Educational inclusion aims to support all students through instructional and contextual designs that promote learning. Educators are assigned the task of teaching an increasingly neurodiverse population with varying neurological processes and perceptions. Traditional school-based settings are designed for individuals with less neurodivergence,…

The preschool years, spanning from birth to age six, are crucial periods for acquiring social-emotional learning (SEL) skills. An effective way to address social-emotional learning deficits is to implement evidence-based intervention programs. The purpose of this article is to review specific evidencebased social-emotional learning intervention…

School climate has received considerable attention in the literature and educational policy as a potential target for school improvement and school safety efforts. This paper provides a critical review and synthesis of the literature on school climate, with a particular focus on topics related to measurement, data collection, analysis, as well as…

School climate has received considerable attention in the literature and educational policy as a potential target for school improvement and school safety efforts. This paper provides a critical review and synthesis of the literature on school climate, with a particular focus on topics related to measurement, data collection, analysis, as well as…

Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990-2014) in…

Learning Analytics (LA) and adaptive learning are inextricably linked since they both foster technology-supported learner-centred education. This study identifies developments focusing on their interplay and emphasises insufficiently investigated directions which display a higher innovation potential. Twenty-one peer-reviewed studies are…

Few empirical studies exist to guide researchers in determining the number of focus groups necessary for a research study. The analyses described here provide foundational evidence to help researchers in this regard. We conducted a thematic analysis of 40 focus groups on health-seeking behaviors of African American men in Durham, North Carolina.…

This chapter reviews actionable data use--both as an umbrella term and as a specific concept--developed in three different traditions that data/information can inform and guide P-20 educational practice toward better outcomes. The literatures reviewed are known as data-driven decision making (DDDM), education data mining (EDM), and learning…

This article provides a systematic literature review about nonprofit and for-profit organizations using "big data" to inform performance improvement initiatives. The review of literature resulted in 4 peer-reviewed articles and an additional 33 studies covering the topic for these contexts. The review found that big data and analytics…

When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based…

As a result of the Response to Intervention (RTI) mandate in schools across many states, school counselors are well-positioned to take a leadership role. The present research study examines how school counselors across the nation perceived their training and knowledge of RTI, as well as their confidence in its implementation. Results indicate that…