In partnership with the Barr Foundation, the Center on Reinventing Public Education conducted longitudinal interviews with ten teachers and seven parents across four school systems in Connecticut, Rhode Island, Maine, and Massachusetts between January and June of 2021. Our interviews expose how ill-equipped New England schools were to address…

Purpose: The purpose of this study was to investigate teachers' perceptions of bullying of students with autism spectrum disorder (ASD) and their views of the speech-language pathologist (SLP) as a source of support regarding bullying management. Method: A web-based survey was created and distributed through e-mail and Facebook. One hundred…

This study builds on another project focused on primary grade teachers' integration of technology (screencasting). Original findings showed that participating teachers changed their practices to better align with research-based practices in early mathematics teaching. Two years later, the authors returned to the district to work with teachers from…

This study examined undergraduate college students' perceptions, general preferences, emotional responses, and comment themes with the transition to a virtual learning classroom during the COVID-19 pandemic from a college in the northeast United States. A total of 148 students (44 males, 104 females) completed an 18-item transition to virtual…

The transition from school to work is wonderful and exciting, but the process can also be scary. Each of us goes through it--turning 18, opening a bank account, applying for a first job, and the myriad of activities entailed in legally becoming an adult. While some students, in accordance with the law, remain in school until they are 21, at…

To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type…

The purpose of this qualitative study was to identify (1) teacher-leaders' descriptions of their roles and activities, (2) perceptions of characteristics, knowledge, and skills of successful teacher leaders, (3) barriers to and support needed for teacher leadership, (4) the extent to which teacher leaders helped teachers understand and respond to…

A successful digital conversion for classrooms, districts, and states is not determined by the technology, but by how technology enables teaching and learning. The purpose of our multisite case study was to document digital instructional strategies teachers use to enhance and transform student learning, and align that use with learning research.…

School personnel, particularly educators and school psychologists, are a first line of defense in protecting children from abuse. Teachers play an important role in the detection and reporting of child abuse. The relationship established between teachers and their students can facilitate the identification of child abuse. By virtue of their work,…

A survey of 420 special education resource teachers in Maine revealed such findings as that 55 percent felt teachers regarded the resource teacher's role as primarily tutorial and that 60 percent felt that regular teachers view resource teachers as responsible for grading students. (MC)

To identify promising practices, issues, and problems concerning education for the gifted in Maine, 239 classroom teachers and 14 administrators from 11 school districts geographically distributed throughout the state responded to questionnaires which profiled teacher personal characteristics and styles, described the educational setting and…

In this report, the authors present the results of their analysis of who adult basic education (ABE) teachers are, how they approach their work, the challenges they face, and the concerns they have about their work. Using the teachers' own words as often as possible, this report describes teachers within their four roles, as: classroom teachers,…

This study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional…

The National Center for the Study of Adult Learning and Literacy (NCSALL) Professional Development Study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner…