Implementing statewide literacy and special education training in the U.S.: A mixed-methods evaluation

Area of Science:

• Education Policy
• Teacher Education
• Program Implementation

Background:

• Gaps exist in understanding how to implement educator preparation program (EPP) reforms effectively at scale.
• New legislation and state-provided training modules aim to enhance K-5 literacy and special education teacher preparation.

Purpose of the Study:

• To investigate instructors' perceptions and experiences with implementing EPP reforms and state-provided training modules.
• To identify challenges and facilitators in the large-scale adoption of new educational policies within EPPs.

Main Methods:

• A mixed methods approach was employed, collecting data from instructors across 40 EPPs in one U.S. state.
• Data collection included 188 survey responses and 24 focus group discussions.

Main Results:

• Instructors generally supported the policy objectives and the evidence base of the training modules.
• Key recommendations included enhancing student engagement and providing more practical implementation guidance and tools.
• A lack of systematic implementation planning was identified as a potential barrier to reform success.

Conclusions:

• Effective large-scale implementation of EPP reforms necessitates strategic planning and comprehensive support.
• Addressing instructor feedback on engagement and practical tools is crucial for successful policy adoption in teacher education.