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Democracy and Islam are both capable of multiple interpretations and applications. Islam possesses ideological resources that provide justification for a wide spectrum of political models. However, the compatibility of Islam and democracy relies on the critical questions of: “whose Islam” and “what Islam,” and “whose democracy” and “what democracy.” The purpose of this paper is to explore the possibilities and challenges of the recent democratic transitions in the Muslim world.

The paper is a discursive essay.

Islamic history has demonstrated that there is no monolithic construal of Islam and politics, and in fact history actually provides hope that a more representative and democratic government might result from the uprisings, with healthier, progressive elements of Islam emerging in ways that were not before possible.

While other observers have explored the compatibility question of Islam and democracy, very little has been written on the recent political upheavals situating the question within this context.

Research on education for women in the Arab world is just beginning to unfold. In some countries, such as the United Arab Emirates, higher education for women has only been encouraged for the last few decades. Research that explores the perceptions of women in college learning environments is important to discover better ways of educating Emirati women for lifelong learning. This paper aims to address these issues.

An online quantitative survey (English and Arabic) was used to explore these perceptions, and 294 students participated.

The paper uses transformative learning theory to investigate potential influences or factors on the transformation of female Emirati students during their college years.

This and other research does support the assumption that transformative experiences for individual students within higher education can result in interest, intention, and action toward varying degrees of social transformation. Higher education, while having no explicit political or activist agenda, has resulted in some degree (among these respondents at least) of a redefinition of the role of work for women and their broader role in Emirati society, and in some ways have challenged prevailing social constructs based on male‐female stratification.

There are few challenges as daunting as achieving positive outcomes for students with emotional disabilities. A major obstacle is the generally poor quality of classroom instruction. Too few general education teachers or special education teachers possess the knowledge and skills to adequately serve this population of learners. Various factors account for the inadequate level of teacher preparation, including licensure requirements that emphasize quantity over quality, the research-to-practice gap, a train-and-hope rather than a train-and-coach approach to teacher preparation, and the absence of an infrastructure to support sustained use of evidence-based practices. I discuss each of these factors and offer some recommendations for improving the quality of teacher preparation and, in turn, the potential for more positive student outcomes.

The research-to-practice gap occurs when practices supported as effective by research are infrequently used in applied settings, such as classrooms. This gap may be due to teachers preferring to use practices they find to be trustworthy, usable, and accessible. Instead of relying on research, teachers frequently use resources from other teachers, which may be because teachers prefer practices that are supported by evidence developed in applied settings (i.e., practice-based evidence [PBE]). Using PBE to support the application of evidence-based practices (EBPs) may increase the latter's use in classrooms. In this chapter, we discuss the advantages and disadvantages of both EBPs and PBE and how the two can complement each other to help lessen the research-to-practice gap. We also discuss mixed-methods approaches that can be used to combine EBPs with PBE.

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.