Motivational interviewing (MI) is applied in a variety of clinical and coaching models to promote behavior change, with increasing interest in its potential to optimize school-based implementation fidelity. Yet there has been less consideration of fidelity indicators for MI-embedded coaching and links to outcomes. We leveraged secondary data from…

Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton-Gillingham Reading intervention strategies…

Expert teachers' experiences with the implementation of portfolio-based language assessment (PBLA) were analyzed through the conceptual framework of critical pedagogy. Serious practitioner concerns about mandatory PBLA implementation challenged the official narrative of PBLA as a progressive change. Through a close examination of three expert…

This paper reviews the nature and implementation of the Australian VET FEE-HELP (VFH) policy initiative: a scheme introduced in 2008 to extend income-contingent loans to the vocational education and training (VET) sector in Australia. We argue that the implementation of the scheme has been seriously flawed, leading to a range of…

Educators have increasingly implemented remedial education in elementary and secondary schools throughout Taiwan as a systemic approach toward closing achievement gaps. However, students from lower socioeconomic backgrounds and those in remote areas have shown little improvement in academic achievement. This issue raises the question of how…

This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

Prevention programs yield modest reductions in bullying in North American schools. This study explored the perspective of educators regarding factors limiting the impact of these initiatives. Transcripts from nineteen 90-min focus groups with 103 educators were coded thematically. Educators felt that off-site incidents, cyberbullying, and the…

This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks…