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Amy Webber – ProQuest LLC, 2024
Positive Behavioral Interventions and Supports (PBIS) is a framework that is used in many school districts in the state of Florida. When implemented with fidelity, this preventative program is designed to promote a positive climate and culture in schools, with the aim of limiting behavior that distracts or disrupts the learning environment, thus…
Descriptors: Positive Behavior Supports, Rural Schools, Elementary Schools, Program Implementation
Monique Bourgeois – ProQuest LLC, 2024
This qualitative dissertation explores the implementation of new instructional coaching programs in elementary schools, focusing on the perceptions of instructional coaches and teachers. Amid growing demands for educational improvement and teacher support in the United States, instructional coaching has emerged as a pivotal strategy for enhancing…
Descriptors: Program Implementation, Coaching (Performance), Elementary Schools, Elementary School Teachers
Claire Otten; Rose Nash; Kira Patterson – Professional Development in Education, 2024
Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the…
Descriptors: Faculty Development, Health Education, Elementary School Teachers, Teacher Competencies
Stefanie Ryan – ProQuest LLC, 2024
This study advances the understanding of providing effective professional development for elementary teachers in the field as the Pennsylvania STEELS standards require inquiry-based learning as a component of the science classroom. I sought out elementary teacher perceptions surrounding professional development as it pertained to their ability to…
Descriptors: Faculty Development, Elementary School Teachers, Program Implementation, Science Instruction
Seth A. McCall; Jessica Y. Pike; Ellen B. Meier – Grantee Submission, 2024
This report derives its findings from Summer/Fall 2023 phone interviews with 22 facilitators and eight administrators following their participation in Math for All during the 2022-23 school year. The findings, summarized below, provide insight into the implementation experience, including challenges, areas of success, and plans for sustaining and…
Descriptors: Mathematics Education, Equal Education, Mathematics Teachers, Administrators
Helen L. Fitzmaurice; Jacob C. Barton – Connected Science Learning, 2024
Teaching the scientific, historical, and social facets of global climate change, its causes, and inequitable impacts presents a challenge to most K-12 teachers. In this article we describe the design and implementation of a yearlong professional learning program created to support urban, public K-12 teachers in the creation and enactment of…
Descriptors: Justice, Climate, Faculty Development, Urban Schools
Keivia Petty Clay – ProQuest LLC, 2024
The purpose of this study is to examine elementary teachers' perceptions of SEL and its association with students' social-emotional competency. This study's population was teachers in an elementary school in a suburban Atlanta school district. Research participants were selected through purposive or criterion sampling. Each participant was emailed…
Descriptors: Elementary School Teachers, Teacher Attitudes, Social Emotional Learning, Educational Strategies
Shamekia Shanta Perry – ProQuest LLC, 2024
The purpose of this qualitative descriptive study was to explore how elementary school teachers describe their experiences from the professional development training that provide professional development trainings related to ADHD students and how they implement what they have learned in their classrooms in the United States. The theoretical…
Descriptors: Elementary School Teachers, Faculty Development, Attention Deficit Hyperactivity Disorder, Students with Disabilities
Ni Luh Vidary Wiakta Putri; Frieda Maryam Mangunsong – Elementary School Forum (Mimbar Sekolah Dasar), 2024
Differentiated Instruction (DI) is recognized as an effective method for addressing varied student learning needs within a single classroom. However, integrating DI into teaching practices remains a challenge for many teachers. This non-experimental study employs a quantitative comparative design to examine the understanding and implementation of…
Descriptors: Foreign Countries, Individualized Instruction, Elementary School Teachers, Teacher Competencies
Catherine M. Corbin; Yanchen Zhang; Mark G. Ehrhart; Jill Locke; Aaron R. Lyon – Prevention Science, 2024
The effectiveness of school-based universal prevention programs is frequently diminished due to low-quality implementation. Organizational factors support high-quality implementation because of their broad influence across implementers. Conceptually, implementation leadership (i.e., behaviors that prioritize, reward, and support evidence-based…
Descriptors: Elementary School Teachers, Evidence Based Practice, Principals, Program Implementation
Catherine Rodriguez – ProQuest LLC, 2024
Teacher preparation programs are designed to prepare teachers to support students. However, the supports and experiences teachers are exposed to are often described as academic support. This study explored how special education teachers depicted how their teacher preparation programs prepared them to manage elementary student classroom behavior by…
Descriptors: Program Implementation, Positive Behavior Supports, Teacher Education Programs, Elementary School Teachers
Siti Nur Isnaini; Elfia Sukma; Syafri Ahmad; Zelhendri Zen – Elementary School Forum (Mimbar Sekolah Dasar), 2024
The educational curriculum is continuously changing according to technological developments. The Merdeka Curriculum is here to perfect the implementation of the 2013 curriculum. Implementation of the 2013 curriculum at the elementary school level is carried out through integrated thematic learning. This study aims to analyze the difficulties faced…
Descriptors: Foreign Countries, Elementary School Teachers, Thematic Approach, Barriers
Wynter Sharee Deans-Wilson – ProQuest LLC, 2024
The problem explored in the study was that elementary and middle school special education teachers in the southeastern United States were not using positive behavioral interventions and supports (PBIS) strategies with their students with disabilities (SWDs), even though the framework had been implemented at their schools. Perceptions of elementary…
Descriptors: Teacher Attitudes, Positive Behavior Supports, Students with Disabilities, Special Education Teachers
Estefania Pihen Gonzalez – ProQuest LLC, 2024
In the midst of current environmental and social crises we--educators and educational scholars--have been called to prepare our youth with the skills, attitudes, and knowledge needed to face and solve such crises. While mastery of academic content and relevant skills remain key educational goals, teachers need to be prepared and equipped to…
Descriptors: Sustainable Development, Faculty Development, Sustainability, Alignment (Education)
Jamy Stillman; Deborah Palmer – International Multilingual Research Journal, 2024
Calls to prepare all teachers to effectively teach multilingual learners are not new. Nevertheless, preservice preparation programs continue to fall short of this goal, despite enormous effort from teacher educators and researchers alike. This commentary leverages this IMRJ special issue on Critical Multilingual Awareness/Critical Consciousness in…
Descriptors: Elementary School Teachers, Preservice Teacher Education, Extended Teacher Education Programs, Predominantly White Institutions