In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that…

Culturally-adapted evidence-based programs (EBPs) are needed to promote healthy behaviors among Native teens and young adults. Little is known about the facilitators and barriers of implementing and sustaining EBPs in Native communities. This paper aims to identify those factors described by educators who implemented the Native Students Together…

Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand the trends in teacher retention and attrition from the perspective of DLBE teachers themselves. DLBE teachers departing from their jobs imposes a significant burden on schools and students and affects the implementation…

In this technical report we document the development and piloting of the Learning Receptiveness Assessment (LRA) Greenhouse for Prekindergarten. This technological tool was designed to prevent reading disabilities by supporting effective "assessment-guided instructional decision-making" by Preschool teachers. The LRA Greenhouse comprises…

This Study Snapshot highlights key findings from a study that examines full-day kindergarten (FDK) implementation in Oregon. The evidence base on FDK is generally positive for short-term effects and unclear for longer-term effects, with some prior research associating FDK with gains in student outcomes such as grade 3 math and reading standardized…

This article explores the role of vision and vision-building in public schools as a tool for bringing about a redirection of educational institutions. A reanalysis of 32 interviews with teachers and principals in schools involved in Oregon's "2020 School Improvement and Professional Development" program revealed that most school goals…

The decade of the 1960's witnessed an ever-increasing demand by members of the teaching profession for a greater voice in the determination of policies affecting the educational system. Teachers pressed for a more active role in what previously had been considered an administrative function. For this investigation of Oregon educator attitudes…

A study examined teacher stereotypes as a factor in teacher resistance to change in schools. Based on a poststructuralist perspective, the study views teachers as both objects and subjects of reform and argues that research informs practice in ways that often result in socially constructed stereotypes. Methodology included a literature review, 129…