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The Application of Time Delay to Teach Students with Extensive Support Needs
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Fred Spooner; Robert Pennington; Ashley Anderson; Thai Ray Williams – TEACHING Exceptional Children, 2025
Time delay is one of the most established practices for teaching both functional and academic skills to students with extensive support needs (ESN). Students with ESN have intellectual or developmental disabilities and, in some cases, other support needs (e.g., physical disabilities, sensory impairments) and require comprehensive instructional and…
Descriptors: Intervals, Time Factors (Learning), Teaching Methods, Special Needs Students
Strategies and Suggestions for Local Education Agencies Using the Four Domains for Rapid School Improvement Framework
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Contann Dabney, Contributor; Terry Hofer, Contributor; Beth Jackson, Contributor; Smriti Jacob, Contributor; Jeannine Medvedich, Contributor; Andrew Morrill, Contributor; Shakinna Patterson, Contributor; Joe Sassone, Contributor; Giselle Sherry-Marsh, Contributor; Andrew Swanson, Contributor; Ashleigh Tillman, Contributor; Susan Villani, Contributor; Melinda Wallace, Contributor; Noel White, Contributor – WestEd, 2025
This guide was developed for district leaders and leadership teams to use as a supplement to the "Four Domains for Rapid School Improvement: A Systems Framework" and its related survey system. The Four Domains framework, from WestEd's Center for School Turnaround and Improvement, was created to assist states, districts, and schools as…
Descriptors: School Turnaround, Educational Improvement, Program Implementation, School Districts
Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education
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Harri Pitkäniemi; Riikka Hirvonen; Johanna Heikka; Katja Suhonen – Early Childhood Education Journal, 2025
The aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research…
Descriptors: Teacher Effectiveness, Self Efficacy, Early Childhood Education, Early Childhood Teachers
Two-Way Immersion: Implementation and Outcome Evaluation
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Heather M. Wilson – Montgomery County Public Schools, 2025
Since the 2017-2018 academic year, Montgomery Public Schools (MCPS) has invested in the Two-Way Immersion (TWI) program, across six elementary schools, aiming to cultivate bilingualism, biliteracy, and biculturalism among students from Kindergarten through Grade 5. As part of this initiative, this comprehensive study assessed the implementation…
Descriptors: Program Evaluation, Program Implementation, Public Schools, Elementary Schools
Supporting and Responding to Students' Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators (Version 2). Revised
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Center on Positive Behavioral Interventions and Supports, 2025
This practice guide is a revision of the updated version of "Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers" that replaces, rather than supplements, the first version. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students'…
Descriptors: Social Emotional Learning, Student Needs, Evidence Based Practice, Classroom Techniques