Response to Intervention (RtI) implementation has been an issue at a local school district in the United States for several years. Teachers have reported lack of resources and training on the RtI process and minimal support from administration, which have impeded their understanding of the intervention. As a result, students who are receiving RtI…

This phenomenological study investigated elementary teachers' perspectives on student engagement in competency-based education (CBE) classrooms in an upper Midwestern rural school district. The study addressed the limited research on CBE implementation in elementary settings by exploring teachers' lived experiences related to learner engagement.…

Reading proficiency is one of the expected core outcomes of a successful elementary school experience for students, yet many school systems do not provide teachers with the requisite training, support, or resources to meet this fundamental objective. Providing teachers with professional learning paired with educative curriculum materials within a…

Background: Guidelines for the successful implementation of two-way dual language bilingual education (DLBE) programs foreground the role of program leadership, hiring and preparing culturally and linguistically competent teachers, family involvement, and the alignment between curriculum, assessments, and instruction in both languages. Absent in…

This mixed methods program evaluation evaluated the implementation of the multi-tiered system of support (MTSS) framework in one North Carolina school district. It examined the perceived teacher impact of the program implementation for Tier 3 reading students in first through third grades. The vision for employing the MTSS framework in North…

This qualitative descriptive case study addressed elementary teachers' perceptions of trauma-informed teaching practices, acknowledging the problem which is that many elementary teachers lack an understanding of why trauma-informed teaching strategies are considered best practices and how to utilizes these strategies in the classroom to contribute…

This exploratory sequential mixed methods study aimed to understand teachers' perceptions of the impact of Social Emotional Learning (SEL) on school climate and student engagement, which is an area of study lacking in current literature. The research questions which guided the study were: What are teachers' perceptions of the connection between a…

This qualitative descriptive study explored how general education K-6 teachers describe their ability to implement student Individualized Educational Plans (IEP) in their classrooms and the supports needed for effective implementation of IEPs in Ohio. Self-Efficacy has been defined as the confidence that an individual has in their ability to…

This qualitative study explored teachers' perceptions and experiences regarding the implementation of the social and emotional learning framework, Strong Start, in a Title I elementary school in southeast Texas. The participants include ten elementary school teachers in Pre-Kindergarten through 5th grade. Teachers' levels of experience range from…

The purpose of this qualitative study was to investigate the perception of the principal and teachers regarding what transformational leadership practices meet the needs of EBs in a DLI PK-8th grade campus in South Texas. The research site was selected for having 40% emergent bilingual students. The campus principal has been implementing a…

Scale-up of universal social-emotional learning (SEL) programs has become a priority in schools to promote positive social outcomes for all students. Although studies have examined student outcomes associated with school-based SEL when extensive training and support are provided, research on teacher SEL implementation practices under typical…

The purpose of this study was to examine and understand the implementation experiences and program impacts of "The Leader in Me" (LIM) via the perspectives of the students, staff, and administrators at RAE Elementary School. Many teachers believe they could be more effective in the classroom if not for having to deal with classroom…

Scale-up of universal social-emotional learning (SEL) programs has become a priority in schools to promote positive social outcomes for all students. Although studies have examined student outcomes associated with school-based SEL when extensive training and support are provided, research on teacher SEL implementation practices under typical…

While special education programming has evolved in the United States, public school district administrators continue to face issues such as appropriately identifying students for special education. This attempt in part, is to avoid disproportionate representation in special education, and providing the least restrictive environment (Farkas, et…

Reading Horizons partnered with LearnPlatform by Instructure to investigate the relationship between teacher implementation of Reading Horizons Discovery (RHD) and student literacy outcomes. The study involved 83 educators and 1,242 students across seven elementary schools in North Carolina during the 2022-23 school year. Researchers used mCLASS…