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De Fazio, Carina M.; Fain, A. Christi; Duchaine, Ellen L. – Beyond Behavior, 2011
Legislation such as No Child Left Behind (NCLB), the Individuals with Disabilities Education Act, and its reauthorization, the Individuals with Disabilities Education Improvement Act, mandate that evidence-based practices be used in schools. In fact, NCLB requires that "scientifically-based research" be the basis for classroom practices…
Descriptors: Evidence, Intervention, Federal Legislation, Disabilities
Nixon, Helen; Comber, Barbara; Cormack, Phil – English Teaching: Practice and Critique, 2007
The educational research and policy scene in Australia over the past decade has featured a number of contradictory developments. National policy has sponsored more interdisciplinary and applied research, while moving down a Research Quality Framework pathway which prioritises measurable quality and impact measures. At the same time, recent…
Descriptors: Literacy Education, Educational Research, Foreign Countries, Research Projects
Burns, Matthew K.; Ysseldyke, James E. – Journal of Special Education, 2009
The federal mandate for use of evidence-based practice in schools focuses attention on the frequently discussed research-to-practice gap in education. The current study examined the frequency with which evidence-based practices are engaged in the education of pupils with disabilities. In sum, 174 special education teachers and 333 school…
Descriptors: Psychologists, School Psychologists, Disabilities, Special Education Teachers
Mikulecky, Larry – 2003
A review of current literature identifies three growing trends. First, there has been an increase in legislatively mandated accountability that requires taxpayer-funded education and research programs be demonstrated effective by "scientifically based research." To receive federal monies programs must emphasize quantitative,…
Descriptors: Accountability, Adult Basic Education, Adult Literacy, Articulation (Education)
Kehle, Thomas J.; Bray, Melissa A. – Psychology in the Schools, 2005
We argue that the existence of the gap is perhaps a result of an overallegiance to the medical model and the lack of measurable criteria regarding the definition of an educated and psychologically healthy student. Further, an additional and equally daunting problem for school psychological practice is that it is influenced by general education…
Descriptors: Research and Development, Theory Practice Relationship, School Psychology, Federal Legislation
Pretti-Frontczak, Kristie L.; McGough, Sarah M.; Vilardo, Laura; Tankersley, Melody – Journal of Early and Intensive Behavior Intervention, 2006
Second-generation intervention research requires methods for overcoming challenges to understanding complex learning ecologies and interactions of students. Eco-behavioral assessments (EBAs) are one solution to past intervention research challenges. EBAs record the effects of ecological variables in students' behavior and daily interactions. The…
Descriptors: Intervention, Learning Disabilities, Functional Behavioral Assessment, Social Behavior