LCT-5005

Johnson, E., Reddy, L. A., Jones, N. D., Morris-Mathews, H., Stark, K. R., Jones, N. D., Brownell, M. T., & Bell, C. A. (2021). Danielson’s Framework for teaching: Convergence and divergence with conceptions of effectiveness in special education. Journal of Learning Disabilities, 54(1), 66–78.
This article critically examines how Danielson’s Framework for Teaching, widely used in teacher evaluations, inadequately reflects instructional practices essential for students with learning disabilities, particularly in its emphasis on constructivist methods over explicit, systematic, intensive, and individualized instruction

McGuire, R. (2025, April). Six examples of evidence-based teaching practices and a resource library with many more.
https://www.everylearnereverywhere.org/blog/six-examples-of-evidence-based-teaching-practices-and-a-resource-library-with-many-more/
Six examples of evidence-based practices from classroom instructors are shared.

McCormick, M.P., MacDowell, C., Weiland, C., Hsueh, J., Maier, M., Pralica, M., Maves, S., Snow, C., & Sachs, J. (2024).
Instructional alignment is associated with PreK persistence: Evidence from the Boston Public Schools. Early Childhood Research Quarterly,
67, 89-100,
This study finds that sustained instructional alignment from PreK through first grade, especially when tied to high-fidelity implementation of aligned curricula, helps maintain the academic benefits of PreK in literacy and math for students in the Boston Public Schools

Miller, A. F., Noble, A., & McQuillan, P. (2022). Understanding leadership for adaptive change in Catholic schools: A complexity perspective. Journal of Catholic Education, 25(1), 54-83.
Applying a complexity theory lens, this article explores how Catholic school principals navigated systemic challenges and led adaptive change by fostering shared culture, distributing authority, and promoting relational trust, rather than relying solely on technical leadership solutions