The purpose of this study sought to investigate the link between professional development and the implementation of professional learning to improve student performance. The purpose of this study was twofold. First, this study explored whether the professional development of culturally responsive teaching influenced classroom implementation.…

Interest in one-to-one (1:1) device programs, where schools provide each student with their own computing device, has increased across the United States. The problem this study addressed was whether primary teachers' perceived usefulness, ease of use, organizational support, and technical support of a 1:1 device program is related to their…

The Positive Behavior Interventions and Supports (PBIS) framework is a research-based model that yields positive behavioral, social, emotional, and academic outcomes (Horner et al., 2009; Horner, 2014; Mathews et al., 2013). However, schools have reported varied success rates with implementation and achieving desired outcomes. While hundreds of…

Higher education institutions play a key role in achieving sustainable development and creating a pathway toward a sustainable future by reducing the adverse impact that campus operations have on the environment and make positive contributions to society by conducting research and teaching students, faculty, staff, and the community about…

The purpose of this quantitative correlational study was to explore if and to what extent a correlation existed between the implementation of the Sown to Grow social and emotional learning curriculum, academic growth, and attendance. The study was grounded in the CASEL framework used by district leaders and curriculum designers to guide the…

Despite the positive outcomes associated with social-emotional Learning (SEL) programs, there is a need to address social and emotional competencies (SEC) development for international school leaders, which is crucial for nurturing healthy school climates and fostering positive social-emotional outcomes. The purpose of this study was to explore…

Schools are utilizing and acquiring more technology to meet the needs of 21st Century learning and the world that their students will enter into. It is imperative that we implement technology-based formative assessment practices to support teacher pedagogy and increase student achievement. The purpose of this study was to examine the relationship…

Despite recent nationwide efforts to improve students' social, emotional, behavioral, and overall mental well-being, rates of mental health among adolescents have not shown improvement. Although school-based, social and emotional learning (SEL) provides the supports necessary to improve these student outcomes, SEL implementation is not always…

This quantitative correlational study dives into the heart of understanding the significance of model fidelity for implementing school threat assessment teams. The target population was instructional staff and threat assessment team members from schools in Dutchess, Putnam, and Westchester Counties in New York State that use the Comprehensive…

This quantitative study examined the relationships between elementary teachers' perceptions of self-efficacy, school culture, and implementation of instructional strategies. The teachers were employed across four schools within one northern Texas school district. The data, collected through three different surveys, garnered teacher perceptions of…

Burnout is a psychological phenomenon that is common among professions that have a high demand for empathy, such as those in the mental health field. School counselors are more at risk of feeling burnout than other professions because of numerous demands from the job, role conflict and ambiguity, large caseloads, and the amount of time spent on…

Arizona continues to implement the 4-hour ELD block despite opposition and concerns regarding is appropriateness and effectiveness. Research using state and national assessments show that English language learners continue to fall behind their English proficient peers in reading achievement even after the implementation of the 4-hour ELD block. In…

Instructional leadership is identified as a critical function for school principals seeking to positively influence teaching and learning. In many instances, however, desired instructional leadership practices give way to the numerous management requirements faced by principals on a day-to-day basis. It has been proposed that principals will have…

Exclusionary practices, including suspension, expulsions, and office discipline referrals, to student misbehavior, can have a lasting impact on student outcomes. School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is a universal behavioral framework designed to support school personnel prevent and respond to challenging student…

The purpose of this study was to examine students' and academic advisors' experiences in advisory from the Appreciative Advisement Framework through surveys and interviews. Many academic advising directors indicated there is no specific or required framework for their staff, although they have stressed the importance of advisement training,…