Background: Education decision makers are increasingly expected to use evidence to inform their actions. However, the majority of educational interventions have not yet been studied and it is challenging to produce high quality research evidence quickly enough to influence policy questions. Aims and objectives: We set out to gather evidence on the…

Professional development (PD) is one way to maintain or increase teacher effectiveness in any number of domains. However, PD comes in many formats and with a wide range of evidence on its effectiveness -- both of which can shape teachers' perspectives of the PD even before they participate. The purpose of this research was to examine how…

Educational assessments, from kindergarden to 12th grade (K-12) to licensure, have a long, well-documented history of oppression and marginalization. In this paper, we (the authors) ask the field of educational assessment/measurement to actively disrupt the White supremacist and racist logics that fuel this marginalization and re-orient itself…

While previous research has shown that claim-evidence-reasoning can effectively promote higher-order thinking skills in science education, more research should be done on using claim evidence-reasoning in elementary school settings. This study aims to investigate the effectiveness of claim-evidence-reasoning in promoting the scientific reasoning…

Background: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in…

A systematic literature review was conducted to examine the evidence for peer network interventions for students with intellectual and developmental disabilities (IDD). Fifteen studies were identified and evaluated for methodological rigor using the quality indicators published by the Council for Exceptional Children (CEC) and by examining the…

Purpose: Educators need to engage in continuous learning to ensure that their knowledge and practice responds to the changing needs of society and students. Collaborative approaches, in which social capital resource is exchanged, can serve as an effective way of facilitating such learning. With this systematic review, the authors identify the…

Engaging in argument from evidence is a fundamental science practice. However, preservice elementary teachers have difficulty constructing arguments. They need effective experience with argument construction in science. Written argumentation is crucial in the process of science learning. One of the approaches for learning science through…

This study explored the impact of "Argumentation-driven inquiry" (ADI) on primary school students' argumentation performance in a blended synchronous learning environment (BSLE). A total of 159 fifth-grade primary school students (79 from an urban school and 80 from a rural school) participated in this quasi-experimental study. Students…

The engagement of students in processes for evaluating scientific arguments is particularly important for science education of all students. Research studying students' abilities to evaluate scientific arguments based on their evidence is limited. The present paper investigates the impact of a teaching sequence for temperature and heat, which is…

This Meta-Aggregative (MA) Qualitative Evidence Synthesis (QES) identified, investigated, and critically appraised examples of 'quality' Teacher Critical Reflection (TCR) in recent peer-reviewed research. The key question guiding the synthesis of literature was, How is teacher critical reflection evidenced, justified, and communicated in…

Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI-PE) scores. Using…

There exist passionate debates about the best way to teach children to read. Since the Bush administration, school districts receiving federal funds have been required to have research evidence justifying their methods of teaching reading, and in recent years the need for evidence-based practices have intensified with the "Science of…

The Cross-Classified Mixed Effects Model (CCMEM) has been demonstrated to be a flexible framework for evaluating reliability by measurement specialists. Reliability can be estimated based on the variance components of the test scores. Built upon their accomplishment, this study extends the CCMEM to be used for evaluating validity evidence.…

This article reports on a study in which third-grade students (8-9 years) were given a degree of agency in conducting chance experiments and representing the outcomes. Students chose their own samples of 12 coloured counters, ensuring all colours were represented. They predicted the outcomes of item selection, tested their predictions, explained…