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Peer reviewed
Direct linkJade Wexler; Alexandra Shelton; Elizabeth Swanson; S. Blair Payne; Robin Sayers; Tara Johnston; Erin K. Hogan; Kristabel Stark – Grantee Submission, 2025
This conceptual paper describes the development of an adaptive intervention model for coaching, AIM Coaching. AIM Coaching is designed for middle-school instructional leaders to support teachers' implementation of evidence-based literacy practices within a Tier-1, school-wide literacy model. It is guided by a theory of change that links…
Descriptors: Coaching (Performance), Models, Intervention, Faculty Development
Bradley S. Bloomfield; Russell A. Fox; Erin S. Leif – Journal of Positive Behavior Interventions, 2024
Teachers and clinicians report feeling underprepared to implement evidence-based behavior supports. As such, effective models of professional development that lead to improved outcomes for all individuals are required. Critical components of high-quality professional development include explicit instruction, modeling, practice, direct feedback,…
Descriptors: Multi Tiered Systems of Support, Positive Behavior Supports, Faculty Development, Models
Jane Coggshall; Debbie Davidson-Gibbs; Andrew Wayne – Society for Research on Educational Effectiveness, 2021
Background: To understand and apply the results of multisite impact studies, it is necessary to know the extent to which the components of an intervention were implemented as they were designed in each context (e.g., Carroll et al., 2007; Hill, Corey, & Jacob, 2018). Rigorous and cost-effective measures of implementation fidelity can help…
Descriptors: Fidelity, Coaching (Performance), Program Implementation, Intervention
Download full textGolden, Adrienne K.; Hemmeter, Mary Louise; Edmonds, Marisa; Ledford, Jennifer R. – Journal of Early Intervention, 2021
A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams' implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices…
Descriptors: Peer Relationship, Coaching (Performance), Team Teaching, Models
Lauren S. Jones; Ailsa Russell; Mark Brosnan – Psychology in the Schools, 2024
The role of education staff in supporting social, emotional, and mental health (SEMH) difficulties is critical, however access to specialist mental health input can be difficult. Digitally-mediated service delivery was implemented during the COVID-19 pandemic and may be integrated in a post-COVID-19 world to support education staff. Using a…
Descriptors: Mental Health, Early Intervention, Telecommunications, Medicine
Molly Dawes; Brittany I. Sterrett; Debbie S. Brooks; David L. Lee; Jill V. Hamm; Thomas W. Farmer – Journal of Emotional and Behavioral Disorders, 2024
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…
Descriptors: Student Behavior, Behavior Modification, Teacher Competencies, Teacher Burnout
Fernanda Soares; Nina Cunha – Educational Research and Evaluation, 2024
This article employs a mixed-method approach to assess the effects of El Salvadorian Integrated Systems of Full-Time Inclusive Schools (SI-EITP), which offers in-service teacher professional development (TPD) combined with a socioemotional learning intervention, on teacher well-being. Findings from the cluster-randomized controlled trial with no…
Descriptors: Foreign Countries, Social Emotional Learning, Well Being, Intervention
Hanno, Emily C. – Educational Researcher, 2022
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers' practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered,…
Descriptors: Educational Quality, Coaching (Performance), Faculty Development, Educational Change
Lane, Kathleen Lynne; Menzies, Holly Mariah; Oakes, Wendy Peia; Kalberg, Jemma Robertson – Guilford Press, 2020
Now revised and expanded, this volume explains how to design, implement, and evaluate a comprehensive, integrated, three-tiered (Ci3T) model of prevention. Rather than presenting a packaged program, the book provides resources and strategies for designing and tailoring Ci3T to the needs and priorities of a particular school or district community.…
Descriptors: Student Behavior, Behavior Problems, Prevention, Classroom Techniques
Aylward, Elizabeth; Neilsen-Hewett, Cathrine – Australasian Journal of Special and Inclusive Education, 2021
Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism…
Descriptors: Evidence Based Practice, Autism, Pervasive Developmental Disorders, Outcomes of Education
Glover, Todd A. – Theory Into Practice, 2017
Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…
Descriptors: Coaching (Performance), Models, Data, Response to Intervention
Elisa Garcia; Erika Gaylor; Dominique Tunzi; Madeline Cincebeaux; Todd Grindal – Society for Research on Educational Effectiveness, 2022
Background: A large evidence base suggests that without effective early intervention, young children who exhibit persistent challenging behavior often face a host of long-term social and academic challenges (Bulotsky-Shearer & Fantuzzo, 2011; Hauser-Cram & Woodman, 2016; Kazdin, 1995; Lane et al., 2008; Miller et al., 2017). Challenging…
Descriptors: Behavior Problems, Child Behavior, Intervention, Kindergarten
Lana Shklyar Nenide; Kate Sweeney; Gerard Costa; Neal M. Horen; Robert M. Corso; Jordana Ash, Contributor; Lynette Aytch, Contributor; Julie Betchkal, Contributor; Jean Budd, Contributor; Margo Candelaria, Contributor; Corinne G. Catalano, Contributor; Kimberly P. Diamond-Berry, Contributor; Faith Eidson, Contributor; Brandy Fox, Contributor; Keri Giordano, Contributor; Amy Hunter, Contributor; Harleen Hutchinson, Contributor; Nucha Isarowong, Contributor; Ashley McCormick, Contributor; Kelli McDermott, Contributor; Kaitlin Mulcahy, Contributor; Carmen Rosa Noroña, Contributor; Nichole Paradis, Contributor; Rebecca Parlakian, Contributor; Lindsay J. Pearson, Contributor; Thomas Rendon, Contributor; Julia Sayles, Contributor; Jayne Singer, Contributor; Staci Sontoski, Contributor; Kristin Tenney-Blackwell, Contributor; Mary Louise Hemmeter, Contributor – Brookes Publishing Company, 2025
Infant Mental Health (IMH) and the Pyramid Model (PM) are two frameworks with an important common goal: supporting the mental health and social-emotional well-being of infants, young children and their families. For the first time ever, one book integrates these two frameworks to create a more effective, knowledgeable, and responsive early…
Descriptors: Infants, Models, Mental Health, Diversity Equity and Inclusion
Anselmus Dami, Zummy; Budi Wiyono, Bambang; Imron, Ali; Burhanuddin, Burhanuddin; Supriyanto, Achmad; Daliman, Muner – Cogent Education, 2022
The current study explored relations between principal self-efficacy for instructional leadership, work engagement, job satisfaction, and motivation to leave the work as a principal from the principal strengthening training perspective. Participants in the study were 125 principals in the junior school selected using a saturated sampling…
Descriptors: Principals, Junior High Schools, Instructional Leadership, Self Efficacy
Jeannine Elizabeth Abadie – ProQuest LLC, 2023
In this dissertation in practice, the background of middle grades mathematics acceleration detailed why the organization benefited from a program analysis. Middle grades mathematics acceleration encourages students to take high school Algebra I in eighth grade so they can earn college-level math credits for free in high school. Often acceleration…
Descriptors: Algebra, Mathematics Instruction, Middle School Students, Acceleration (Education)
