Understanding and Future Directions for Evidence-Based Practices in Moral Education

2019 ◽  
Vol 28 (3) ◽  
pp. 43-61
Author(s):  
Changwoo Jeong
Keyword(s):  
Moral Education ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices

Educating Learners With Disabilities in Palestine

2016 ◽  
Vol 52 (3) ◽  
pp. 182-187 ◽  
Author(s):  
Mona Nasir-Tucktuck ◽  
Joshua N. Baker ◽  
Matthew L. Love
Keyword(s):  
Students With Disabilities ◽  
Instructional Practices ◽  
Historical Background ◽  
Education For All ◽  
Evidence Based ◽  
Ministry Of Education ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Palestinian Territories ◽  
The Right

With the adoption of the Right of Education for All (1994), the Palestinian Ministry of Education has indicated the necessity to address the needs of students with disabilities. Although the growth of services has increased to meet the needs of this population, there are still concerns with providing best instructional practices to these students in this novel educational system. This column presents a brief historical background on services provided to students with disabilities, as well as discussing current identification, diagnostic, and placement practices in the Palestinian territories. Future directions are suggested and discussed in regard to the use and availability of evidence-based practices.

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

2019 ◽  
Vol 45 (2) ◽  
pp. 67-84 ◽  
Author(s):  
Eric Alan Common ◽  
Kathleen Lynne Lane ◽  
Emily D. Cantwell ◽  
Nelson C. Brunsting ◽  
Wendy Peia Oakes ◽  
...  
Keyword(s):  
Quality Indicators ◽  
Evidence Based Practice ◽  
Sound Studies ◽  
Evidence Based ◽  
Group Instruction ◽  
Response Cards ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Opportunities To Respond ◽  
K 12

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

The Evidence-Based School Counseling Conference: Contexts for Creating Change

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443 ◽  
Author(s):  
Brett Zyromski ◽  
Carey Dimmitt
Keyword(s):  
School Counseling ◽  
Professional School ◽  
Evidence Based ◽  
Effective School ◽  
Future Directions ◽  
Evidence Based Practices ◽  
School Counseling Program ◽  
History Of ◽  
Definition Of ◽  
Program Components

This special edition of Professional School Counseling presents some of the key proceedings from the sixth annual Evidence-Based School Counseling Conference (EBSCC). The EBSCC exists to provide professional development around effective school counseling program components and interventions, especially related to evidence-based practices and other cutting-edge innovations in school counseling. We offer a brief history of the EBSCC, a definition of evidence-based school counseling, and an overview of the contents of this special issue. Future directions for evidence-based school counseling conclude the article.

scholarly journals Neighbors Helping Neighbors: A University and K-12 School Partnership

2019 ◽  
Vol 43 (1) ◽  
pp. 12-19
Author(s):  
Alissa Cress ◽  
Ophélie Allyssa Desmet ◽  
BeAnn Younker
Keyword(s):  
Graduate Students ◽  
Gifted Education ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Professional Development For Teachers ◽  
School Corporation ◽  
School Partnership ◽  
K 12 ◽  
Quality Professional Development

Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for practitioners and university partners are discussed, along with future directions for the existing partnership.

New Directions in Rehabilitation Counseling Research

2019 ◽  
Vol 50 (3) ◽  
pp. 196-209
Author(s):  
Phillip D. Rumrill ◽  
James L. Bellini ◽  
Lynn C. Koch
Keyword(s):  
Quality Of Life ◽  
Rehabilitation Counseling ◽  
Future Research ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Rehabilitation Outcomes ◽  
New Directions

The purpose of this article is to examine future directions in rehabilitation counseling research that will build on prior investigations to improve rehabilitation outcomes and enhance the quality of life of people with disabilities. The authors discuss the role of theory in guiding future research and implementing evidence-based practices. Next, they recommend topics to be further investigated in future inquiry. The article concludes with an exploration of emerging research approaches and techniques that are either beginning to be used by rehabilitation researchers or, if not being used, have the potential to contribute to the rehabilitation counseling knowledge base.

Evidence-Based Practices in Deaf Education

2018 ◽  
Keyword(s):  
Teaching Practices ◽  
Deaf Education ◽  
Evidence Based ◽  
Whole Child ◽  
Social And Emotional Development ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Social And Emotional ◽  
Interdisciplinary Approaches ◽  
Art Research

This volume presents the latest research on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. It is written by internationally recognized researchers and practitioners. In their contributions they discuss the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. The volume focuses on the topic of transforming state-of-the-art research into teaching practices in deaf education. It does so by addressing how we can improve outcomes of deaf education through professional development of teachers, construction and implementation of evidence-based teaching practices, and considering “the whole child,” thus emphasizing the importance of integrative, interdisciplinary approaches.

scholarly journals An examination of cross-cultural systems implementing evidence-based assessment and intervention approaches

2006 ◽  
Vol 28 (1) ◽  
pp. 76-79 ◽  
Author(s):  
Laura K Murray ◽  
John Fayyad ◽  
Peter S Jensen ◽  
Kimberly Hoagwood ◽  
Mary Azer
Keyword(s):  
Feasibility Studies ◽  
World Health ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Feasibility Research ◽  
Cultural Systems ◽  
The World ◽  
Health Organization ◽  
Successes And Challenges

Implementation of evidence-based assessment and intervention approaches for youth with behavioral and/or emotional problems is rising to recognition worldwide. Feasibility research is critical to examine what characteristics of systems allow for success or barriers to the implementation of evidence-based practices into real-world settings, especially when working cross-culturally. This paper briefly reviews the experience of 4 international sites to understand how the overall structure and specific site variables directed the implementation of the World Health Organization and the World Psychiatry Association project. Discussion includes a thematic summary of the successes and challenges experienced by the sites, and future directions of feasibility studies.

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