This study investigates pedagogical strategies to teach sustainable development within the Technology curriculum in South African secondary schools, with an emphasis on the Senior Phase. Despite the global acknowledgment of sustainable development as a critical topic, its practical application in the South African Curriculum Assessment Policy…

This study examined six reading intervention teachers' implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also…

There are many assumptions about the ways in which textbooks and other learning and teaching support materials (LTSM) can contribute to improved learning outcomes in many international contexts. These can focus on ways that they can implement the school curriculum, often in lieu of good pedagogical practice. Drawing on case studies from Rwanda and…

Education for all children is a fundamental right enshrined in national and international regulatory frameworks. Yet, the right to education does not necessarily imply inclusion. According to the United Nations Children's Fund (UNICEF, 2014), a large segment of children are not in school and have long remained invisible, hidden, and forgotten:…

Many layers of education governance press upon U.S. schools, so we separated state actors into those internal to and those external to the system. In the process, we unpacked the traditional state-local dichotomy. Using interview data (n = 45) from six case-study states, we analyzed local leaders', state-internal actors', and state-external…

These two qualitative descriptive case studies investigated supports and barriers to integrating Universal Design for Learning (UDL) as an instructional methodology in language arts and social studies departments at an urban and a suburban high school in Wisconsin. Integrated Comprehensive Systems (ICS) implementation was determined through the…

This study investigates the perceptions of a small group of Language Arts intervention teachers who have been prescribed a commercially-prepared intervention curriculum for use with their students. Written surveys and semi-structured interviews were used to gather data in pursuit of answers to the following research questions: (1) How do teachers…

This study focuses on how the treatment effects of a teacher professional development initiative in science differed by school capacity. In other words, the authors are primarily concerned with treatment effect heterogeneity. As such, this paper complements ongoing evaluation of the average treatment effects of the initiative over time. The…