This quantitative research study investigates the relationship between teachers' evaluation rating and their classroom-based assessment practices using a survey approach. Four middle schools consisting of 39 (grades six through eight) teachers in the Southwestern U.S. participated in the study. Research has shown that when teachers regularly use a…

Purpose: This paper explores a five-year case example of two educators engaged in practice-based professional development (PBPD) for the Self-Regulated Strategy Development (SRSD) model in a middle school. It examines the transformative effects and challenges of improving writing instruction, the activities involved and alternative PBPD delivery…

As evidenced by national data, a large proportion of students in middle school, content area classrooms in the United States (U.S.) may be considered developing readers. Evidence-based literacy practices and explicit instructional practices can support these students' literacy development. Yet, research suggests that teachers often miss…

Understanding the impacts of professional development (PD) on teachers' perceptions of their knowledge, skills, and usefulness (KSU) of evidence-based practices is important, particularly for self-determination interventions in inclusive, secondary classrooms. Limited research exists examining the impacts of self-determination intervention PD on…

This study documented an interdisciplinary team of grade 8 teachers' utilization and implementation of research-based reading strategies introduced through collaboration during a Professional Learning Community (PLC). This study also investigated the teachers' perspectives on the implementation of research-based strategies, including the factors…

This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources--interviews, surveys, and field notes from formal and informal observations--were used to gather data on…

Teachers often receive little formal training in how to effectively intervene when a student is behaving in a non-productive manner. Research shows that punitive consequences are usually not effective and are connected to negative outcomes for students. This study aimed to provide teachers with a working knowledge of Scott and Colvin's…

Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers' and 64 instructional coaches'…

Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value…

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the…

Mathematics teacher educators play a key role in supporting secondary mathematics teachers' development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary…

Team members and researchers from New York University's BrainWaves program discuss how they train high school teachers on how to incorporate classroom-based neuroscience research into their curriculum.

This study explores the efficacy of the Math Workshop Model in enhancing the capacity of secondary mathematics teachers to differentiate instruction, implement equitable teaching practices, and meet the diverse needs of students in mixed-ability classrooms. Through a mixed methods approach, including classroom observations, interviews, and surveys…

This qualitative historical single-case study examines how a practitioner-directed approach to professional development for teachers resulted in successful technology integration in a newly unified school district in California's Central Valley. The study details the process of creating and implementing a professional development plan for newly…

Developed for school and district leaders, Family and Communication Engagement (FACE) departments, educators, and all departments charged with engaging families, this playbook offers evidence-based strategies to enhance family engagement in middle schools. It is a comprehensive resource for those seeking to implement broad-based improvements and…