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Direct linkVanessa Jantzer; Fanny C. Ossa; Stefan Lerch; Franz Resch; Michael Kaess – International Journal of Bullying Prevention, 2023
Although teachers are key figures of a program's effectiveness, most intervention studies to date have not explored how anti-bullying programs are associated with changes at teacher level. Moreover, teacher data also informs about aspects of program implementation, which are essential in program evaluations. Therefore, the aim of this study was to…
Descriptors: Bullying, Prevention, Foreign Countries, Program Implementation
Peer reviewedBabette Moeller; Teresa Duncan; Jason Schoeneberger; John Hitchcock; Matt McLeod – Grantee Submission, 2024
This study examines how a mathematics professional learning (PL) program can contribute to building the capacity of local facilitators to implement PL designed to make high-quality instruction accessible to all students. Thirty-one local facilitators were trained in the use of the Math for All PL program and implemented it over one school year.…
Descriptors: Capacity Building, Mathematics Instruction, Teaching Methods, Faculty Development
Savitz, Rachelle S.; Allen, Abigail A.; Brown, Christy – Literacy Research and Instruction, 2022
Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally, state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey…
Descriptors: Response to Intervention, Literacy Education, Program Implementation, Secondary School Teachers
Alexandra Skoog-Hoffman; Asher A. Miller; Rista C. Plate; Duncan C. Meyers; Andrew S. Tucker; Gabrielle Meyers; Melissa Kay Diliberti; Heather L. Schwartz; Megan Kuhfeld; Robert J. Jagers; Lakeisha Steele; Justina Schlund – RAND Corporation, 2024
A large body of evidence indicates that well-implemented social and emotional learning (SEL) programs improve academic, social, and emotional outcomes for students and educators. Education policy has the potential to influence the high-quality implementation of SEL, from the school district, to the school, to the classroom. Before and during the…
Descriptors: Social Emotional Learning, State Policy, Educational Policy, Program Implementation
Dopp, Alex R.; Bongard, Michelle; Phillips, Andrea; Kilburn, M. Rebecca; Johnston, William R. – RAND Corporation, 2022
There is an increasing emphasis on the use of evidence-based practices (EBPs) by public elementary school teachers, yet little is known about how teachers and other education stakeholders (e.g., administrators, policymakers) can best support the successful implementation of such practices. The authors of this report sought to understand teachers'…
Descriptors: Readiness, Evidence Based Practice, Educational Practices, Elementary School Teachers
Waqar Ali Shah – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Several scholars have examined the increasing influence of neoliberalism in TESOL/ELT, including pedagogy, curricula, and policy discourses. These neoliberal rationalities are, however, not detached from coloniality in Global Southern countries. Taking Pakistan as a case study, the present study examines how neoliberal subjectivities intersect…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Second Language Programs
Amanda Colleen Picard – ProQuest LLC, 2022
The purpose of this study was to evaluate the implementation of the "Phonics First"® program within one district to inform district level curriculum team decisions and program planning moving forward. As a level 4 Directed State Support district, the studied district was looking for ways to close the achievement gap and raise overall…
Descriptors: Reading Programs, Phonics, Teaching Methods, Reading Instruction
Download full textNowicki, Jacqueline M. – US Government Accountability Office, 2022
Senate Report 117-39 and House Report 117-118 include provisions for Government Accountability Office (GAO) to assess professional learning at the Department of Defense Education Activity (DODEA) schools. This report describes: DODEA's professional learning approach, results of DODEA teacher surveys, and how DODEA has addressed barriers teachers…
Descriptors: Military Personnel, Military Schools, Military Training, Military Service
Montoya, Elena; Powell, Anna; Austin, Lea J. E.; Kim, Yoonjeon; Muruvi, Wanzi; Petig, Abby Copeman – Center for the Study of Child Care Employment, 2022
California is expanding transitional kindergarten (TK) to become a universal preschool program for all four-year-old children. Upwards of 300,000 children are expected to enroll in universal transitional kindergarten (UTK) by 2025, requiring thousands of additional lead teachers and classroom aides to meet lower student-to-teacher ratio…
Descriptors: Kindergarten, Preschool Teachers, Teaching Experience, Early Childhood Education
