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Caroline Bond; Vanessa Evans; Neil Humphrey – Journal of Research in Special Educational Needs, 2024
Schools are increasingly encouraged to adopt evidence-based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed…
Descriptors: Social Emotional Learning, Intervention, Program Implementation, Comparative Analysis
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Sohail M. Sukhera; Christopher R. Gordon; William L. Sterrett – Journal of Organizational and Educational Leadership, 2025
Environmental unpredictability has become a crisis for the 21st century. In response, organizations from the local to international level are addressing the issues by creating, supporting, and promoting initiatives. Schools and school leaders play an important role in this work. An example of a multi-scaled initiative is the U.S. Department of…
Descriptors: Leadership, Sustainability, Conservation (Environment), Health Promotion
Sarah Kirk – ProQuest LLC, 2023
This non-experimental quantitative study utilized linear regression to examine if elementary school counselor and principal relationships predict elementary school counselors' implementation of the American School Counselor Association (ASCA) National Model. The sample (N = 163) included elementary school counselors (n = 108) and principals (n =…
Descriptors: School Counselors, Principals, Elementary Schools, Models
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Jeongmin Lee – School Psychology International, 2024
Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers' implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434…
Descriptors: Foreign Countries, Social Emotional Learning, Teacher Role, Teacher Competencies
John Carlo C. Lorbis – Online Submission, 2023
This study intended to design a contextualized pupil empowerment model based on the Youth Formation Programs, Projects, and Activities (PPAs) of Supreme Pupil Government (SPG) among public elementary schools. Specifically, it attempted to determine the performance rating of the following as revealed by the Key Result Areas of Division Youth…
Descriptors: Student Empowerment, Public Schools, Elementary Schools, Program Implementation
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Zheng, Longwei; Liu, Tong; Islam, A. Y. M. Atiquil; Gu, Xiaoqing – Educational Technology Research and Development, 2023
This study proposed a dynamic model of organizational technology adoption within a school institute culture. We described an implementation of a nonhomogeneous hidden Markov model based on a downscaling scheme that can project the cultural factors of the institute onto a teacher's implementation behavior. To reveal the dynamics of cultural…
Descriptors: Technology Integration, School Culture, Models, Cultural Influences
Ardeanna Dale Wideman – ProQuest LLC, 2022
The American School Counselors Association National Model (ASCANM), developed by the American School Counselors Association (ASCA), serves as the framework that governs the roles of all school counselors. In particular, the ASCANM provides guidelines that school counselors should follow to ensure they perform in the counseling roles that enhance…
Descriptors: Elementary Schools, Principals, School Counselors, Counselor Role
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Herzig Johnson, Stephanie – Journal of School Leadership, 2023
Inclusive education continues to be a highly discussed topic in schools. While most teachers and administrators are supportive of inclusive education, teachers are experiencing challenges that are impacting its success. This research approaches the study of inclusive education implementation from the perspective of the teacher. Using Bandura's…
Descriptors: Inclusion, Teachers, Self Efficacy, Teacher Effectiveness
Carlos Jenkins – ProQuest LLC, 2021
Teachers in a rural southeastern state school district are not integrating technology in ways that provide students with engaging technology-based learning experiences. The purpose of this study was to explore teachers' current technology-based instructional practices based on the substitution, augmentation, modification, and redefinition (SAMR)…
Descriptors: Elementary School Teachers, Program Implementation, Models, Technology Uses in Education
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Shiver, Victoria N.; Simonton, Kelly L. – Journal of Teaching in Physical Education, 2023
Utilizing elements of organizational socialization and teacher appraisals, emotions, and labor, the purpose of this study was to explore the ways in which one teacher navigated the process of incorporating the Teaching Personal and Social Responsibility model. A qualitative case study approach was applied with one teacher participant, Caroline.…
Descriptors: Elementary School Teachers, Models, Social Responsibility, Student Responsibility
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Achilleas Mandrikas; Constantina Stefanidou; Constantine Skordoulis – Journal of STEM Education: Innovations and Research, 2024
A STEM education program entitled "Come rain or shine" implemented in a primary rural school in southern Greece as part of the "Diffusion of STEM (DI-STEM)" project and the results of its implementation are presented in this paper. The educational program deepened in weather education and intended to develop eight scientific…
Descriptors: Foreign Countries, STEM Education, Elementary Education, Program Implementation
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Rahman, Kh. Atikur; Hasan, Md. Kamrul; Namaziandost, Ehsan; Ibna Seraj, Prodhan Mahbub – Language Testing in Asia, 2021
This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field…
Descriptors: Formative Evaluation, Models, Program Implementation, Barriers
Rebecca A. Schmidt; Aliya R. Pilchen; Katrina Laguarda; Haiwen Wang; Deepa Patel – SRI International, 2025
The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Models, Coaching (Performance)
Stephney Anderson Gonzalez – ProQuest LLC, 2022
Multi-tiered systems of support (MTSS) have been increasingly implemented in schools since the re-authorization of the Individuals with Disabilities Act of 2004 and the Every Student Succeeds Act (ESSA) of 2015. Despite researchers' efforts to identify elements of MTSS--including evidence-based practices, leadership and communication systems and…
Descriptors: Multi Tiered Systems of Support, Teamwork, Leadership Responsibility, Elementary Schools
Oakes, Wendy Peia; Lane, Kathleen Lynne; Royer, David James; Menzies, Holly M.; Buckman, Mark Matthew; Brunsting, Nelson; Cantwell, Emily D.; Schatschneider, Christopher; Lane, Nathan Allen – Journal of Positive Behavior Interventions, 2021
In this article, we examined educators' efficacy and burnout within Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention, as implemented in 14 elementary schools in a Midwestern state. Participating schools completed a year-long training series to design their Ci3T plans and were in their second year of implementation as part of a…
Descriptors: Elementary School Teachers, Self Efficacy, Program Implementation, Prevention
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