Although research scholarship offers valuable guidance to those hoping to use improvement science in their teaching and practice, it tends to center the perspectives of researchers and EdD program faculty. Less research has focused on the voices of practitioners who use improvement science in their schools and organizations. We draw on sensemaking…

The purpose of this project was to evaluate the Virginia Cooperative Extension internship program from the perspective of student participants and their supervisors. Three focus groups were conducted with internship supervisors from the summer of 2019. Student survey data was used to identify concerns from the student perspective to inform the…

Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…

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…

Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…

Teacher professional learning is often disjointed and not aligned with the curricula teachers use in daily instruction. This lack of preparation has led to fragmented approaches to teaching young students to read, in part because initiatives lose momentum, teachers modify the instruction beyond recognition, and programs are soon eclipsed by newer…

Academic developers play a key role in advancing instructor engagement in the Scholarship of Teaching and Learning (SoTL) at their higher education institutions, but face structural and epistemological isolation. To leverage the knowledge and experience of developers leading SoTL efforts at their respective institutions, a group of academic…

The National Association of Geoscience Teachers' "Workshop for Early Career Geoscience Faculty: Teaching, Research, and Managing One's Career" has been offered annually since 1999. The five-day workshop with accompanying web resources employs a "whole faculty" approach to support geoscience faculty members during their…

As the number of available cybersecurity jobs continues to grow, colleges strive to offer to their cybersecurity students an environment which will make them sufficiently prepared to enter the workforce after graduation. This paper explores the academic and professional needs of STEM-students in various higher education institutions across…

Essentially, the syllabus is a physical artifact outlining key structural elements of a course. It often serves contractual, record keeping, and/or communication functions. It is the place where faculty describe what content they will cover, what books and articles their students will read, the assignments they will complete, dates when things are…

While continuous improvement is not new to education, implementing it with fidelity in various educational contexts remains difficult. This article provides a framework of the necessary components in planning for and implementing continuous improvement, based on current literature in the field of education. Key characteristics for consideration…

Despite a century of research searching for what works in teaching and learning, a project that has benefited from political support in the form of the Elementary and Secondary Education Act (ESEA) of 1965, any individual child's experience of learning in school is marked by inequalities based on socioeconomic status, race, immigrant status, and…

Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities…

Meeting the needs of students from culturally and linguistically diverse backgrounds is a serious concern that schools are facing. This article describes an evaluation of embedding culturally and linguistically diverse evidence-based practices in a master's program for teacher candidates seeking endorsement in special education. A…

A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on…