Strengthening Education Through Equitable and Inclusive Evidence-Based Teaching Practices
A Scoping Review
Bibliographic Data
| ID | 22044910 |
|---|---|
| Authors | Elaine K Miller (0000-0002-6757-3829, Boston University), Ximena Franco-Jenkins (0000-0002-0029-9765, University of North Carolina at Chapel Hill, corresponding author), Juniper Theodora Duncan (0009-0008-6364-5777, Case Western Reserve University), Alicia Reynolds Reddi (0009-0006-8092-1409, University of North Carolina at Chapel Hill), Caryn Ward (0000-0001-6026-6597, RTI International) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 266 |
| Publication date | 2025-02-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030266 |
| OpenAlex | W4407814682 |
| Language | EN |
| Citations received | 3 |
| References cited | 76 |
This scoping review provides clarity on the landscape of evidence-based and High-Leverage Practices that have been shown to be effective with students with disabilities and have the potential to meet the needs of marginalized students across lines of difference. Of 672 articles screened, 85 met eligibility criteria, including 46 studies, 11 systematic reviews, and 28 conceptual papers. Among included articles, instruction practices were the most frequently reported High-Leverage Practice category (89.4%), followed by social, emotional, and behavioral practices (37.6%), and assessment practices (25.8%). A wide variety of specific evidence-based practices were identified in the literature. Marginalized student identities represented included English language learners, students with disabilities, neurodivergent students, racially or ethnically marginalized students, students with health disabilities, and students with behavioral or emotional difficulties. Future research should consider further examining the effectiveness of different practices to inform data-driven decision-making to improve educational outcomes for marginalized students
Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Computer Science · Educational Methods and Outcomes · Psychology · Sports and Physical Education Research
Behavioral Problems, Effects of Socio-Economic Status on
Effective Teacher Professional Development
Fostering complex problem solving for diverse learners
A Systematic Review of Meta-Analyses in Special Education
Effects of check‐in/check‐out on the behavior of students with autism spectrum disorder who have extensive support needs
Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy
Supporting Black, Indigenous, and Students of Color in Learning Environments Transformed by Covid-19
Unpacking the Drivers of Racial Disparities in School Suspension and Expulsion
Evaluating the Effects of Function-Based Interventions With Deaf or Hard-of-Hearing Students
Sanctioning a Space for Translanguaging in the Secondary English Classroom
Wait! I don’t get it! Can we translate?”
Teacher preparation and performance in high-needs urban schools
Integrating Comprehension Strategies into Social Studies Instruction
Promoting Social and Emotional Learning in Middle School
Mohala i ka wai
Tracking and High School English Learners
Multicultural education and racism in American schools
Does Culturally Relevant Teaching Work? An Examination From Student Perspectives
Converging Recommendations for Culturally Responsive Literacy Practices
Value in diversity
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |