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Jill Locke; Cathy M. Corbin; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Kurt Hatch; Christine Espeland; Clayton R. Cook; Aaron R. Lyon – Grantee Submission, 2024
Background: Few "intervention agnostic" strategies have been developed that can be applied to the broad array of evidence-based practices (EBPs) in schools. This paper describes two studies that reflect the initial iterative redesign phases of an effective leadership-focused implementation strategy--Leadership and Organizational Change…
Descriptors: Program Implementation, Intervention, Educational Strategies, Elementary Schools
James L. Merle; Clayton R. Cook; Jill J. Locke; Mark G. Ehrhart; Eric C. Brown; Chayna J. Davis; Aaron R. Lyon – 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
David Furjanic; Irin Mannan; Jillian C. Hamilton; Joseph F. T. Nese; Sean Austin; Sara Izzard; Rhonda N. T. Nese – Grantee Submission, 2021
Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…
Descriptors: Intervention, Discipline Policy, Skill Development, Outcomes of Education
Wilson, Joshua; Huang, Yue; Palermo, Corey; Beard, Gaysha; MacArthur, Charles A. – Grantee Submission, 2021
This study examined a naturalistic, districtwide implementation of an automated writing evaluation (AWE) software program called "MI Write" in elementary schools. We specifically examined the degree to which aspects of MI Write were implemented, teacher and student attitudes towards MI Write, and whether MI Write usage along with other…
Descriptors: Automation, Writing Evaluation, Feedback (Response), Computer Software
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Elise T. Pas; Christine Crimmins; Mary Kay Connerton; Ryan Voegtlin; Jessika Bottiani; Katrina Debnam; Kathryn B. Rockefeller; Megan Lewis; Susan Love; Catherine P. Bradshaw – Grantee Submission, 2024
Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory…
Descriptors: College School Cooperation, Wellness, Health Promotion, Instructional Design
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Catherine M. Corbin; Aaron R. Lyon; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Jill Locke – Grantee Submission, 2023
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…
Descriptors: School Personnel, Burnout, Transformational Leadership, Program Implementation
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Babette Moeller; Teresa Duncan; Jason Schoeneberger; John Hitchcock; Matt McLeod – Grantee Submission, 2024
This study examines how a mathematics professional learning (PL) program can contribute to building the capacity of local facilitators to implement PL designed to make high-quality instruction accessible to all students. Thirty-one local facilitators were trained in the use of the Math for All PL program and implemented it over one school year.…
Descriptors: Capacity Building, Mathematics Instruction, Teaching Methods, Faculty Development
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Robert Shand; Stephen M. Leach; Fiona M. Hollands; Bo Yan; Dena Dossett; Florence Chang; Yilin Pan – Grantee Submission, 2024
This research-practice partnership (RPP) focused on developing and testing metrics and tools to foster improved evidence-based budgetary decision-making. The expectation was that research findings would directly influence decisions about program expansion, contraction, or elimination. Instead, unexpected findings led to unexpected uses: changes in…
Descriptors: Theory Practice Relationship, Partnerships in Education, Budgets, Decision Making
Yanchen Zhang; Clay Cook; Lindsay Fallon; Catherine Corbin; Mark Ehrhart; Eric Brown; Jill Locke; Aaron Lyon – Grantee Submission, 2022
Emerging literature has highlighted the importance of discerning general and strategic organizational context (OC) factors (e.g., leadership and climate) and their interaction effect on individual implementation behaviors (e.g., attitudes toward evidence-based practices; EBPs) in youth mental healthcare. This study aimed to examine how leadership…
Descriptors: Youth, Mental Health Programs, School Activities, Prevention
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Colby Hall; Katlynn Dahl-Leonard; Garrett J. Roberts; Philip Capin; Delanie Peacott; Lauren Thayer; Kristin Conradi Smith – Grantee Submission, 2025
Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to…
Descriptors: Kindergarten, Parents, Parents as Teachers, Parent Background
Ellen B. Meier; Seth A. McCall; Jessica Y. Pike – Grantee Submission, 2024
The purpose of this report is to discuss the sustainability and scalability of Math for All (MFA) by returning to talk with past MFA program participants. Drawing on qualitative research methods, this report derives its findings from interviews with 12 teachers, 6 facilitators, and 5 administrators within two years of their participation in MFA.…
Descriptors: Sustainability, Mathematics Education, Program Effectiveness, Elementary School Teachers
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Fancsali, Cheri – Grantee Submission, 2021
Design2Learn (D2L) is a NYC-based afterschool program aimed at increasing middle school students' interest, engagement, and achievement in science. Designed by ExpandED Schools, D2L centers around three core strategies: (1) collaborative teaching between an in-school science teacher and two afterschool educators; (2) curricular bridging, which…
Descriptors: After School Programs, Science Education, Middle School Students, Minority Group Students
Catherine M. Corbin; Maria L. Hugh; Mark G. Ehrhart; Jill Locke; Chayna Davis; Eric C. Brown; Clayton R. Cook; Aaron R. Lyon – Grantee Submission, 2022
For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Teacher Attitudes
LaForett, Doré R.; Murray, Desiree W.; Reed, Jessica James; Kurian, Jennifer; Mills-Brantley, Rachel – Grantee Submission, 2019
The purpose of this paper is to describe the implementation of an evidence-based treatment, the Incredible Years® (IY) Small Group Dina Dinosaur Treatment program, as delivered in elementary schools to address the needs of children in kindergarten through second grade with self-regulation difficulties. Adaptations for school-based delivery of 17…
Descriptors: Kindergarten, Grade 1, Grade 2, Early Childhood Education
Nichols, T. Philip; Edgerton, Adam Kirk; Desimone, Laura M. – Grantee Submission, 2021
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K-12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon…
Descriptors: State Standards, Academic Standards, Program Implementation, Educational Legislation
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