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Peer reviewed
Download full textLow W. Sheng; Mohd M. Tahar; Siti M. Maat – Pegem Journal of Education and Instruction, 2024
Poor numeracy skills among remedial pupils remained a critical issue for Malaysia to achieve educational goals. This systematic literature review identified research trends and evidence-based practices on teaching aids to enhance remedial mathematics instruction. The review followed PRISMA model through four phases, searching WoS and Scopus…
Descriptors: Remedial Mathematics, Remedial Instruction, Mathematics Skills, Numeracy
Direct linkYoumi Suk; Youjin Lee – Society for Research on Educational Effectiveness, 2024
Background/Context: Some observational studies involve multiple layers of treatment selection, specifically in the context of the extended time accommodation (ETA) for English language learners (ELLs). In ETA settings, the first selection occurs due to the eligibility rule, where students whose ELL English proficiency is below a certain threshold…
Descriptors: Evidence, Regression (Statistics), Research Design, Control Groups
Kathleen Lynch; Kathryn E. Gonzalez; Heather C. Hill; Ramsey Merritt – Annenberg Institute for School Reform at Brown University, 2024
Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field's ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting…
Descriptors: Meta Analysis, Mathematics Teachers, Science Teachers, Faculty Development
Michael P. Krezmien; Candace A. Mulcahy – Education and Treatment of Children, 2024
Seclusion of students for challenging behavior is a dangerous and illogical practice. It is a discriminatory practice that is disproportionately used with students with disabilities, especially students with intensive emotional and behavioral needs. Furthermore, there is widespread misuse and under-reporting of the practice in schools. The authors…
Descriptors: Elementary Secondary Education, Student Behavior, Behavior Problems, Social Isolation
Kerrilyn Surdi – ProQuest LLC, 2024
College students face high levels of stress due to academic demands, financial pressures, and the challenges of adjusting to college life. College students are at an increased risk for mental health problems, with rates of depression, anxiety, and other mental health concerns higher among this population compared to their non-college-attending…
Descriptors: College Students, Mental Disorders, Depression (Psychology), Anxiety
Jessica Turtura; Marah Sutherland; Derek Kosty; Christian T. Doabler; Cayla Lussier; Benjamin Clarke – Psychology in the Schools, 2024
Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the…
Descriptors: Kindergarten, Mathematics Instruction, Intervention, Classroom Techniques
Asha Rudrabhatla; Nicole Hendrix; Scott Gillespie; Kathryn Ulven; Andrew Jergel; Elizabeth Greenfield; Karen Guerra; Katherine Pickard – Administration and Policy in Mental Health and Mental Health Services Research, 2024
Parent-mediated interventions (PMIs) are considered an evidence-based practice for fostering social communication skills in young autistic children and for promoting parent responsivity and empowerment, yet barriers to caregiver engagement are evident when PMIs are implemented within historically underserved community settings. Issues of caregiver…
Descriptors: Young Children, Autism Spectrum Disorders, Communication Disorders, Parents
Héctor Ruiz Martín – Jossey-Bass, An Imprint of Wiley, 2024
The international bestseller "How Do We Learn?" decodes years of cognitive science research into actionable strategies for K-12 teachers, curricula designers, and administrators. You'll discover how classic and emerging findings can transform pedagogy by pointing at practices that take advantage of the innate structures of the human…
Descriptors: Educational Practices, Evidence Based Practice, Learning Processes, Scientific Principles
Molly Dawes; Brittany I. Sterrett; Debbie S. Brooks; David L. Lee; Jill V. Hamm; Thomas W. Farmer – Journal of Emotional and Behavioral Disorders, 2024
More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the…
Descriptors: Student Behavior, Behavior Modification, Teacher Competencies, Teacher Burnout
Foster, Elizabeth – Learning Professional, 2022
Professional learning leaders are sometimes faced with skepticism about the expected impact of an investment in professional learning. Long-held myths and outdated notions about sit-and-get professional learning can act as barriers to thorough planning, appropriate funding, and sustained implementation of professional learning efforts.…
Descriptors: Misconceptions, Teacher Education, Professional Education, Evidence Based Practice
Barry, Lorna; Holloway, Jennifer; Gallagher, Stephen; McMahon, Jennifer – Journal of Autism and Developmental Disorders, 2022
Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied…
Descriptors: Teacher Characteristics, Knowledge Level, Evidence Based Practice, Autism
Neumann, Michelle M.; Tillott, Sarah – Journal of Psychologists and Counsellors in Schools, 2022
The concept of resilience and mindfulness is becoming increasingly popular in schools worldwide in response to critical issues such as escalating teacher stress and burnout. This article explores the concept of mindfulness as a supportive practice to build resilience in times of stress in relation to reducing or preventing teacher burnout. It aims…
Descriptors: Resilience (Psychology), Metacognition, Coping, Well Being
Tudor, Kate; Maloney, Shannon; Raja, Anam; Baer, Ruth; Blakemore, Sarah-Jayne; Byford, Sarah; Crane, Catherine; Dalgleish, Tim; De Wilde, Katherine; Ford, Tamsin; Greenberg, Mark; Hinze, Verena; Lord, Liz; Radley, Lucy; Opaleye, Emerita Satiro; Taylor, Laura; Ukoumunne, Obioha C.; Viner, Russell; Kuyken, Willem; Montero-Marin, Jesus – Prevention Science, 2022
There is evidence that universal school-based mindfulness training (SBMT) can have positive effects for young people. However, it is unknown who benefits most from such training, how training exerts effects, and how implementation impacts effects. This study aimed to provide an overview of the evidence on the mediators, moderators, and…
Descriptors: Metacognition, Teaching Methods, Educational Benefits, Educational Environment
Jagiello, Tess; Wuthrich, Viviana M.; Ellis, Louise A. – British Journal of Educational Psychology, 2022
The final year of secondary school has been shown to be associated with heightened student stress. Psychological interventions have been shown to be effective in reducing and preventing distress in students during this school period, although the widespread adoption of these interventions into school settings is limited. There have been recent…
Descriptors: Evidence Based Practice, Cognitive Restructuring, Behavior Modification, High School Teachers
Scheibel, Gretchen; Zane, Thomas L.; Zimmerman, Kathleen N. – Exceptional Children, 2022
Schools bear the burden of funding the majority of the services received by children with autism spectrum disorder (ASD) with the assumption that spent resources will result in meaningful positive outcomes for these students. Interventions lacking empirical support remain popular in schools despite lacking or limited evidence that students will…
Descriptors: Program Costs, Cost Effectiveness, Program Effectiveness, Research and Development
