Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In…

In this research, feminist post-structuralism and queer theory were used to examine Australian early childhood educators' views on children's gender identity development, and the content on gender in the Australian Government's Early Years Learning Framework. The methodology and study design were based upon qualitative phenomenological research…

Students with disabilities in Grades 3-5 in a Georgia school are not meeting state academic standards. The No Child Left Behind Act requires schools to ensure that all students meet these standards; those schools that do not make gains enter into School Improvement status. This study was conducted to determine if staff development that focused on…