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Jill E. Stefaniak; Tonia Dousay; Tutaleni I. Asino; Lauren M. Bagdy – TechTrends: Linking Research and Practice to Improve Learning, 2025
In this theoretical paper, we advocate for educational researchers to embrace co-design as a means of fostering sustainable solutions in educational settings. While co-design has been increasingly recognized for its collaborative potential, we suggest that its effectiveness can be further enhanced by drawing from three complementary perspectives:…
Descriptors: Instructional Design, Educational Research, Decision Making, Ethnography
Kate R. Watson; Ron Avi Astor – Review of Education, 2025
Interest in trauma-informed approaches in schools is high throughout the US, UK, Australia, Canada and other countries, but the empirical evidence on whole-school responses to trauma is limited. This conceptual and theoretical review explores relevant literature; outlines existing conceptual models for trauma-informed organisations, including…
Descriptors: Trauma Informed Approach, Program Evaluation, Program Effectiveness, Evidence
Bethany Woollacott – Review of Education, 2025
For educational research findings to impact educational practice, effective communication is essential. One communication device is a summary that consolidates research literature and presents it in a practitioner-friendly format. There has been little research on how to design educational research summaries effectively, especially not for early…
Descriptors: Educational Research, Documentation, Literary Styles, Writing (Composition)
Sam Sims; Harry Fletcher-Wood; Alison O'Mara-Eves; Sarah Cottingham; Claire Stansfield; Josh Goodrich; Jo Van Herwegen; Jake Anders – Review of Educational Research, 2025
Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or…
Descriptors: Faculty Development, Theories, Educational Change, Teacher Motivation
Andréa Chanell Jønsberg; Tine Hovland; Tobias Busch; Ona Bø Wie; Janne von Koss Torkildsen – Journal of Speech, Language, and Hearing Research, 2025
Purpose: The main aim of the systematic review and meta-analysis was to evaluate the effectiveness of language interventions for school-aged children who are d/Deaf and hard of hearing (DHH). We focused on studies targeting meaning-based aspects of language, such as vocabulary, grammar, and narrative skills. We included randomized controlled…
Descriptors: Deafness, Hard of Hearing, Children, Intervention
James W. Chapman; William E. Tunmer – Australian Journal of Learning Difficulties, 2025
Reading Recovery (RR) was introduced throughout New Zealand during the 1980s, for children struggling the most with learning to read after 1 year of formal schooling. In May 2024, the Minister of Education decided the programme would no longer be funded beyond 2024. This decision was based on evidence that the programme was not as effective as…
Descriptors: Foreign Countries, Reading Difficulties, Reading Programs, Reading Instruction
Jennifer Browne; Masha Krsmanovic – Journal of The First-Year Experience & Students in Transition, 2025
Scholarship on first-year seminar (FYS) courses is rapidly growing and diversifying. However, the available knowledge, for the most part, remains fragmented and limited to only one institutional setting, seminar type, or student group. Accordingly, this meta-synthesis was designed to examine 2 decades of research on FYS courses to determine the…
Descriptors: First Year Seminars, Program Effectiveness, Student Characteristics, Institutional Characteristics
Seyma Intepe; Kelly Whalon; Veronica Kang; Jason Chow – Education and Training in Autism and Developmental Disabilities, 2025
This systematic review synthesized the literature on vocabulary interventions designed for the students with autism spectrum disorder (ASD). A total of 31 articles (20 single case research design studies and 11 group design studies) met the inclusion criteria. The reviewed studies included 440 participants with ASD ages 3 to 14. In general,…
Descriptors: Vocabulary Development, Autism Spectrum Disorders, Students with Disabilities, Children
Nick Pilcher; Kendall Richards – Research in Post-Compulsory Education, 2025
Study Skills in any guise are integral to Higher Education worldwide, existing to help student success. Some argue generic or bolt-on Study Skills do not help with success, others that embedded Study Skills do, but no-one advocates actually evaluating Study Skills in a context of success defined as helping with student educational gain and…
Descriptors: Study Skills, Higher Education, College Students, Learning Strategies
Irene Trapero-González; José-María Romero-Rodríguez; Francisco-Domingo Fernández-Martín; Santiago Alonso-García – Knowledge Management & E-Learning, 2025
Educational robotics is presented as a resource increasingly present in the early childhood education stage, allowing the development of STEM competences in a practical and motivating way. Due to the evolution of its use in the classroom, the aim of this paper was to analyse and evaluate research on robotics applied to early childhood education.…
Descriptors: Robotics, STEM Education, Early Childhood Education, Educational Research
So Yeon Kim; Rose A. Mason; Mandy Rispoli; John L. Davis; Catharine Lory; Emily Gregori; Carly A. Roberts; Denise Whitford; Danni Wang – Focus on Autism and Other Developmental Disabilities, 2025
Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and…
Descriptors: Educational Technology, Technology Uses in Education, Educational Research, Reading Instruction
Jill Locke; Nathaniel J. Williams; Aksheya Sridhar; Mark G. Ehrhart; Alex Dopp; Marissa Thirion; Christine Espeland; Brandon Riddle; Kelcey Schmitz; Kurt Hatch; Lindsey Buehler; Aaron R. Lyon – Grantee Submission, 2025
Background: Schools need to implement universal student supports that prevent social, emotional, and behavioral difficulties; minimize associated risks; and promote social, emotional, and behavioral competencies. The purpose of this study is to examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy…
Descriptors: Positive Behavior Supports, Elementary Schools, Program Implementation, Program Effectiveness
Paul Fleckney; James Thompson; Paulo Vaz-Serra – Higher Education Research and Development, 2025
The higher education shift to remote learning due to mobility restrictions imposed during the COVID-19 pandemic highlighted the need to improve the student learning experience using more active learning models. One model is peer assessment. Despite positively impacting student learning, peer assessment uptake remains low, partly because designing…
Descriptors: College Students, COVID-19, Pandemics, Distance Education
Kaitlyn G. O'Hagan; Leanna Stiefel – Remedial and Special Education, 2025
Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using…
Descriptors: Special Education, Program Effectiveness, Academic Achievement, Educational Research
Elise Cappella; Madeline DeShazer; Christine Park; Jenna Watling Neal; Deinera Exner-Cortens; Julie S. Owens – Grantee Submission, 2025
Coaching can increase elementary school teachers' implementation of evidence-based classroom practices, including equity-centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of…
Descriptors: Social Networks, Network Analysis, Peer Teaching, Coaching (Performance)
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