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Direct linkCook, Bryan G.; Tankersley, Melody; Cook, Lysandra; Landrum, Timothy J. – Intervention in School and Clinic, 2008
A major tenet of both the Individuals with Disabilities Education Act and the No Child Left Behind Act is the identification and use of evidence-based practices, or those instructional techniques shown by research as most likely to improve student outcomes meaningfully. However, much confusion exists regarding the meaning and potential…
Descriptors: Federal Legislation, Disabilities, Special Education, Evidence
Cook, Lysandra; Cook, Bryan G.; Landrum, Timothy J.; Tankersley, Melody – Intervention in School and Clinic, 2008
Using evidence-based practices, or those instructional techniques shown by research to improve student outcomes meaningfully, increases the performance of students with disabilities and should therefore be a priority for special educators. But how does a practice come to be considered evidence based? The unique characteristics of group…
Descriptors: Intervention, Disabilities, Special Education Teachers, Outcomes of Education
McDuffie, Kimberly A.; Scruggs, Thomas E. – Intervention in School and Clinic, 2008
In response to recent trends and legislation, the concept of implementing evidence-based practices has become a critical component of contemporary schooling. It is important that teachers and families of students with disabilities understand the role that qualitative research plays in determining whether a practice is in fact evidence based.…
Descriptors: Qualitative Research, Disabilities, Special Education, Evidence
Tankersley, Melody; Harjusola-Webb, Sanna; Landrum, Timothy J. – Intervention in School and Clinic, 2008
Research in the field of special education often incorporates single-subject designs to investigate the effectiveness of educational practices for students with disabilities. As such, it is important that educators and educational professionals understand the characteristics of single-subject research methodologies and how those characteristics…
Descriptors: Research Methodology, Educational Practices, Special Education, Research Design
Cook, Bryan G.; Tankersley, Melody; Harjusola-Webb, Sanna – Intervention in School and Clinic, 2008
There has been an increasing focus on evidence-based practices in special education with efforts underway to authoritatively identify those practices that are evidence based. However, the identification of evidence-based practices is only the beginning of the process of implementing evidence-based special education. The professional wisdom of…
Descriptors: Teacher Effectiveness, Disabilities, Special Education Teachers, Special Education
Michaels, Sarah; Shouse, Andrew W.; Schweingruber, Heidi A. – National Academies Press, 2007
What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? "Ready, Set, Science!" guides the way with an…
Descriptors: Teaching Methods, Science Instruction, Science Education, Elementary School Science
Download full textMoss, Marc; Jacob, Robin; Boulay, Beth; Horst, Megan; Poulos, Jennifer – US Department of Education, 2006
In October 2003, the US Department of Education contracted with Abt Associates to design and conduct the Reading First Implementation Evaluation. This report focuses on the following questions: (1) How is the Reading First program implemented in districts and schools? and (2) How does reading instruction differ in Reading First schools and…
Descriptors: Economically Disadvantaged, Program Implementation, Program Evaluation, Reading Programs
