This systematic review examines the pedagogical gap of how VFTs are adopted and integrated in K-12 classroom teaching and learning. Specifically, it focuses on the grade levels and subject areas, learning outcomes and pedagogical activities involved VFTs at elementary and secondary levels. The results of this review show the current usage of VFTs…

This study, based on responses from 176 intermediate and advanced EFL learners in Chile, explores the perceptions of educational videos in English as a Foreign Language (EFL) learning among students from different gender groups and academic disciplines, specifically Social Sciences, Humanities, STEM, and Health Sciences. Using an experimental…

This review critically examines empirical evidence from 50 studies over two decades on technology-mediated self-assessment (TMSA) in higher education, providing a comprehensive overview of the tools used, and the benefits and challenges encountered in its application. The findings suggest that TMSA not only retains the benefits of traditional…

School-wide positive behavior interventions and supports (SWPBIS) have been widely implemented in more than 25,000 schools. Although extant literature provides experimental evidence supporting the positive impacts of SWPBIS on decreased office discipline referrals and suspensions, those effects for diverse students have not been fully…

Autonomy-supportive activities are understood to promote students' autonomous forms of learning motivation, educational outcomes and well-being. In the current study, two learning labs in one Dutch secondary school have been studied. In these learning labs--each lasting one entire school year--students' autonomy during their learning process have…

The problem addressed in this study is the disproportionality in office discipline referrals (ODRs) for Black students at a Northeast Florida Middle School despite the implementation of School-wide Positive Behavioral Interventions and Supports (SWPBIS). The purpose of this qualitative case study was to understand middle school teachers'…

Educators are tasked with ensuring that all students are provided with a quality education, regardless of their cultural backgrounds. This study explores the impact of culturally responsive teaching on the disciplinary rates of African American students in K-12 education. With a focus on qualitative methods, the research examines how culturally…

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Fair Discipline." Contents include: (1) At What Cost? A Review of School Police…

Targeted Tier 2 interventions are critical to supporting students with challenging behavior and decreasing the resources associated with highly individualized and intense interventions. This study extends findings from recent single-case design studies and case example applications of the Tier 2 Identification and Intervention framework with the…

In Rhode Island, out-of-school suspensions were excessively and disproportionately used to penalize low-level infractions. To address this problem, the Rhode Island General Assembly passed legislation, effective May 2012, prohibiting out-of-school suspensions for attendance-specific infractions. Four years later, the Assembly passed additional…

Positive Behavioral Interventions and Supports (PBIS) is a widely implemented framework for promoting positive school systems and fostering students' social, emotional, behavioral, and mental health. Numerous studies indicate that PBIS implementation improves student outcomes, educator practices, and school systems. This brief presents the…

The Alternative Suspension Therapy (AST) program is a trauma-informed, in-school discipline model that was designed to serve as an alternative to traditional suspension. The goal of the AST program was to minimize or eliminate the number of referrals a student might receive that could possibly lead to suspension. The participants in the AST…

The gap in achievement and discipline between White and Black students is a significant problem in education across the nation. The objective of this study was to determine if the achievement gap increases once schools decrease suspension rates and offer alternatives to out-of-school suspension. The purpose of this study was to determine the…

"Statement of the Problem": Almost half of children in the United States have been exposed to childhood trauma (McIntosh, 2019). Discipline practices in many schools are often ineffective with and inappropriate for students who have experienced trauma. For example, students who are disciplined in traditional ways often continue to…

Detentions and suspensions disproportionately affect children from racial and ethnic minority backgrounds, specifically Black children and children of lower socioeconomic status. These disparities in school discipline are addressed in a cognitive flexibility approach to professional learning through a privately funded district improvement…