The College Completion Network was established to expand the field's understanding of promising strategies that could support more students in attaining degrees at open- and broad-access institutions. Funded by a 6-year grant (2017-2022) from the Institute of Education Sciences, the network brought together research teams focused on postsecondary…

Data on school discipline inequities have shown disproportionate numbers of Black students suspended and expelled compared to their non-Black counterparts. Despite the implementation of evidence-based solutions such as positive behavior supports and intervention, educator professional development, and restorative practices aimed at closing the…

In an attempt to redesign science, technology, engineering, and mathematics (STEM) departments to be more inclusive of all student populations, institutions of higher learning are reviewing their programs, policies, and the ways they engage students. The Partnership for Undergraduate Life Sciences Education (PULSE) has been working with STEM…

Clinicians' beliefs about an intervention's fit with an individual family influence whether they use it with that family. The factors that influence clinicians' decisions to implement evidence-based practices for young autistic children have yet to be evaluated systematically. These factors may partially account for the significant disparities in…

The current study examined predictors of outcomes across two school clinician-delivered treatments (i.e., treatment as usual [TAU] or modular cognitive-behavioral therapy [M-CBT]) for youth with anxiety disorders. Predictors reflected two broad domains -- therapist factors (i.e., education, years of experience, therapeutic orientation, work…

Community implementation of evidence-based practices (EBPs) for Attention Deficit/Hyperactivity Disorder (ADHD) is greatly lacking. A recent randomized community-based trial of an EBP for ADHD (Supporting Teens' Autonomy Daily; STAND) demonstrated suboptimal implementation and effectiveness outcomes. In the present study, we conducted an…

There are increasing calls for the use of research-based teaching strategies to improve engagement and learning in engineering. In this innovation paper, we detail the application of research-based teaching strategies in a computer programming focused biomedical engineering module. This four-week, one-credit undergraduate biomedical engineering…

Continuing education (CE) for occupational therapists typically takes place in workshops, seminars, or webinars with little support for practice change after the event concludes. Continuing education that occurs over an extended time with opportunities for social learning and competence assessment may improve knowledge translation. This study…

There is an educational expectation that children's natural drawing will develop into proficient mathematical representations and formal diagrams, yet there is little research available to guide the assessment and development of children's mathematical drawing skills. The aim of this paper is to explore how Year 2 children (approx. 7 years) chose…

Purpose: We explore the extent to which speech-language pathologists (SLPs) are operating under assumptions about speech, language, and literacy that are not supported by evidence or are contradicted by evidence. Method: SLPs (N = 106) marked the degree to which they endorsed or rejected four true and 11 myth (i.e., false) statements on a visual…

Purpose: The purpose of this scoping review was to synthesize the current evidence-based treatment practices used with school-aged children with any severity of traumatic brain injury (TBI) that could benefit the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred…

Teachers play an essential role in supporting children with attention-deficit hyperactivity disorder (ADHD) and are often responsible for implementing the classroom-based interventions designed to bolster the academic and behavioral success, and the socio-emotional development of children with ADHD in schools. Unfortunately, several studies…

The long-recognized disconnect between research and practice is reflected by social work students who often report significant apprehension about their research classes, likely at least in part because of a poor understanding of the research-practice interface and an unfamiliarity with larger professional social change initiatives like the Grand…

This study examined the impact of a project-based learning module on young children's scientific practices in urban and Indigenous areas. The module was developed by drawing upon early science standards and research on scientific practices and project-based teaching approaches. Ninety-eight children from northern Taiwan participated. Their average…

Increasing numbers of students with disabilities (SWD) receive remote or online instruction in secondary mathematics. Unprecedented shifts in teaching modalities during the COVID-19 pandemic highlighted the need for effective remote instruction. The present study surveyed 31 general and special education teachers to identify features of remote…