The Louisiana Department of Education (LDOE) develops all mathematic standards and curricula in Louisiana. Once approved, these items become the officially mandated curricula that each school must teach. LDOE is also responsible for the flow down of the official curricula to each school system, plus providing the appropriate amount of training to…

This quantitative study was conducted to determine if (a) there was a significant difference in the percentage of student office discipline referrals before and after Social- Emotional Learning (SEL) implementation in 3rd through 5th grade, (b) there was a significant difference in the percentage of student in-house mental health referrals before…

A Title I elementary school in New York City faced a challenge in supporting students in Grade 3 to Grade 5 who did not meet state proficiency standards in mathematics. The student body of approximately 300 was 80% Black and Brown students, with 40% of students identified as English language learners or students with disabilities. The assistant…

This generic qualitative inquiry explored general education middle school teachers' perceptions and experiences delivering social and emotional (SEL) and/or college and career readiness advisory lessons in addition to their daily content curriculum in their post-COVID-19 in-person learning classrooms. Research has indicated the importance of SEL…

The following designed-based implementation research (DBIR) study explores the impacts of a research-practice partnership (RPP) on two fifth grade ELA teachers and the researcher as they engaged with the designing and implementation of two critical literacy pedagogy (CLP) units through the adaptation of mandated New York State Common Core (NYSCC)…

This study examined the impact of knowledge-building curricula on raising reading achievement for students from high-poverty backgrounds. The overall purpose of the study was to contribute to our understanding of curricula that may be effective in closing achievement gaps for students from lower socioeconomic backgrounds compared to…

The ongoing cycle of educational reform in America has led policymakers and educational leaders to prioritize test-based results and de-prioritize noncognitive skills, equitable outcomes, and crucial socio-emotional aspects of schooling (Lynch et al., 2009). Despite the equitable goals outlined in previous education policy reforms, intended…

The purpose of this study was to evaluate the "Wit and Wisdom" ("WW") curriculum's impact on District A's student literacy in Tennessee, compare its effectiveness with similar districts, and analyze teacher perceptions, including variations in curriculum favorability, self-efficacy, and implementation. Spanning the academic…

The purpose of this study was to evaluate the "Wit and Wisdom" ("WW") curriculum's impact on District A's student literacy in Tennessee, compare its effectiveness with similar districts, and analyze teacher perceptions, including variations in curriculum favorability, self-efficacy, and implementation. Spanning the academic…

The purpose of this study was to evaluate the "Wit and Wisdom" ("WW") curriculum's impact on District A's student literacy in Tennessee, compare its effectiveness with similar districts, and analyze teacher perceptions, including variations in curriculum favorability, self-efficacy, and implementation. Spanning the academic…

The study's purpose was to describe the processes, experiences, and beliefs of individuals involved in a collaborative action research project to develop a digital citizenship curriculum in Upstate Intermediate School. Teachers there did not systematically teach digital citizenship skills at the fifth- and sixth-grade levels. Facilitating the…

This qualitative single case study used Michael Fullan's (2008) six secrets as a framework to explore the phenomenon of administrators' experiences developing, implementing and sustaining a team-teaching model with grades 3-8. Data was gathered from seven administrators who completed a questionnaire, interviews, and a focus group. This study was…

This non-experimental, quantitative study explored how factors related to teachers' beliefs, curricular orientation, training and support received, and their identity and background experiences are associated with their use of curriculum. Specifically, this study sought to examine teachers' use of a curricular resource specifically designed to…

In this quantitative, ex-post facto study, the researcher explored kindergarten through 5th-grade teachers' stages of concerns about the 2019-2020 implementation of the new Texas Essential Knowledge and Skills for English Language Arts and Reading and Skills by years of teaching experience, by hours of professional development taken before…

As young children increasingly use the Internet, the children need to learn and apply cybersecurity fundamentals to protect personal data. Teaching young students the basics of strong passwords and data protection in a K-12 classroom setting is an obvious starting point. The literature shows an absence of approved cybersecurity curriculums for use…