This report derives its findings from Summer/Fall 2023 phone interviews with 22 facilitators and eight administrators following their participation in Math for All during the 2022-23 school year. The findings, summarized below, provide insight into the implementation experience, including challenges, areas of success, and plans for sustaining and…

The teachers aren't the problem--it's the system that needs fixing. The missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a…

Mindfulness-based interventions (MBIs) have been evaluated in terms of efficacy; however, little is known about implementation factors of MBIs in schools. The purpose of the current study was to systematically review MBI studies published in school psychology journals. This systematic review examined peer-reviewed MBI literature in nine school…

Naturalistic developmental behavioral interventions (NDBIs) are considered one of the best practices for autistic children and their families. Most NDBIs include a component of providing training and/or coaching to caregivers to enhance skill acquisition and generalization. The procedures to implement these NDBIs are often clearly delineated in…

Noncontingent reinforcement (NCR) is an effective behavioral intervention when implemented consistently. NCR may be particularly well-suited for use in schools because of its perceived ease of use. However, previous laboratory research suggests that NCR may not maintain therapeutic effects if implemented inconsistently. Inconsistent implementation…

The highlighted local and international perspectives of school-based management (SBM) offer logical findings on its efficacy at the grassroots level. Despite some hindering factors, its impact along leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management are commendable. After…

Leadership is integral for successful implementation of evidence-based programs and practices (EBPPs) in schools. However, as research is limited regarding school administrators' training, knowledge, and perceived barriers related to EBPP implementation, a survey was conducted to examine these areas. The majority of respondents reported (a)…

Today's contemporary students look to universities to provide a variety of modalities for them to participate in their courses. Combining face-to-face and online modes, HyFlex does just that, provide students flexibility in participating in courses in ways that work for them. This brief provides background information on HyFlex and the…

Previous research has demonstrated a need for contextual fit when implementing behavior supports in high schools (Flannery et al., "The High School Journal," 96(4), 267-282, 2013; Flannery & Kato, "Preventing School Failure: Alternative Education for Children and Youth," 61(1), 69-79, 2017). As high schools move beyond the…

This article aims to describe the mapping done by teachers in elementary schools regarding students' backgrounds before they apply differentiated instruction. Mapping students' backgrounds is very important considering the focus of attention from implementing differentiated instruction is alignment with student characteristics, so as to make…

The National Center on Positive Behavior Interventions and Supports (PBIS) provides professional development and technical assistance to more than 27,000 schools nationwide (OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports, 2021). Although much has been documented on the impact of Tier I PBIS implementation with…

This qualitative case study explored the perceptions of instructional coaches in order to understand the ways in which context influenced their view of their roles and how they supported teacher growth. The theoretical and conceptual foundations for this study include a distributed perspective, a phenomenologically informed lens, and a pragmatic…

In educational spaces, it is no longer aspirational but imperative that the community--with its richness and diversity--joins educators as key instructional partners to liberate the creativity, uniqueness, and potential of all students. As educators, we can miss the value of this collaboration. This brief defines critical perspectives, why…

This holistic, mixed-methods action research case study aimed to determine the influence of professional development on participants' mathematical teaching practices and how the changes influenced students' opportunities for discourse. In this two-year study, participants engaged in two professional development phases and implemented new…

This research study shows one teacher preparation program's (TPP) attempt to better gauge coteaching implementation and how a TPP can provide more immediate pair support. We present findings from the analysis of 777 weekly coteaching reflection surveys completed by 44 secondary preservice teachers over 20 weeks of the clinical experience. The…