Publication Date
| In 2026 | 0 |
| Since 2025 | 445 |
| Since 2022 (last 5 years) | 2955 |
| Since 2017 (last 10 years) | 7169 |
| Since 2007 (last 20 years) | 14296 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Teachers | 537 |
| Policymakers | 188 |
| Practitioners | 175 |
| Administrators | 171 |
| Researchers | 120 |
| Students | 67 |
| Parents | 61 |
| Counselors | 40 |
| Community | 20 |
| Support Staff | 16 |
| Media Staff | 8 |
| More ▼ | |
Location
| Australia | 529 |
| United Kingdom | 420 |
| United States | 353 |
| United Kingdom (England) | 339 |
| California | 315 |
| Canada | 282 |
| Texas | 197 |
| New York | 155 |
| Florida | 153 |
| North Carolina | 138 |
| Illinois | 114 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 15 |
| Meets WWC Standards with or without Reservations | 25 |
| Does not meet standards | 19 |
Peer reviewed
Direct linkKelly, Peter – FORUM: for promoting 3-19 comprehensive education, 2020
Whether the relationship between policymaking and science has been affected by the coronavirus pandemic remains unclear. The success scientists have enjoyed in dealing with the virus and hopes they will develop a vaccine may increase the status of some experts whilst damaging populist anti-science sentiment. Some may call for increased…
Descriptors: Policy Formation, Sciences, COVID-19, Pandemics
Wye, Lesley; Cramer, Helen; Beckett, Kate; Farr, Michelle; le May, Andrée; Carey, Jude; Robinson, Rebecca; Anthwal, Rachel; Rooney, James; Baxter, Helen – Evidence & Policy: A Journal of Research, Debate and Practice, 2020
Background: The Bristol Knowledge Mobilisation (KM) Team was an unusual collective brokering model, consisting of a multi-professional team of four managers and three academics embedded in both local healthcare policymaking (aka commissioning) and academic primary care. Aims and objectives: They aimed to encourage 'research-informed commissioning'…
Descriptors: Knowledge Management, Evidence Based Practice, Health Services, Policy Formation
Hammond, Sarah; Beail, Nigel – Journal of Applied Research in Intellectual Disabilities, 2020
Background: Interventions for offenders with intellectual disabilities (ID) have used cognitive variables as measures of treatment outcome. However, the relevance of cognitive variables to offending in people with intellectual disabilities is unclear. This review aimed to evaluate the evidence for a relationship between cognitive variables and…
Descriptors: Adults, Intellectual Disability, Research Reports, Intervention
Erickson, Ainsley T. – History of Education Quarterly, 2020
Carl Kaestle defines a generalization as "how we know when we know." Kaestle sketches a model of increasing certainty in historical claims as they are developed and refined at increasing scales of research, from local to international. A historical claim might originate in the study of a particular place or case, but to know that the…
Descriptors: Generalization, Generalizability Theory, Historical Interpretation, Archives
Yoong, Sze Lin; Bolsewicz, Katarzyna; Grady, Alice; Wyse, Rebecca; Sutherland, Rachel; Hodder, Rebecca Kate; Kingsland, Melanie; Nathan, Nicole; McCrabb, Sam; Bauman, Adrian; Wiggers, John; Moullin, Joanna; Albers, Bianca; Fernandez, Maria E.; Hall, Alix; Sims-Gould, Joanie; Taylor, Natalie; Rissel, Chris; Milat, Andrew; Bailey, Andrew; Batchelor, Samantha; Attia, John; Wolfenden, Luke – Health Education Research, 2020
While there is some guidance to support the adaptation of evidence-based public health interventions, little is known about adaptation in practice and how to best support public health practitioners in its operationalization. This qualitative study was undertaken with researchers, methodologists, policy makers and practitioners representing public…
Descriptors: Public Health, Intervention, Evidence Based Practice, Program Implementation
Curren, Randall – Journal of Philosophy of Education, 2020
This essay is a commentary on Brighouse, Ladd, Loeb and Swift's "Educational Goods: Values, Evidence, and Decision-Making." It discusses the book's conceptualisation of childhood goods, and it comments at length on its place within the larger philosophical enterprise of promoting normatively and evidentially sound decision-making in…
Descriptors: Educational Policy, Educational Practices, Educational Objectives, Decision Making
Burns, Matthew K.; Barrett, Courtenay A.; Maki, Kathrin E.; Hajovsky, Daniel B.; Duesenberg, McKinzie D.; Romero, Monica E. – Contemporary School Psychology, 2020
School psychological reports of evaluation results have the potential to provide data that are timely, synthesized, and interpreted and could include recommendations for evidence-based interventions and accommodations for improving student outcomes. The current study examined 130 school psychological reports from 13 school districts and found that…
Descriptors: School Psychology, Student Evaluation, Evidence Based Practice, Intervention
Cook, Bryan G.; Collins, Lauren W.; Cook, Sara Cothren; Cook, Lysandra – Learning Disabilities Research & Practice, 2020
Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices--practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from…
Descriptors: Evidence Based Practice, Literature Reviews, Standards, Special Education
Spencer, Elizabeth; Bryant, Lucy; Colyvas, Kim – Topics in Language Disorders, 2020
Variability is common in language sample analysis (LSA), arising from personal factors such as age or level of education, or from factors within the text such as its length and purpose. Variability can affect interpretation of results in clinical practice and research studies, as well as the ability to detect change in individuals over time. This…
Descriptors: Sampling, Language Impairments, Evaluation Methods, Evidence Based Practice
Aronsson, Lena – Policy Futures in Education, 2020
Connecting neuroscience and education is a desire in contemporary society, related to the recurring calls for education to become more evidence-based. Research in educational neuroscience strives towards such interdisciplinary knowledge production and to an enhanced interaction between neuroscience research and educational practice. However,…
Descriptors: Neurosciences, Learning Processes, Educational Practices, Evidence Based Practice
Adult Students in U.S. Higher Education: An Evidence-Based Commentary and Recommended Best Practices
Robertson, Douglas L. – Innovative Higher Education, 2020
This article presents 50 year patterns of adult student participation in colleges and universities in the United States. These patterns changed dramatically in the 1970s and 1980s and then stabilized. Following these changes, adult student participation has continued to be significant and predictable in U.S. colleges and universities. In addition…
Descriptors: Higher Education, Adult Students, Evidence Based Practice, Best Practices
Download full textKittelman, Angus; Strickland-Cohen, M. Kathleen; Pinkelman, Sarah E.; McIntosh, Kent – Journal of Positive Behavior Interventions, 2020
There is a dearth of research examining school and district factors associated with the abandonment of evidence-based practice in schools. In this mixed methods study, we surveyed 23 school personnel working with 30 schools that abandoned and then readopted school-wide positive behavioral interventions and supports (SWPBIS). Our aims were to…
Descriptors: Positive Behavior Supports, Intervention, Educational Change, Evidence Based Practice
Remedios, Richard – Psychology of Education Review, 2020
John Raven has the capacity to see a bigger picture and highlight some of the causes of failures of that bigger picture. In barely 6000 words, he manages to outline several meta and micro-level problems that have led to the position he outlines regarding evidence-based interventions. This achievement should not be overlooked; what he has managed…
Descriptors: Intervention, Evidence Based Practice, Educational Research, Ability
Lemberger-Truelove, Matthew E.; Ceballos, Peggy L.; Molina, Citlali E.; Dehner, Jaclyn M. – Professional School Counseling, 2020
Evidence-based school counseling requires that practitioners and scholars utilize formal counseling theory. Theories that inform school counseling must cohere with the unique needs of students and school environments. Therefore, we propose that school counseling theories must include the following constituents: (a) qualities of students and school…
Descriptors: Evidence Based Practice, School Counseling, Theories, Educational Environment
Kittelman, Angus; Strickland-Cohen, M. Kathleen; Pinkelman, Sarah E.; McIntosh, Kent – Grantee Submission, 2020
There is a dearth of research examining school and district factors associated with the abandonment of evidence-based practice in schools. In this mixed-methods study, we surveyed 23 school personnel working with 30 schools that abandoned and then readopted school-wide positive behavioral interventions and supports (SWPBIS). Our aims were to…
Descriptors: Positive Behavior Supports, Intervention, Educational Change, Evidence Based Practice
