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Download full textWulfsohn, Samantha; Sengal, Amena; Mattera, Shira K. – MDRC, 2021
This brief is designed for school-based and community-based organizations interested in implementing evidence-based early childhood curricula. It provides practical guidelines and tools for four stages of implementation: (1) Preparing the system; (2) Hiring and training coaches; (3) Getting teachers ready to implement the curriculum as intended;…
Descriptors: Early Childhood Education, Curriculum Implementation, Evidence Based Practice, Coaching (Performance)
Peer reviewed
Direct linkOrtmann, Lisa L.; Roehrig, Gillian H. – Mentoring & Tutoring: Partnership in Learning, 2019
We presented one new coach's development during a K-12 STEM integration initiative in order to explore how coaches develop professional identities for coaching. Madison, a former mathematics educator, partnered with science teachers for 1 year in order to co-develop and implement STEM curriculum. Transcripts of coaching conversations, written…
Descriptors: Coaching (Performance), Professional Identity, Interdisciplinary Approach, STEM Education
Fong, Anthony; Porterfield, Anne; Skjoldhorne, Susann; Hadley, Lucy – WestEd, 2022
This report presents the findings from an independent evaluation conducted by WestEd on the Expository Reading and Writing Curriculum (ERWC). Funded by an Investing in Innovation (i3) Validation grant, the ERWC is a grade 11 and grade 12 English language arts (ELA) curriculum developed by the California State University. The independent evaluation…
Descriptors: Reading, Writing (Composition), Curriculum Implementation, Grade 11
Smets, Wouter; Struyven, Katrien – Cogent Education, 2020
This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research…
Descriptors: Inservice Teacher Education, Professional Development, Individualized Instruction, Culturally Relevant Education
Cavanaugh, Brian; Swan, Meaghan – Rural Special Education Quarterly, 2015
School-wide Positive Behavioral Interventions and Supports (SWPBIS) is a widely used framework for supporting student social and academic behavior. Implementation science indicates that one effective way to implement and scale-up practices, such as SWPBIS, is through coaching; thus, there is a need for efficient, cost-effective methods to develop…
Descriptors: Positive Behavior Supports, Capacity Building, Rural Schools, Coaching (Performance)
