Guskey reviews how the concept of teacher efficacy has evolved in research, from roots in attribution theory to a 1977 study that showed teacher efficacy as a key element of successful school improvement, to today. He shows what school leaders should do to improve teacher efficacy: 1) arrange professional learning experiences focused on…

Though emerging research supports the effectiveness of school-based coaching models utilizing motivational interviewing (MI), an examination of the specific drivers behind these effects is notably lacking in the prevention field. This study leveraged sequential analysis to examine how teachers' verbalization of change talk (i.e., language in…

Students with disabilities consistently underperform on academic achievement tests. In part, this is due to teachers being underprepared to provide the evidence-based instruction needed to help students with disabilities succeed. Historically, professional development (PD) has been provided to educators yielding disappointing results. In this…

Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for…

Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism…

The mixed methods study examined effects of evidence-based minilessons on student attitudes and achievement in writing. Researched literature concluded there is a decline of writing in the United States that mostly begins near fourth grade and continues through high school and college. Factors contributing to this gap included: lack of teacher…

For the Expanded Learning Summer Program (ELSP), at a midsized public school system in the Northeast, providing high quality programming that engages student interest and fosters active learning by all children was a top priority. This case study, undertaken during the summer of 2017, provided insight into how the ELSP aligned with the relevant…

This study examined patterns and predictors of 79 public sector therapists' practice element (PE) intentions for treating hypothetical single problem area youth with either anxiety or disruptive behavior problems. Analyses of intention profiles suggested that PE intentions varied by diagnosis and included both a majority of practices derived from…

This report explains how the Tennessee Investment in Student Achievement (TISA) Act came to be and offers promising practices and lessons other states may adapt to their political and economic contexts. Through in-depth interviews with advocates and state leaders, the authors uncovered five factors that contributed to TISA's passage that have…

As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which…

Two brains are better than one, as the saying goes, and this is especially true in education. Educators who employ effective collaboration and co-teaching greatly amplify student engagement, achievement, and growth, particularly for those learners needing extra support. Written by two of the nation's top experts in co-teaching, "Connecting…

The fourth school year impacted by the pandemic is more than halfway complete, and school district leaders across the country are working hard to invest remaining ESSER dollars strategically to support learning recovery. With the ESSER spending window closing soon, however, many leaders are spending funds to meet the deadline, rather than…

A growing body of evidence had demonstrated that increased student exposure and commitment to evidence-based teaching (EBT) leads to improved academic performance, greater persistence, and higher buy-in to instructional methods. Despite the increasing number of teaching development opportunities available to STEM instructors, which often encourage…

Single-case design has a long history of use for assessing intervention effectiveness for children with disabilities. Although these designs have been widely employed for more than 50 years, recent years have been especially dynamic in terms of growth in the use of single-case design and application of standards designed to improve the validity…

Purpose: The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students. Method: We followed the Joanna Briggs Institute's methodology for scoping reviews…