This project involves a systematic review of literature on evidence-based teaching practices in the K-12 education system in the United States to (1) identify practices that have demonstrated success in academic achievement for diverse students, (2) examine whether these successful teaching practices have been adopted and implemented, and (3) identify system conditions needed to adopt. A review of the literature will be completed, and a list of articles and publications will be identified. A team of researchers at the UNC Frank Porter Graham Child Development Institute will code a set of articles every week. Ten percent of the articles will be double-coded for reliability purposes. The literature review will result in an open-access publication to inform the field.
The Center for Learner Equity
04/01/2023 to 12/31/2023