In the increasingly diverse and global world where young people and families struggle to find themselves optimal educational opportunities in schools, homes, and communities, researchers and practitioners have been hard-pressed to offer “evidence-based policy and decision-making” for accountability and efficacy of educational outcomes (e.g., National Institute for Educational Policy Research, 2012, Pascarella, Wolniak, Seifert, Cruce, & Blaich, 2005, Wandersman, Alia, Cook, Hsu, & Ramaswamy, 2016). In addition, the cultural landscape of our society has been constantly changing because of globalization and sociopolitical climates in the past decade or so. Much of the impetus for evidence-based practice and policy in education reflects our societal or governmental pressures, as well as the long tradition of objectivism in educational research (cf. Campbell, & Stanley, 1966), the preeminence of randomized controlled trials (RCT) in medicine, the age-old intuition, or the Divine truth (Bridges, Meyers, & Smith, 2009).