Individual tutoring is noted to be one of the most effective ways to overcome academic achievement gaps and improve student achievement. The Supplemental Learning Support Program provides academic support to students during the school day. The purpose of this study was to conduct a formative evaluation of the program. A mixed-methods study design…

Middle-management leaders are in a crucible. In addition to managing their extensive regular duties and leading groups toward common goals, they must navigate conflicting expectations and competing demands from their superiors and subordinates. The challenges in middle-management leadership are exacerbated in fast-paced, high stakes, large-scale…

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…

The Minnesota Department of Education (MDE), together with the Region 10 Comprehensive Center (R10CC), conducted a survey of educators in Minnesota public schools to better understand which schools are implementing competency-based education (CBE) practices and to learn more about their goals, successes, and challenges. These insights will help…

Recent teacher supervision and evaluation system (TSES) reform efforts have resulted in wide adoption of policies targeting improvements in teaching quality and student outcomes; however, impact of these policies has been inconsistent (Hazi, 2019; Stecher et al., 2018). Failure of TSES efforts to realize their intended outcomes is the result of…

The purpose of this mixed methods dissertation is to examine the impact of the Professional Learning Community Continuous Improvement Model (PLCCIM) on school-based instructional coaches (SBICs) within a large school district in one of the nation's southeastern states. The effect of the implementation, along with coaches' perceptions, was measured…

This sequential explanatory mixed methods study examines the impact of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning intervention on teacher knowledge within the context of South Carolina's reading policy. Quantitative analyses of pre- and post-assessment data indicate significant improvements in…

Purpose: This study aims to explore the range of sustainability-related discourses by the stakeholders within a particular Finnish Higher Education Institution (HEI); interaction between the discourses and the context of the HEI; and the extent to which different understandings of sustainability cause challenges for the implementation of the…

The concept of evidence-based learning and teaching is complex and multifaceted. The European University Association (EUA) Learning & Teaching Thematic Peer Group on "Evidence-based approaches to learning and teaching" understands it as connecting learning and teaching to evidence-based methods, strategies and processes through the…

Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what constrains inclusive teaching, we conducted a qualitative study at four schools in a South African…

The purpose of this qualitative study was to examine building and district administrators' perceptions of the Kansas Dyslexia Initiatives. Their awareness and experiences may influence how administrators understand, plan for, and align the current approach for reading instruction within their respective buildings or district in relation to the…

Barriers to transfer students include lost credit caused by lack of curricular alignment across institutions of higher learning. This is particularly evident in series courses like introductory biology. We propose to streamline transfer issues using a shared set of course-level learning outcomes (CLOs) developed collaboratively by faculty across…

The Washington Social Emotional Learning Committee was established in 2019 through Senate Bill (SB) 5082 to address the growing body of evidence that shows the need for improving not only a student's academic abilities, but also their social and emotional competencies which are critical to every child's development. SB 5082 requires the Committee…

In 2019, the Legislature passed Senate Bill 5082 (SB 5082), which directed the Office of Superintendent of Public Instruction (OSPI) to establish a Social Emotional Learning (SEL) Committee to build upon the work of the previous Social Emotional Learning Indicators (SELI) Workgroup. The purpose of the SEL Advisory Committee is to promote and…

Dual credit coursework has become a popular strategy to bolster the college completion agenda, yet research on program implementation is scarce. This qualitative interview study uses complexity theory to investigate how 103 teachers enacted dual credit at eight high schools partnered with a community college system in Texas. Findings demonstrate…