Purpose: The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment. Design/methodology/approach: Conducting a systematic literature…

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multi-tiered systems of support. Organizations representing the field of early childhood…

The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood…

Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to…

To fully execute multitiered systems of support (MTSS), schools must have access to screening and progress monitoring measures that are defensible and appropriate for intended use yet also must be usable within the intended context. Usability is the extent to which a measure, process, or system is acceptable and can be feasibly used by…

Purpose: Personalized learning plans (PLPs) are increasing in use and USA state-level educational policies. PLPs are key components in proficiency-based learning reforms and flexible pathways to graduation. Although the theoretical and implementation literature is increasing, evidence of student outcomes is more difficult to readily identify. The…

This article provides evidence about predictive relationships between features of community college interventions and their impacts on student progress. This evidence is based on analyses of student-level data from large-scale randomized trials of 39 (mostly) community college interventions. Specifically, the evidence consistently indicates that…

In this article, we provide a summary of a literature review conducted to determine how the published literature, including research articles, conceptual articles, and chapters, (a) describes access to the state-adopted grade-level standards in general education classes for students with extensive support needs (ESN) and (b) discusses recommended…

Technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare…

A critical component of multi-tiered systems of support is the incorporation of formative assessment, which supports school personnel in making data-based decisions about students' responsiveness to interventions. Although a variety of assessments exist for monitoring the progress of students' academic and behavioral functioning, the literature…

Implementation of Tier 2 or supplemental reading intervention for students who struggle with reading in elementary schools is a nearly universal practice in the United States. Resources exist for assisting schools with selecting evidence-based interventions. However, there are many more explicit and implicit decisions that schools make when…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for…

The article aims to provide relevant data that speaks to current campus needs in a time of pandemic-affected era transitional learning in PK-12 public education. As current educational leaders seek to address the academic and behavioral needs of students, the findings from this research study taken during COVID-19 protocols express three areas of…

Learning Analytics and Multimodal Learning Analytics are changing the way of analysing the learning process while students interact with an educational content. This paper presents a systematic literature review aimed at describing practices in recent Multimodal Learning Analytics and Learning Analytics research literature in order to identify…