This study explored and analyzed a purposeful sample size of five teachers from four districts on the perceptions of teachers in first and second grade regarding their participation in whether or not professional development provided through Enhancing Education Through Technology (EETT) grant activities influenced their implementation of…

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The…

Classroom teachers play an important role in the success of gifted programs. During the past two decades, researchers (Bigelow, 1993; Bransky, 1987; Milligan, 2001; Tomlinson, 2001) consistently reported more support from classroom teachers for gifted programming when the teachers had a greater understanding of giftedness. On the other hand, when…

The Individuals With Disabilities Education Act mandates the performance of functional assessment for students with severe behavior problems. A functional analysis can be one part of this process but its use has been minimal. This study evaluates whether a paraprofessional could (a) be trained to correctly perform 3 conditions of a functional…

The Reading Success Network (RSN) is a model for improving literacy schoolwide through peer coaching, ongoing assessments of children's learning, using data to inform teaching, specific instructional strategies, and a support network of RSN schools. Federally funded regional centers across the country provide on-site professional learning for…