakes Tests, Program Effectiveness, Evidence Based Practice, Summative Evaluation
Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Grantee Submission, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of response to intervention in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
Sharon Vaughn; Jeremy Miciak; Nathan Clemens; Jack M. Fletcher – Annals of Dyslexia, 2024
We address defining and identifying students with dyslexia within the context of multi-tier systems of support (MTSS). We review proposed definitions of dyslexia, evidence for proposed definitional attributes, and emphasize the role of instructional response in identifying students with dyslexia. We identify dyslexia as individuals with specific…
Descriptors: Dyslexia, Definitions, Revision (Written Composition), Multi Tiered Systems of Support
Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Cavanaugh, Brenna; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah – Journal of Autism and Developmental Disorders, 2021
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Evidence Based Practice
Heimlich, Joe E.; Morrissey, Kris; Glass, Margaret A.; Storksdieck, Martin; Schatz, Dennis; Hunter, Nancee – New Horizons in Adult Education & Human Resource Development, 2021
This article describes the process for creating an evidence-based professional learning (PL) competency framework for people working in the informal science learning field. The project reviewed PL literature, models, and frameworks. Applying what we found to a field which lacks any unified career pathways, we determined a career stage approach…
Descriptors: STEM Education, Informal Education, Evidence Based Practice, Competence