evidence-based-practice
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- PaperLanguage Teaching Research9 Jul 2026
Instructional Practices for Signed Literacy: Observations of 38 Deaf Education Classrooms
Leala Holcomb, Leah Oakes
A mixed-methods study of 38 deaf education classrooms (PreK-3) found that only 16% of teachers implemented evidence-based signed literacy instruction, where students compose signed texts. The majority either taught isolated grammatical features or used signing to scaffold print literacy, revealing a gap between research recommendations and classroom practice.
Original abstract
This mixed-methods study examined how signed literacy instruction is currently taught in United States deaf education classrooms (PreK-3) and to what extent that instruction reflects evidence-based composing instruction. Signed literacy instruction means teaching students to view, analyze, and compose texts in a signed language. A composing-forward approach treats students’ production of signed texts as the central instructional activity, with language skills taught in service of that composition. This approach is the core of Strategic and Interactive Signing Instruction (SISI), a pedagogical framework for signed literacy. Participants were 38 teachers across 11 deaf education programs. Each teacher completed a survey on their instructional practices and was observed teaching lessons selected to demonstrate support for deaf children’s signing skills. Survey and observation data were analyzed separately, then compared for agreement, complementarity, and divergence. Nine of 38 teachers included signed composition in their observed instruction. Of those 9, only 6 (16% of the full sample) met the evidence-based composing instruction threshold. These 6 teachers consistently treated signed language as the instructional target and embedded strategy, interactive, and language instruction within a composing cycle. The remaining teachers taught isolated grammatical features in signed language or used signed language to scaffold print literacy. Findings suggest that signed composition appears in a minority of classrooms, and that even when it appears, it is not consistently taught with the instructional features evidence suggests it requires.
- PaperBritish Journal of Educational Technology19 Apr 2026
The role of EdTech Implementation Research in connecting evidence and practice: Insights for a high‐impact future
David Hollow, Verna Lalbeharie
EdTech Implementation Research provides methodological tools for building evidence on educational technology in low- and middle-income countries. The authors argue that Implementation Research not only improves EdTech evidence but that EdTech also provides a context to refine implementation research practices. Practical guidance and reflective prompts are offered for researchers and implementers.
Original abstract
EdTech Hub is at the forefront of using Implementation Research to build better evidence regarding EdTech in low‐ and middle‐income countries (LMICs). In this contribution, David Hollow (EdTech Hub Research Director) and Verna Lalbeharie (EdTech Hub Executive Director) explore the definitions and parameters of what Implementation Research means within education, and specifically within the context of EdTech, providing practical guidance by drawing on insights from the EdTech Hub research portfolio. Two interlinked arguments are made. First, Implementation Research provides a valuable set of methodological tools for building better evidence regarding EdTech. Second, EdTech provides a useful context for understanding and improving practices about the use of Implementation Research across education. The contribution closes with reflective prompts for Implementers and Researchers when considering engaging in EdTech Implementation Research.
- PaperERIC — ELT & TESOL1 Jan 2026
Research Synthesis in TESOL
Sin Wang Chong
Research synthesis systematically consolidates evidence to inform TESOL practice and policy, but remains emergent in the field. This article reviews its history and typologies, introduces the SMART (Synthesis Methods and Reporting Tool) framework, and proposes future directions including ethical digital tool use, a 'small lens' approach for contextual relevance, and diversification of syntheses.
Original abstract
Research synthesis plays a pivotal role in bridging the gap between research and practice in TESOL by systematically consolidating evidence to inform decision-making, policy, and pedagogy. Although well established in disciplines such as Medicine and Education, research synthesis remains emergent in TESOL, where its relevance continues to grow alongside methodological diversification. Through illustrative examples, this article provides an overview of the history, typologies, and methodological developments of research synthesis in TESOL, including the introduction of SMART (Synthesis Methods and Reporting Tool). The article identifies future directions for research synthesis in TESOL, which include appropriate, ethical, and inclusive use of digital tools in research synthesis; a "small lens" approach to conducting research synthesis to enhance contextual relevance and reduce research waste; and the need to diversify, replicate, and update existing research syntheses in the field.