Jeong-Won Oh, Sohee Park, Seongyun Lim, Eun Sil Lee
Age of first experience of gender incongruence among transgender and non-binary individuals
Obstetrics & gynecology science
purpose research study etiology teacher knowledge factors influence implementation evidencebased reading writing interventions upper elementary grade levels five data sources used study first used teacher surveys preservice preparation reading comprehension literacy practices gathered recent cluster randomized control trial reading comprehension intervention conducted 280 fourth fifthgrade teachers classroom students also conducted focus group interviews 43 teachers observed 90 teachers implementation years writing used data collected 32 teachers 3year design project teacherled computersupported writing intervention also collected data groups school administrators using structured interviews studies finally conducted artifact review school curricula posted professional development pd plans results show reading comprehension writing teachers reported receiving sound evidencebased preservice preparation currently employing evidencebased approaches teachers reported using basal reading series little variation lesson scope sequence teachers administrators frequently reported skills taught isolation eg skill week summarizing writing neglected interviews showed interesting patterns curricula decisionmaking school administrators findings confirmed artifact reviews based results recommend review teacher practices focus also administrator decisionmaking school level factors driving happens classrooms review showed teachers feel empowered learn deliver evidencebased literacy practices feel constrained system