Research-based Practices Research Articles

Research-Based Practices to Engage Youth in a Vibrant Catholic Church: The Case for Implementing Sacred Listening Practices

This article explores the theological and practical implications of Sacred Listening, a concept developed in response to the Synod on Synodality initiated by Pope Francis. The Synod emphasizes the church’s call to a more relational and participatory ecclesial life, rooted in listening, dialogue, and accompaniment. Sacred Listening is proposed as a theologically grounded practice designed to rebuild trust and foster deeper connections within the faith community, particularly in a low-trust environment. Drawing on the theological principles of Imago Dei, as well as contemporary social science research, the article presents Sacred Listening as a means to move beyond traditional modes of institutional authority toward relational trust and authentic engagement. The article further introduces practical tools that operationalize these principles, providing concrete strategies for religious leaders to engage with their communities more effectively. This work contributes to the ongoing theological discourse on synodality and offers a framework for creating a more inclusive and responsive church in today’s complex social landscape.

Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study

ABSTRACT Purpose: Nearly 50 years ago, Durkin (1978–1979) conducted a seminal observation study on reading comprehension teaching in Grades 3 through 6. She reported that teachers rarely taught reading comprehension (less than 1% of instructional time). Since then, we have gained substantial knowledge about teaching reading comprehension. We aimed to comprehensively review direct observation studies of reading instruction to understand the extent to which recommended comprehension practices are implemented in schools. Method: A systematic search of the extant literature identified 66 observation studies of reading comprehension instruction for children in K–12 schools, including a total of 1,784 teachers. We employed a mixed-method systematic review to address the research questions. Results: Integrated analyses revealed that reading comprehension instruction infrequently aligned with research-based practices. Findings revealed that, on average, 23% of instructional time during reading/language arts instruction was dedicated to reading comprehension. Like Durkin’s study (1978–1979), the results indicated that teachers spent much of this time engaging in initiation-response-evaluation conversation patterns rather engaging students in extensive discussion of text or teaching knowledge or practices (e.g. text structure, reading comprehension strategies) that support reading comprehension. However, analyses suggested that studies conducted after 2000 reported more research-based reading comprehension practices than earlier studies. Conclusions: These findings suggest a substantial gap persists between the reading comprehension practices identified as research-based and those observed in typical practice. There is a need for renewed efforts to prioritize reading comprehension instruction in policy and practice.

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review

BackgroundTo become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback. AimsWe synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners. MethodsWe systematically reviewed 138 empirical reports. ResultsWe present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions. ConclusionsThe extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.

Leveraging Artificial Intelligence to Enhance Implementation of Research-Based Practices for Teaching Students with Moderate to Severe Intellectual Disability

Artificial intelligence (AI) has transformative potential to support the education of students with moderate to severe intellectual disabilities (M/SID) and their teachers. Although research and evidence-based practices (EBPs) are integral to fostering positive student learning outcomes, educators face challenges in effectively implementing these strategies. In this article, we discuss how higher education faculty can prepare educators to harness the use of AI as a powerful tool to support the implementation of EBPs in the classroom, addressing teacher fluency and maintenance of application.

Schoolteachers and teacher educators: making sense of ‘research’ in the context of research-based teacher education

ABSTRACT This article investigates how schoolteachers working both in schools and as educators on campus, referred to as hybrid educators, engage with ‘research’ in the context of research-based teacher education. The concept of institutional practices is applied to unpack the complex intersection between established institutional demands in higher education-based teacher education and the creative work conducted by hybrid educators as they try to engage with these demands. Drawing on observations and interviews, the analyses identify ‘research’ as a vague and taken for granted expectation that hybrid educators are given few directions in approaching, and highlight ownership—or the lack of it—and relevance to professional practice as prominent aspects informing their engagement with research. The study provides important knowledge for policymakers and teacher education regarding how to better facilitate hybrid educators’ inclusion into research-based practices on campus.

The role of teacher beliefs in teacher learning and practice: implications for meeting the needs of English learners/emergent bilinguals

Researchers generally agree that teachers’ beliefs influence their practice, but more research is needed on the relationship between teacher beliefs and their responsiveness to professional learning, especially among those serving diverse student populations. We examined the relationship between teachers’ beliefs, instructional practices, and student outcomes during the 2021–22 school year. Two California kindergarten teachers with high proportions of English Learners/emergent bilinguals collaborated with instructional coaches on an action research project designed to improve student engagement and oral language production during distance learning. Planning and debrief conversations revealed how teachers’ beliefs about student learning, and about the role of families and the teacher in supporting student learning, shaped the extent to which they adopted research-based practices, their differing student oral language and engagement results, and the emergence (or not) of a third space. The findings have implications for designing and carrying out effective teacher learning. We also contribute to the literature on the use of activity theory and third space to investigate teacher learning and its connection to instructional practice in classrooms serving culturally and linguistically diverse students.

Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

AbstractThe main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.

Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks

Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.

Confronting the Gordian Knot: Disentangling Gifted Education’s Major Issues

What are the key challenges facing the field of gifted education? In this qualitative study, we posed this question to some of the field’s eminent leaders and scholars. Overwhelmingly, our respondents mentioned problems of diversity, equity, inclusion, and accessibility (DEIA). Respondents also discussed problems concerning identification, the limited use of research-based practices, and insufficient support from outside the field; they also touched upon larger theoretical issues like the lack of clarity surrounding our conceptions of giftedness and the purposes of gifted education. In this article, we trace a brief history of the problems and paradigms of our field, share our study’s results, some theoretical and practical connections among the most pressing issues, and implications for moving our field forward.

How can the Values and Ethics of Youth Work be Shared among Practitioners and with the Society? – A Challenge for the ‘Story Practice’ in Japan

ABSTRACT This study attempted to answer the question of how to share the values and ethics of youth work among practitioners and with policymakers, funders, and society. Although social interest in youth support in Japan has been on rise recently due to the increase number of difficulties surrounding young people, the ‘ethics and values’ in practice and in the field can be driven by the neoliberal social and political trends present in our society. This study presents a way to resist and counter the penetration of neoliberal practical ethics and organisational management through the process of visualising, sharing and legitimising the ‘practical ethics and values’ embedded in the fields where youth work has been developed with young people. This is the research-based practice of ‘practitioners collectively telling, writing, sharing, and communicating the stories of practice’.

Reconceptualizing Research to Practice: The Role of Self-Advocates in Disrupting How We Think About Implementing Research-Based Practices in Disability

Abstract Inclusive research advances the right of people with lived experience with intellectual and developmental disabilities to be involved in all phases of the research process. From an implementation science perspective, a critical component to inclusive research is addressing how research-based practices are adopted, implemented, and sustained in real-world contexts by real-world implementers—who in the context of this special issue are people with lived experience of disability. The purpose of this article is to advance inclusive approaches in the implementation of research-based practices in disability services and supports by highlighting strategies used by an innovative organization that supports self-advocates to implement research-based practices in disability supports and services.

Clinical achievement improvement through experiential learning-based training

This study aimed to enhance clinical educators' competence through experiential learning-based preceptorship training. Many clinical educators struggle with implementing effective clinical education, providing guidance, and having limited time for new nurses. The research employed a quasi-experimental design with a pre-posttest control group involving 60 clinical educators. The intervention group received a five-day training module using experiential learning-based preceptorship, while the control group received standard intervention. Data analysis used the Wilcoxon Signed Rank Test to analyse differences before and after intervention, and used Mann-Whitney to analyse differences between the two groups. Analysis revealed significant improvements in critical thinking, patient safety, leadership, communication, research-based practice, and professional development among the intervention group compared to the control group (p-value=0.000). The findings highlight the effectiveness of this training model in enhancing clinical educators' learning outcomes. The study suggests that incorporating experiential learning into clinical education can be a valuable strategy for improving the competence of clinical educators and subsequently achieving better clinical achievements.

Navigating Global Dynamics in Teacher Education: A Comprehensive Overview

In the emerging time of the new National Education Policy, the current scenario of the education system demands multiple changes for the sustainable future of the nation, and the present and upcoming generations. The present education system is good enough to increase the literacy rate, however, a state like Kerala has a hundred percent literacy rate compared to any other state of India; yet for employment and education, a major part of the population of the state migrates to various states or countries. The high literacy rate is no more a concern of time; people are quite aware of the social things around them without formal education, due to social media or the revolution of technology. However, the recent trends in every field need an upgraded version of formal education. The fourth goal out of UNESCO’s sixteen SDGs focuses on quality education for a better future. The present research paper discusses the current situation of the Indian education system and the implementation of the new approaches required for a strong education policy through the newly emerging NEP for the welfare of the progeny and the country, which also supports UNESCO’s SDGs for global welfare. The research is developed on secondary data with critical analysis and exhaustive reading. Besides this abstract provides a concise overview of the key global dynamics shaping the field of teacher education in the 21st century. In an era characterized by rapid technological advancements, cultural diversity, and evolving educational philosophies, teacher education faces complex challenges and promising opportunities. This paper explores the multifaceted landscape of global dynamics in teacher education, including policy harmonization, technology integration, inclusivity, 21st-century competencies, professional development, research-based practices, sustainability, public-private partnerships, teacher shortages, and crisis preparedness. This abstract underscore the critical importance of addressing these global dynamics in teacher education to meet the evolving needs of learners and societies worldwide. Policymakers, educators, institutions, and researchers must work collaboratively to navigate these challenges and seize the opportunities they present, ultimately shaping a brighter future for education on a global scale.

Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices

Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers’ understanding of the practices; however, little is known about pre-service teachers’ experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers’ perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating U.S. pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring.

Teachers’ voices on multimodal input for second or foreign language learning

Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.

The DELIVER study; the impact of research capacity building on research, education, and practice in Dutch midwifery.

Few examples exist of research capacity building (RCB) in midwifery. As in other jurisdictions, at the turn of this century midwives in the Netherlands lagged in research-based practice. Dutch professional and academic organisations recognised the need to proactively undertake RCB. This paper describes how a large national research project, the DELIVER study, contributed to RCB in Dutch midwifery. Applying Cooke's framework for RCB, we analysed the impact of the DELIVER study on RCB in midwifery with a document analysis comprising the following documents: annual reports on research output, websites of national organizations that might have implemented research findings, National Institute for Public Health and the Environment (RIVM)), midwifery guidelines concerning DELIVER research topics, publicly available career information of the PhD students and a google search using the main research topic and name of the researcher to look for articles in public papers. The study provided an extensive database with nationally representative data on the quality and provision of midwifery-led care in the Netherlands. The DELIVER study resulted in 10 completed PhD projects and over 60 publications. Through close collaboration the study had direct impact on education of the next generation of primary, midwifery care practices and governmental and professional bodies. The DELIVER study was intended to boost the research profile of primary care midwifery. This reflection on the research capacity building components of the study shows that the study also impacted on education, policy, and the midwifery profession. As such the study shows that this investment in RCB has had a profound positive impact on primary care midwifery in the Netherlands.

Mathematics Teachers’ Beliefs About Which Practices They Implement: A Q-Sort Analysis

ABSTRACT The Mathematics Teaching Practices identified by the National Council of Teachers of Mathematics are eight research-based practices that promote mathematics teachers’ implementation of specific knowledge to support student understanding. We wondered which practices mathematics teachers perceived as most characteristic and least characteristic of their teaching and if groups of mathematics teachers might have similar beliefs about their use of the MTPs in their teaching. Data from 39 mathematics teachers of grades 5–12 and one administrator who completed the Teacher Action Q-Sort revealed three distinctive groups: predominantly high school teachers and teachers with post-baccalaureate degrees, predominantly early career middle school teachers, and predominantly beginning middle school teachers. We describe each group, provide a visualization for each group’s composite Q-sort, and report the similarities and differences across the groups of teachers. We also include implications and recommendations for teachers of mathematics and those who provide professional development to teachers of mathematics.

Measuring what matters in healthcare: a practical guide to psychometric principles and instrument development.

The provision of quality healthcare relies on scales and measures with robust evidence of their psychometric properties. Using measurement instruments with poor reliability, validity, or feasibility, or those that are not appropriate for the target diagnostic group or construct/dimension under consideration, may be unfavorable for patients, unproductive, and hinder empirical advancement. Resources from the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) group can assist in identifying and developing psychometrically sound measures. The COSMIN initiative is the only international, research-based practice taxonomy and methodological guidelines for measurement in healthcare. This manuscript aims to provide an accessible introduction to theories, principles and practices of psychometrics, instrument properties, and scale development, with applied examples from the COSMIN recommendations. It describes why measurement in healthcare is critical to good practice, explains the concepts of the latent variable and hypothetical construct and their importance in healthcare assessments, explores issues of flawed measurement and briefly explains key theories relevant to psychometrics. The paper also outlines a ten-step process to develop and validate a new measurement instrument, with examples drawn from a recently developed visuoperceptual measure for analysis of disordered swallowing to demonstrate key concepts and provides a guide for understanding properties of and terminology related to measurement instruments. This manuscript serves as a resource for healthcare clinicians, educators, and researchers who seek to develop and validate new measurement instruments or improve the properties of existing ones. It highlights the importance of using psychometrically sound measurement instruments to ensure high-quality healthcare assessments.

A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices

PurposeCognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths. ProceduresThis review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning. ConclusionEducational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students’ learning needs.

Difficulties in merging methodological demands and artistic conventions—"Artist's Neurophysiology in Performance" project case

Contemporary development of research methods and tools is often conducive to ambitious art studies, in which the research methodology and study protocol are the result of negotiations between creative and research strategies. The article discusses the key sources, possibilities, and threats of interdisciplinary projects often referred to as practice-as-research. The following comparison of the orders of the scientific methodology and the artistic convention allows one to show the similarities and potential points of contact between science and art, which are independent of the different values and methods of evaluation in both of these areas. The research-based practice model by Pil Hansen and Bruce Barton is also presented as a solution that takes these issues into account. It is also used to present the project of Interdisciplinary Center for New Technologies of the Nicolaus Copernicus University in Toruń and the Art & Science Research Foundation om—organisms and machines in culture (FUNom) the project "Neurophysiology of the Artist in Performance", which is a bold example of the transdisciplinary activities of scientists and researchers. Its content is analyzed through the reports of artists, researchers, and participants taking part in public presentations of the project.