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A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
16 references·0 citing·51 second hopsampled
A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices (2021)A Systematic Review of Meta-Analyses in S…How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses (2018)How to Do a Systematic Review…High-Leverage Practices in Special Education. (2017)High-Leverage Practices in Sp…CEC’s Standards for Classifying the Evidence Base of Practices in Special Education (2014)CEC’s Standards for Classifyi…Evidence-Based Practices and Implementation Science in Special Education (2013)Evidence-Based Practices and …Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis (2013)Effects of Educational Techno…Core Practices and Pedagogies of Teacher Education (2013)Core Practices and Pedagogies…Unraveling Evidence-Based Practices in Special Education (2011)Unraveling Evidence-Based Pra…The “Blurring” of Special Education in a New Continuum of General Education Placements and Services (2010)The “Blurring” of Special Edu…Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders (2010)Evidence-Based Practices in I…Redefining teaching, re‐imagining teacher education (2009)Redefining teaching, re‐imagi…Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions (2009)Differential Effects of Peer …Determining Evidence-Based Practices in Special Education (2009)Determining Evidence-Based Pr…Evidence-Based Practices in Special Education: Some Practical Considerations (2008)Evidence-Based Practices in S…Research in Special Education: Scientific Methods and Evidence-Based Practices (2005)Research in Special Education…Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education (2005)Quality Indicators for Group …The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning (1984)The Effects of Frequent Curri…Diffusion of Innovations (1963)Dilemmas in a general theory of planning (1973)Where Students With the Most Significant Cognitive Disabilities Are Taught (2015)Behavior and classroom management: Are teacher preparation programs really preparing our teachers? 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References

  • 2018How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses2,800 cited
  • 2009Redefining teaching, re‐imagining teacher education2,011 cited
  • 2005Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education1,025 cited
  • 2005Research in Special Education: Scientific Methods and Evidence-Based Practices975 cited
  • 2013Evidence-Based Practices and Implementation Science in Special Education845 cited
  • 2013Core Practices and Pedagogies of Teacher Education827 cited
  • 2010Evidence-Based Practices in Interventions for Children and Youth with Autism Spectrum Disorders621 cited
  • 1984The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning420 cited
  • 2010The “Blurring” of Special Education in a New Continuum of General Education Placements and Services384 cited
  • 2014CEC’s Standards for Classifying the Evidence Base of Practices in Special Education362 cited
  • 2017High-Leverage Practices in Special Education.360 cited
  • 2011Unraveling Evidence-Based Practices in Special Education315 cited
  • 2009Determining Evidence-Based Practices in Special Education235 cited
  • 2013Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best‐Evidence Synthesis

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163 cited
  • 2008Evidence-Based Practices in Special Education: Some Practical Considerations156 cited
  • 2009Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions147 cited
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