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Direct linkAshley Vaughn – ProQuest LLC, 2024
I conducted a single instrumental case study to address the problem of practice in which approximately one-third of students entering the ninth grade for the 2019-2020 school year in the study school district were reading below grade level proficiency. I chose an instrumental case study method because it allows for an in-depth examination of a…
Descriptors: Team Teaching, Evidence Based Practice, Reading Instruction, Intervention
Peer reviewed
Download full textKozoll, Richard H.; Ower, Peter S. – Science Education International, 2023
Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school's transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use.…
Descriptors: Middle School Teachers, Science Teachers, Professional Identity, Individual Development
Meng-Jun Chen; Hsiao-Ching She; Pei-Yi Tsai – Education and Information Technologies, 2024
Despite national curricula and instructional reforms calling for collaborative problem-solving skills (CPS), however, there is an absence of a theory-laden model showing how to effectively construct CPS for science learning. We therefore developed and validated a simulation-based CPS model that exploits its constructs, sequences, and causal…
Descriptors: Computer Simulation, Cooperative Learning, Problem Solving, Educational Change
Rinehart, Ronald W.; Kuhn, Mason; Milford, Todd M. – Research in Science & Technological Education, 2022
Background: A reformed view of science education positions argumentation as a central epistemic discourse practice in the science classroom, however, science education researchers have found that typical norms of classroom discourse fall short of promoting argumentation. Recent scholarship on teachers' personal epistemologies has suggested that…
Descriptors: Correlation, Middle School Students, Elementary School Students, Teacher Attitudes
Edelson, Daniel C.; Reiser, Brian J.; McNeill, Katherine L.; Mohan, Audrey; Novak, Michael; Mohan, Lindsey; Affolter, Renee; McGill, Tara A. W.; Buck Bracey, Zoë E.; Deutch Noll, Jamie; Kowalski, Susan M.; Novak, Dawn; Lo, Abraham S.; Landel, Carolyn; Krumm, Andrew; Penuel, William R.; Van Horne, Katie; González-Howard, María; Suárez, Enrique – Journal of Science Teacher Education, 2021
OpenSciEd is an ambitious effort to implement the vision of the "Framework for K-12 Science Education" and the "Next Generation Science Standards" broadly across the United States. The premise of OpenSciEd is that high quality instructional materials can play a critical role in transforming science teaching and learning at a…
Descriptors: Curriculum Development, Evidence Based Practice, Instructional Materials, Educational Change
Zhou, Shike – Best Evidence in Chinese Education, 2021
Teaching research system is a unique professional community of education and teaching research in China. It is an important driving and leading force in promoting evidence-based reform in education in China. Using fifteen-year exploration of evidence-based reform in education in Jiangsu Province as a case, this paper presents the ways and…
Descriptors: Teaching Methods, Foreign Countries, Evidence Based Practice, Educational Change
Zhao, Wenjun; Huang, Rongjin; Cao, Yiming; Ning, Rui; Zhang, Xiaoxia – International Journal for Lesson and Learning Studies, 2022
Purpose: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach: Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection…
Descriptors: Educational Change, Lesson Plans, Curriculum Development, Educational Practices
Pas, Elise T.; Lindstrom Johnson, Sarah; Alfonso, Yira Natalia; Bradshaw, Catherine P. – Grantee Submission, 2020
This study leveraged data from a 40-school randomized controlled trial to understand the cost of coaching to support implementation of evidence-based programs (EBPs) through a multi-tiered system of supports for behavior (MTSS-B) model. Coach activity log data were utilized to generate the annual average, per school, costs of coaching of $8,198.…
Descriptors: Coaching (Performance), Evidence Based Practice, Adoption (Ideas), Program Implementation
Amanda J. Nguyen; Jacqueline Hersh; Lydia Beahm; Lora Henderson Smith; Courtney Newman; Katelyn Birchfield; Kurt Michael; Catherine P. Bradshaw – School Mental Health, 2024
Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a…
Descriptors: Intervention, Elementary School Students, Middle School Students, Program Length
Helman, Lori – ASCD, 2019
Within today's multilingual communities, a growing percentage of students are emergent bilinguals--bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to…
Descriptors: English Language Learners, Bilingual Students, Family Involvement, Equal Education
Hollingsworth, Sonja M. – Current Issues in Middle Level Education, 2019
Multi-tiered systems of support (MTSS) is the overarching referent for frameworks designed to target behavioral and academic challenges with a focus on a tiered continuum of evidence-based practices within the context of prevention science and implementation research (Freeman, Sugai, Simonsen, & Everett, 2017). Extensive literature indicates…
Descriptors: Behavior Problems, Middle School Students, Middle School Teachers, Self Efficacy
Calderón, Margarita Espino; Tartaglia, Lisa – Solution Tree, 2022
For busy classroom teachers, integrating instruction for English learners with literacy, reading, discourse, and social-emotional learning (SEL) may seem daunting. This research-backed guide offers evidence-based strategies core content teachers can use immediately to improve daily practice. The authors explore the importance of SEL application to…
Descriptors: English Language Learners, Social Emotional Learning, Evidence Based Practice, Integrated Activities
West Virginia Department of Education, 2017
The State Systemic Improvement Plan (SSIP), WV GRADUATION 20/20, was implemented during the 2015-2016 academic year beginning with sixty-nine (69) schools in thirty-six (36) counties representing fifty-nine (59) percent of West Virginia's high schools. During the 2016-2017 academic year the number of high schools has grown to seventy-two (72) and…
Descriptors: Statewide Planning, Strategic Planning, Educational Improvement, Educational Change
Ryan Jackson, K.; Ward, C. – National Implementation Research Network, 2019
The purpose of the brief is to provide examples from two state education agencies in the United States who took a different path to systemic change through the use of the Active Implementation Frameworks (Fixsen et al. 2013a; Metz & Bartley, 2012). Both states received intensive implementation-informed support from the State Implementation and…
Descriptors: Educational Change, Change Strategies, Systems Approach, Evidence Based Practice
Southeast Comprehensive Center, 2018
The Alabama State Department of Education (ALSDE) was grappling with several issues including: (1) A respectable rate of growth in student achievement for both fourth- and eighth-grade math in the state of Alabama, as measured by the National Assessment of Educational Progress (NAEP), but below the national average; and (2) A growing concern about…
Descriptors: Mathematics Achievement, Grade 4, Grade 8, National Competency Tests
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