Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to…

Throughout the COVID-19 pandemic, schools were to make emergency shift from full offline to online learning. With limited time given, schools were forced to bring out all their best potential in implementing this online learning. Such situation described the actual abilities, potentials, and challenges of each school in implementing online…

Measuring the factors affecting the implementation process are critical steps for understanding how, why, and under what circumstances integrated STEM curriculum innovations work. The overarching goal of this National Science Foundation (NSF) funded project was to design, field-test, implement, and evaluate contextualized integrated STEM learning…

The purpose of this mixed methods study was to identify factors that lead to job satisfaction and the specific practices that make a difference in workplace satisfaction among teachers in order to increase educator retention. Understanding these characteristics is critical to determining the impact they have on reducing the rate of teacher…

In this qualitative research study we illustrate how implicit biases held by college personnel hinders the educational success of Latino men attending urban community colleges in Texas. In particular, we identify how often well-intentioned educators are (un)aware of how often they perpetrate racial microaggressions against Latino men. Interviews…

The population of English Learner (EL) students in the United States is increasing and is projected to represent 40% of our country by 2030 (Flynn and Hill, 2005). Many educators do not feel prepared to teach this marginalized group of students effectively. Therefore, EL coaches in this urban district in the Midwest collaborate with teachers to…

Current zero-tolerance discipline policies are ineffective and contribute to disproportionality in school discipline. Restorative justice practices (RJP) are an equitable alternative approach to exclusionary practices. RJP has been used in schools prior to adequate research informing implementation, which has led to variability in implementation…

Drawing on literature around the first-year experiences of new teachers working in urban schools, this article examines the changing beliefs of brand-new urban educators as they progress throughout their first year as teacher of record. Using the Moje and Luke (2009) theoretical framework for identity formation and development, this study examines…

The purpose of this qualitative descriptive study was to explore how kindergarten teachers describe their use, as well as the effectiveness and value, of developmentally appropriate practices for teaching kindergarten curriculum in a mid-size urban school district in New Jersey. It was not known how kindergarten teachers describe their use, as…

We used the emerging postcolonial frame of plantation pedagogy to understand parent involvement within urban Bahamian schools. We report on survey (parents, n = 377; teachers, n = 96), interviews (n = 33), and forum (n = 17) data to identify barriers and solutions to involvement. Findings demonstrate pervasive plantation ideologies and practices…

A state in the Midwest region of the United States passed legislation that ties the advancement of students in the third grade to achieving a level of proficiency on a required state assessment in English. The legislation also ties high school graduation to achieving a level of proficiency on a series of required state assessments in English,…

In today's classroom, teachers have a lot of responsibilities to ensure that all students, including those with disabilities or exceptionalities, meet academic standards. This study aims to investigate how teachers' attitudes and confidence in teaching students with disabilities affect their effectiveness in inclusive classrooms. To collect…

Previous research shows that the lockdown of schools due to the COVID-19 pandemic increased the already existing inequalities in education but little is known about the processes underlying these outcomes. In this study we used Bourdieu's theories to explore how interactions between teachers' expectations of parents and parents' availability of…

This research study investigated the perspectives of urban K-12 educators regarding the challenges they confronted when endeavoring to implement online learning effectively. The quantitative investigation involved 204 full-time urban teachers in a Midwestern state, all completing a researcher-developed questionnaire. The findings illustrated that…

Despite good intentions, educators often inadvertently uphold systems of antiblackness that undermine the well-being of Black students. This article combines qualitative content analysis and interactional analysis to interrogate how daily interactions between educators in an urban high school in the Midwest may contribute to a school culture of…