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Direct linkFranco-Jenkins, Ximena; LaForett, Doré R.; Winsler, Adam; Ordoñez Rojas, Diego – Grantee Submission, 2023
The present study examined parents' and teachers' perceptions of student learning in Spanish-English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported…
Descriptors: Immersion Programs, Bilingual Education, Spanish, English
Ruble, Lisa; Love, Abigail; McGrew, John H.; Yu, Yue; Fischer, Melanie W.; Salyers, Michelle P. – Grantee Submission, 2023
The high attrition and turnover rates of qualified special education teachers (SETs) is a significant concern exacerbated by COVID-19. Unfortunately, there are limited studies available on research-based interventions to decrease burnout. The purpose of this study was to describe our processes and results for adaptations and modifications of…
Descriptors: Special Education Teachers, Intervention, Teacher Burnout, Teacher Attitudes
Neugebauer, Sabina Rak; Sandilos, Lia; DiPerna, James; Hunter, Leah; Hart, Susan Crandall; Ellis, Emmaline – Grantee Submission, 2023
Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways particularly under typical classroom conditions that are not part of research efficacy…
Descriptors: Social Emotional Learning, Intervention, Elementary School Teachers, Teacher Attitudes
Wang, Heqiao; Troia, Gary A. – Grantee Submission, 2023
Student motivation to write is a pivotal factor influencing their writing achievement. However, individual motivation to write is not independent of the learning environment. It also is crucial for teachers to develop their own efficacy, knowledge, and ability in writing and writing instruction to help them utilize effective instructional methods…
Descriptors: Writing Instruction, Student Motivation, Teacher Characteristics, Writing Achievement
Hall, Todd; Bassok, Daphna; Doromal, Justin B.; Markowitz, Anna J. – Grantee Submission, 2023
The leaders of child care centers shape the everyday experiences of child care teachers, who play a critical role in supporting young children. While research has linked leadership to policy-relevant outcomes such as teacher job satisfaction and turnover, little is known about specific leader characteristics linked to teacher job outcomes. In…
Descriptors: Teacher Administrator Relationship, Racial Differences, Child Care Centers, Child Caregivers
Bradshaw, Catherine P.; Kush, Joseph M.; Braun, Summer S.; Kohler, Emily A. – Grantee Submission, 2023
The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator),…
Descriptors: COVID-19, Pandemics, Electronic Learning, Administrators
McLoughlin, Gabriella M.; Calvert, Hannah G.; Turner, Lindsey – Grantee Submission, 2023
Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers' intentions to implement CPA. We…
Descriptors: Classroom Techniques, Evidence Based Practice, Personal Autonomy, Teacher Surveys
Peer reviewedTrainor, Audrey; Romano, Lindsay; Sarkissian, Gracy; Newman, Lynn – Grantee Submission, 2023
Background: School closures and service disruptions related to the COVID-19 pandemic significantly impacted students' postschool transitions. Students with disabilities who were also members of historically marginalized groups including immigrant students, multilingual students, students of color, and those experiencing poverty, were…
Descriptors: School Closing, Special Education, COVID-19, Pandemics
Koslouski, Jessica B.; Stark, Kristabel; Chafouleas, Sandra M.; Riley-Tillman, T. Chris – Grantee Submission, 2023
Social, emotional, and behavioral (SEB) instruments are currently used in schools to screen, refer, and progress monitor students. Although many of these instruments have demonstrated strong technical adequacy, there has been far less examination of their consequential validity--that is, positive or negative intended and unintended consequences of…
Descriptors: Behavior Rating Scales, Screening Tests, Test Validity, Scores
Merle, James L.; Cook, Clayton R.; Locke, Jill J.; Ehrhart, Mark G.; Brown, Eric C.; Davis, Chayna J.; Lyon, Aaron R. – Grantee Submission, 2023
Background: The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral…
Descriptors: Teacher Attitudes, Evidence Based Practice, Attitude Measures, Elementary School Teachers
Aubyn C. Stahmer; Jessica Suhrheinrich; Yue Yu; Melina Melgarejo; Patricia Schetter; Greg A. Young – Grantee Submission, 2023
Background: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges…
Descriptors: Readiness, Evidence Based Practice, Autism Spectrum Disorders, Fidelity
Download full textMeghan Comstock; Erica Litke; Kirsten Lee Hill; Laura M. Desimone – Grantee Submission, 2023
Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine…
Descriptors: Culturally Relevant Education, Faculty Development, Teacher Attitudes, Self Efficacy
Espelage, Dorothy L.; Rose, Chad; Nickodem, Kyle; Robinson, Luz E.; El Sheikh, America; Hanebutt, Rachel A.; Forber-Pratt, Anjali; Graves, Katie; Valido, Alberto; Ingram, Katherine; Milarsky, Tracey K.; Drescher, Anne; Ousley, Cannon; Mirielli, Lindsey; Gomez, Angelica M.; Clements, Graceson; Salama, Christine; Chalfant, Pam; Poekert, Phil – Grantee Submission, 2023
Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores out- come data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly…
Descriptors: Bullying, Students with Disabilities, Self Efficacy, Teacher Effectiveness
Alyssa M. Hernandez; Olivia Michael; Gabriella Canning; Mahima Joshi; Anthony Osuna; Jill Locke – Grantee Submission, 2023
Introduction: In 2020, the COVID-19 pandemic forced many schools to close their doors and transition to remote learning, disrupting how autistic students received school-based services and support. While school structure changes were challenging for all students, autistic students were uniquely affected, considering their reliance on…
Descriptors: Autism Spectrum Disorders, COVID-19, Pandemics, Teacher Attitudes
Martha L. Esptein; Hamza Malik; Kun Wang; Chandra H. Orrill – Grantee Submission, 2023
It is essential for items in assessments of mathematics' teacher knowledge to evoke the desired response processes -- to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed…
Descriptors: Pedagogical Content Knowledge, Mathematics Teachers, Mathematics Instruction, Protocol Analysis
