All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final…

This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The…

Teachers can use a variety of classroom management practices to help foster a classroom environment in which all students can learn. "Good Behavior Game" is a specific classroom management strategy that aims to improve social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into…

This practice guide is a revision of the updated version of "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers" that replaces, rather than supplements, the first version. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students'…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

This study explored how primary and secondary school teachers changed their practice pedagogy as they underwent training in trauma-informed positive education (Brunzell et al., Contemp School Psychol 20:63-83, 2016b. https://doi.org/10.1007/s40688-015-0070-x). TIPE integrates teaching strategies from two practice paradigms: trauma-informed…

What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont'ev with regard to understanding the process of children and young people's development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the…

The effects of mixed-reality teaching experiences on participants' perceptions of their classroom management ability are evaluated using a mixed-methods design. Mursion, a technology that enables virtual simulations, is used. Participants include 29 undergraduates pursuing a degree in special education for learners with mild or moderate/severe…

This rigorous literature review analyzed how 28 U.S.-based research studies conducted between 2001 and 2015 have defined, described, and measured changes in teaching practices related to implementation of Differentiated Instruction (DI) in P-12 classrooms. Research questions examined frameworks that defined DI, classroom operationalization of DI,…

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…

This study examines the impact of implementing the professional development program, Keeping Learning on Track (KLT), on teaching and learning in a rural school in a Midwestern state. KLT was a program developed by Dylan William and his colleagues at the Educational Training Service and published by the Northwest Evaluation Association (NWEA).…

How do we remove learning barriers and provide all students with the opportunity to succeed? Written for both general and special educators from grades Pre-K through 12, "What Really Works with Universal Design for Learning" is the how-to guide for implementing aspects of Universal Design Learning (UDL) to help every student be…

Teaching mathematics has long required the use of technology due many powerful affordances. More recently, education technology has been developed to support personalized learning through the use of adaptive learning systems. Through the use of educational technology in online learning, there is great potential for improving students' mathematics…

Researchers at the Center for the Study of Curriculum at Michigan State University have developed a tool to help teachers implement the Common Core State Standards in mathematics by letting standards, not textbooks, guide their instruction. Using the web-based Textbook Navigator/Journal, teachers can pick a standard and ask which portions of the…