In playing with the concept of 'credibility', this article presents a critical examination of the discourse of evidence and the programming of upbringing in early intervention policy and practice. The truth claims of the evidence discourse in policy are explored through a single complex case study of an early intervention city in Northern Ireland.…

Higher education professionals often are tasked with providing evidence to stakeholders that programs, services, and practices implemented on their campuses contribute to student success. Furthermore, in the absence of a solid base of evidence related to effective practices, higher education researchers and practitioners are left questioning what…

Can epistemic paternalistic practices make us better epistemic agents? While a satisfying answer to this question will ultimately rest at least partly on empirical findings, considering the epistemological discussion on evidence, knowledge, and epistemic virtues can be insightful. In this paper, Giada Fratantonio argues that we have theoretical…

Courses of Black German culture taught in the United States implicitly confront expectations of comparison between, if not ranking of, anti-Black racisms of the two countries. Through a critical self-reflection and evaluation of my own experiences teaching Black German culture as a White instructor, I suggest that White instructors of these…

Analyzing education through the lens of implementation science illustrates its potential for addressing fundamental challenges in education (Century & Cassata, 2016). Learning emerges from rapidly-changing experiences and high-intensity social interactions, which requires instruction to continually adapt. These adaptations vary in content and…

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…

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or…

The number of autistic students educated in general education classrooms in the United States has increased over recent decades. To ensure meaningful participation and learning for this population, there is a critical need to identify evidence-based, inclusive practices. Through systematic review, the authors examine characteristics and…

Based on national test data, students are performing at a basic achievement level (below grade-level) in both reading and math (NCES, 2022). Research indicates four causes for low academic performance: poor pre-service preparation; inconsistent presence of standards-based, grade-level curriculum; lack of ongoing, evidence-based professional…

Based on national test data, students are performing at a basic achievement level (below grade-level) in both reading and math (NCES, 2022). Research indicates four causes for low academic performance: poor pre-service preparation; inconsistent presence of standards-based, grade-level curriculum; lack of ongoing, evidence-based professional…

This systematic review examines the extent to which educational policy and practice in Turkey are informed by research evidence. Drawing on national and international literature, the review explores the theoretical foundations of evidence-based policymaking, the current status of research-informed policy in Turkey, and the challenges faced in…

Classroom management is one of the main difficulties encountered by teachers. One way of improving this situation is to implement classroom management strategies that have been validated by scientific research. The purpose of this research is to study the classroom management strategies declared by a sample of novice teachers, and the sources of…

Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback…

Capstone experiences (CEs) are established high impact practices (HIPs) designed so students can synthesize their knowledge and skills obtained across their academic training. Understanding how instructors' intrinsic motivation and external expectations influence the design of CEs can help institutions create resources to support instructors when…

Despite the common title of "coach," definitions of high-quality coaching vary tremendously across models and programs. Yet few studies make comparisons between different models to understand what is most helpful, for whom, and under what circumstances. As a result, practitioners are left with many options and little evidence-based…