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Direct linkElise Cappella; Madeline DeShazer; Christine Park; Jenna Watling Neal; Deinera Exner-Cortens; Julie S. Owens – Grantee Submission, 2025
Coaching can increase elementary school teachers' implementation of evidence-based classroom practices, including equity-centered or culturally responsive practices. However, coaching by personnel external to schools can be expensive and difficult to sustain. Community science principles and social network research suggest the potential of…
Descriptors: Social Networks, Network Analysis, Peer Teaching, Coaching (Performance)
Download full textStahmer, Aubyn C.; Suhrheinrich, Jessica; Schetter, Patricia L.; Hassrick, Elizabeth McGee – Grantee Submission, 2018
This study examines how system-wide (i.e., region, district, and school) mechanisms such as leadership support, training requirements, structure, collaboration, and education affect the use of evidence-based practices (EBPs) in schools and how this affects the outcomes for students with autism spectrum disorder (ASD). Despite growing evidence for…
Descriptors: Special Education Teachers, Special Education, Autism, Pervasive Developmental Disorders
Wang, Jianjun – Grantee Submission, 2013
On September 22, 2012, NSF announced its decision to fund a three-year project, "Models for Information Assurance Education and Outreach" (MIAEO). In the first year of grant operation, MIAEO has invited 18 high school students, two K-12 teachers, and two CSUB student assistants to conduct research explorations in the fields of…
Descriptors: Information Security, Computer Science Education, Improvement Programs, Program Effectiveness
