Educators nationwide are receiving training through Language Essentials for Teachers of Reading and Spelling® (LETRS®), a program rooted in a structured literacy that encompasses all five essential components of literacy recommended by the National Reading Panel (NRP, 2000): phonemic awareness, phonics skills, fluency, vocabulary, and…

This study explored rural educators' perceives surrounding the influence of their own sociocultural background on the glocal curriculum they implement and students' glocal worldview development. "Glocal," in this study, referred to the concept of contextualizing globalization through a local lens. Current studies either focused on…

This study examines implementation of college-and-career-ready (CCR) education standards across five school districts in Ohio, Texas, California, Pennsylvania, and Massachusetts. Drawing on the policy attributes theory, we found that the specificity of districts' approaches to two long-recognized policy levers, curriculum and professional…

In 2022, Ohio House Bill 436 went into effect. The law required Ohio reading teachers to shift their literacy instructional practices to be consistent with structured literacy based on The Science of Reading research. This large body of research may be in direct conflict with widely used instructional practices that are generally thought of as…

In March 2020, the COVID-19 Pandemic wreaked havoc on our nation's educational system. Students, teachers, and administrators were forced to engage in a new remote learning model, which was unfamiliar. This narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. The data analysis was examined…