School of Education

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With over 60 faculty members, the School of Education provides innovative and nationally-recognized teacher preparation and graduate programs that position its alumni to be leaders in the field of education. Through groundbreaking research, collaborative partnerships, and extensive field experiences in real-world settings, our programs prepare graduates to address critical educational issues and serve children, families, and their communities.

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A Culturally Responsive Disposition: How Professional Learning and Teachers’ Beliefs About and Self-Efficacy for Culturally Responsive Teaching Relate to Instruction
(AERA Open, 2023-01-07) Comstock, Meghan; Litke, Erica; Hill, Kirsten Lee; Desimone, Laura M.
Persistent social inequities in the United States demand attention to culturally responsive (CR) teaching, which requires a specific disposition toward students and teaching. Using survey data of secondary teachers (N = 417) in seven urban districts across the country engaging in equity-oriented professional learning (PL) initiatives, we examine the relationship between teachers’ beliefs about, self-efficacy for, and engagement in PL around CR teaching and their self-reported CR teaching practices. We find correlational evidence that teacher-reported self-efficacy with CR teaching and engagement in PL focused on CR teaching are associated with higher self-reported frequency of CR teaching. We also find that teachers who have beliefs aligned with CR teaching have a stronger relationship between their CR teaching self-efficacy and self-reported CR teaching practices. Finally, we find evidence that changes in CR teaching self-efficacy are associated with changes in self-reported CR teaching—suggesting that CR teaching self-efficacy may drive changes in CR teaching.
A Holistic Examination of How Professional Learning and Curriculum Relate to Ambitious and Culturally Relevant Instruction and Student Engagement
(AERA Open, 2025-01-06) Desimone, Laura M.; Bell, Nick; Lentz, Arielle; Hill, Kirsten L.
To shape professional learning (PL) and curriculum interventions for successfully transforming instruction, we need to better understand how multiple aspects of the system work. Applying structural equation modeling with a sample of 437 teachers in 153 middle and high schools in 11 districts serving 50% or more Black or Latinx students, we found that teachers are significantly more likely to use ambitious and culturally responsive (CR) instruction in the classroom and that student engagement increases when PL and curriculum adoption are (1) targeted toward ambitious and CR instruction, (2) provide clear, specific directions to teachers, (3) are aligned with each other, (4) are supported by teachers, and (5) are accompanied by incentives. PL worked through fostering stronger beliefs in and confidence using CR instruction. The curriculum and PL had both independent and interactive effects on bolstering the use of ambitious and CR instruction.
A Latent Dirichlet Allocation approach to understanding students’ perceptions of Automated Writing Evaluation
(Computers and Education Open, 2024-05-24) Wilson, Joshua; Zhang, Saimou; Palermo, Corey; Cordero, Tania Cruz; Zhang, Fan; Myers, Matthew C.; Potter, Andrew; Eacker, Halley; Coles, Jessica
Automated writing evaluation (AWE) has shown promise in enhancing students’ writing outcomes. However, further research is needed to understand how AWE is perceived by middle school students in the United States, as they have received less attention in this field. This study investigated U.S. middle school students’ perceptions of the MI Write AWE system. Students reported their perceptions of MI Write's usefulness using Likert-scale items and an open-ended survey question. We used Latent Dirichlet Allocation (LDA) to identify latent topics in students’ comments, followed by qualitative analysis to interpret the themes related to those topics. We then examined whether these themes differed among students who agreed or disagreed that MI Write was a useful learning tool. The LDA analysis revealed four latent topics: (1) students desire more in-depth feedback, (2) students desire an enhanced user experience, (3) students value MI Write as a learning tool but desire greater personalization, and (4) students desire increased fairness in automated scoring. The distribution of these topics varied based on students’ ratings of MI Write's usefulness, with Topic 1 more prevalent among students who generally did not find MI Write useful and Topic 3 more prominent among those who found MI Write useful. Our findings contribute to the enhancement and implementation of AWE systems, guide future AWE technology development, and highlight the efficacy of LDA in uncovering latent topics and patterns within textual data to explore students’ perspectives of AWE.
Affordances of Media as Learning and Play: Children’s and Mothers’ Conceptions
(International Journal of Early Childhood, 2024-09-12) Dore, Rebecca A.; Preston, Marcia S.; Golinkoff, Roberta Michnick; Hirsh-Pasek , Kathy
Educational and playful forms of media are both pervasive in children’s media landscape. Children tend to see play and learning as distinct, whereas parents tend to recognize the overlap between these categories; however, little research investigates children’s and parents’ conceptions of media as learning or play. Children (N = 80, five- and seven-year-olds) and mothers (N = 40) were shown black-and-white line drawings representing a child engaging in both media and non-media activities and asked to categorize each image as learning/not learning and as play/not play. Both mothers and children were less likely to see media as learning than non-media activities. However, children were less likely than mothers to differentiate between media and non-media activities in their conceptions of play. Both mothers and children were less likely to conceive of media activities than non-media activities as both learning and play, but this effect was stronger for mothers. These results suggest that mothers may see media more negatively and/or instrumentally, whereas children may see media as one of many options for playtime, indicating that parents should be encouraged to see media in a playful light, alongside other non-digital options for childhood play. Résumé Les formes éducatives et ludiques de médias sont toutes deux omniprésentes dans le paysage médiatique des enfants. Les enfants ont tendance à considérer le jeu et l’apprentissage comme des notions distinctes, tandis que les parents ont tendance à reconnaître le chevauchement entre ces catégories. Cependant, peu de recherches examinent les conceptions des enfants et des parents des médias en tant qu’apprentissage ou jeu. Des enfants (N = 80, âgés de cinq et sept ans) et des mères (N = 40) ont vu des dessins au trait noir et blanc représentant un enfant participant à des activités médiatiques et non médiatiques et ont été invités à classer chaque image comme apprentissage/non-apprentissage et comme jeu/non-jeu. Les mères et les enfants étaient moins susceptibles de considérer les médias comme des activités d'apprentissage que les activités non médiatiques. Cependant, les enfants étaient moins susceptibles que les mères de faire la différence entre les activités médiatiques et non médiatiques dans leurs conceptions du jeu. Les mères et les enfants étaient moins susceptibles de concevoir les activités médiatiques que les activités non médiatiques à la fois comme un apprentissage et un jeu, mais cet effet était plus fort pour les mères. Ces résultats suggèrent que les mères peuvent voir les médias de manière plus négative et/ou instrumentale, tandis que les enfants peuvent voir les médias comme l'une des nombreuses options de jeu, ce qui indique que les parents devraient être encouragés à voir les médias sous un angle ludique, aux côtés d'autres options non numériques pour le jeu des enfants. Resumen Tanto los medios educativos como los lúdicos están muy extendidos en el panorama mediático infantil. Los niños tienden a ver el juego y el aprendizaje como algo distinto, mientras que los padres tienden a reconocer la superposición entre estas categorías; sin embargo, hay pocas investigaciones que investiguen las concepciones de los niños y los padres sobre los medios como aprendizaje o juego. Se mostraron a niños (N = 80, de cinco y siete años) y madres (N = 40) dibujos en blanco y negro que representaban a un niño participando en actividades mediáticas y no mediáticas y se les pidió que categorizaran cada imagen como aprendizaje/no aprendizaje y como juego/no juego. Tanto las madres como los niños tenían menos probabilidades de ver los medios como aprendizaje que las actividades no mediáticas. Sin embargo, los niños tenían menos probabilidades que las madres de diferenciar entre actividades mediáticas y no mediáticas en sus concepciones del juego. Tanto las madres como los niños tenían menos probabilidades de concebir las actividades mediáticas que las no mediáticas como aprendizaje y juego, pero este efecto fue más fuerte para las madres. Estos resultados sugieren que las madres pueden ver los medios de comunicación de forma más negativa y/o instrumental, mientras que los niños pueden verlos como una de las muchas opciones para el tiempo de juego, lo que indica que se debe alentar a los padres a ver los medios desde una perspectiva lúdica, junto con otras opciones no digitales para el juego infantil.
Alternative methods for interpreting Monte Carlo experiments
(Communications in Statistics - Simulation and Computation, 2022-06-06) Collier, Zachary K.; Zhang, Haobai; Soyoye, Olushola
Research methodologists typically use descriptive statistics and plots to report the findings of Monte Carlo experiments. But previous literature suggests that Monte Carlo results deserve careful analysis rather than relying on simple descriptive statistics and plots of results, given the complex data conditions in simulation studies. As an alternative, data mining methods can also help readers digest Monte Carlo experiments. Therefore, our paper uses data mining methods to provide two novel contributions. First, we use detailed descriptions and code to illustrate how to use two data mining methods to analyze results from Monte Carlo experiments. Second, we demonstrate how data mining methods can be used in conjunction with interpreting plots, performing analysis of variance tests, and calculating effect sizes. Our study raises the awareness that there are alternative methods to interpretation and serves as a guide to readers for explaining the importance of manipulated conditions in Monte Carlo experiments.
An exploration of individual, job, and organizational characteristics associated with district research leaders' knowledge brokering work
(Education Policy Analysis Archives, 2022-10-18) Shewchuk, Samantha Jo; Farley-Ripple, Elizabeth
The role of district research leaders (DRLs) in central offices has emerged as a strategy for improving the creation, flow, and use of research knowledge in decision-making. However, there is limited information about the responsibilities, opportunities, and challenges inherent in these roles. This exploratory qualitative study features document analysis to examine the individual backgrounds, job demands, and organizational contexts of DRLs. The result of this study suggest that multiple pathways to the DRL role exist, but few include formal training in knowledge brokering. Further findings suggest that DRL jobs are complex and entail diverse tasks, but share a focus on research leadership and coordination, identifying and obtaining relevant research information, and facilitating evidence-informed change. Moreover, organizational contexts varied in supportiveness for knowledge brokering work. Overall, there was limited evidence of alignment across individual, job, and organizational characteristics, signaling an opportunity to better define and support those in DRL roles.
Associations Between Teacher and Student Mathematics, Science, and Literacy Anxiety in Fourth Grade
(Journal of Educational Psychology, 2023-03-09) McLean, Leigh; Janssen, Jayley; Espinoza, Paul; Lindstrom Johnson, Sarah; Jimenez, Manuela
The present study explored associations among teachers’ anxiety for teaching mathematics, science, and English language arts and their students’ own anxiety in each content area, and how these associations varied depending on student sex and socioeconomic status (SES). Participants included 33 fourth-grade teachers and 463 students from 14 schools in the Southwestern United States. Multiple regression models with cluster-robust standard errors were run regressing students’ mid-year, self-reported content-area anxiety on teachers’ self-reported content-area anxiety at the beginning of the year and controlling for students’ beginning-of-year anxiety in that content area. Two interaction effects were detected whereby teachers’ mathematics and science anxiety were each positively associated with the mathematics and science anxiety of their low-SES students. Findings provide additional evidence for processes of emotional transmission between teachers and students in the classroom and provide additional information about the learning contexts and student groups for whom these processes may be particularly relevant. Educational Impact and Implications Statement: We investigated associations among teachers’ and students’ anxiety in mathematics, science, and literacy. We found that teachers’ anxiety in mathematics and science was associated with the mathematics and science anxiety of their low-SES students. Results highlight STEM content areas as contexts in which transmission of negative emotions between teachers and students may take place, as well as highlight the particular impacts these processes might have on students from underserved socioeconomic backgrounds.
Autistic Young Adults, Parents, and Practitioners Expectations of the Transition to Adulthood
(SAGE Publications, 2020-01-01) Curtiss, Sarah L.; Lee, Gloria K.; Chun, Jina; Lee, Heekyung; Kuo, Hung Jen; Ami-Narh, Danielle
Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: Normative Hopes, Living with Uncertainty , Mismatch of Reality and Expectations , Impairments Shape Expectations, and Services Dictate Expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.
Backward transfer, the relationship between new learning and prior ways of reasoning, and action versus process views of linear functions
(Mathematical Thinking and Learning, 2022-02-16) Hohensee, Charles; Willoughby, Laura; Gartland, Sara
Backward transfer is defined as the influence that new learning has on individuals’ prior ways of reasoning. In this article, we report on an exploratory study that examined the influences that quadratic functions instruction in real classrooms had on students’ prior ways of reasoning about linear functions. Two algebra classes and their teachers at two comprehensive high schools served as the participants. Both schools drew from low-socioeconomic urban populations. The study involved paper-and-pencil assessments about linear functions that were administered before and after a four- to five-week instructional unit on quadratic functions. The teachers were instructed to teach the quadratic functions unit using their regular approach. Qualitative analysis revealed three kinds of backward transfer influences and each influence was related to a shift in how the students reasoned about functions in terms of an action or process view of functions. Additionally, features of the instruction in each class provided plausible explanations for the similarities and differences in backward transfer effects across the two classrooms. These results offer insights into backward transfer, the relationship between prior knowledge and new learning, aspects of reasoning about linear functions, and instructional approaches to teaching functions.
Bayesian Prior Choice in IRT Estimation Using MCMC and Variational Bayes
(Frontiers Media SA, 2016-09-27) Natesan,Prathiba; Nandakumar,Ratna; Minka,Tom; Rubright,Jonathan D.; Prathiba Natesan, Ratna Nandakumar, Tom Minka, Jonathan D.Rubright; Nandakumar, Ratna
This study investigated the impact of three prior distributions: matched, standard vague, and hierarchical in Bayesian estimation parameter recovery in two and one parameter models. Two Bayesian estimation methods were utilized: Markov chain Monte Carlo (MCMC) and the relatively new, Variational Bayesian (VB). Conditional (CML) and Marginal Maximum Likelihood (MML) estimates were used as baseline methods for comparison. Vague priors produced large errors or convergence issues and are not recommended. For both MCMC and VB, the hierarchical and matched priors showed the lowest root mean squared errors (RMSEs) for ability estimates: RMSEs of difficulty estimates were similar across estimation methods. For the standard errors (SEs), MCMC-hierarchical displayed the largest values across most conditions. SEs from the VB estimation were among the lowest in all but one case. Overall, VB-hierarchical, VB-matched, and MCMC-matched performed best. VB with hierarchical priors are recommended in terms of their accuracy, and cost and (subsequently) time effectiveness.
The Birds and the Bees: Teaching Comprehensive Human Sexuality Education to Individuals with Intellectual and Developmental Disabilities
(SAGE Publications, 2018-01-01) Curtiss, Sarah L.
This article describes a framework for providing human sexuality instruction to individuals with Intellectual and Developmental Disabilities (IDD). There are two main components in this framework: (1) goals for healthy sexual development throughout the lifespan and (2) dimensions of sexuality instruction. For each dimension of instruction, this article will outline specific strategies and resources that can be used by special educations. By following the recommendations in this framework, special educators will be more confident in teaching human sexuality to their students with IDD.
Building Capacity to Deliver Sex Education to Individuals with Autism
(Springer, 2016-01-01) Curtiss, Sarah L.; Ebata, Aaron
Professionals from a variety of fields are called upon to understand the needs of individuals with autism, advocate for services, and provide sexuality education, however, few have formal training. This study examined a process to build capacity for individuals with autism to receive human sexuality education through training professionals via a one day workshop and providing ongoing education online. To better understand both the context for professionals and the outcomes of the training we examined the reasons participants attended, their work climate surrounding issues of human sexuality education for individuals with autism, the extent to which the training changed instructional behavior and perceptions of readiness, and the differential effectiveness of follow-up education based on online delivery modality (Facebook update or email message). Participants were interested in attending a training on human sexuality education even if they had no intention to teach this topic. In general, the climate among attendees was positive for teaching human sexuality education both in terms of their own values and their perceptions of support by others. The workshop and follow-up online education were effective for increasing instructional behavior and feelings of readiness.
Conceptions of play by children in five countries: towards an understanding of playfulness (Las concepciones acerca del juego de niños de cinco países: hacia un mejor conocimiento de la actividad lúdica)
(Journal for the Study of Education and Development, 2022-12-19) Mukherjee, Sarah J.; Bugallo, Lucía; Scheuerb, Nora; Cremin, Teresa; Montoro, Virginia; Ferrero, Martha; Preston, Marcia; Cheng, Doris; Golinkoff, Roberta; Popp, Jill
Drawing on a mixed-methods cross-cultural study undertaken in five locations in Argentina, Denmark, Hong Kong, England and the United States in 2018, this paper explores how children (aged five and seven) conceive of playfulness. Following a card-sorting task, 387 children selected familiar activities that they felt were most representative of play and not-play and explained their reasons. The children’s justifications were fully transcribed, and five corpora were created (one per site). Lexicometry was applied, generating sets of the characteristic responses per age in each site. In-depth qualitative interpretation of these modal responses revealed nine dimensions across play and not-play: pleasure, social context, materials, movement, agency, risk, goal, time and focus. Commonalities revealed that children’s ideas around play are not aligned with specific activities but with the sense of agency in a secure physical and social context when carrying out an activity experienced as an end in itself. Implications for playful pedagogies highlight the need to open up play with opportunities for children’s choice and initiative, confident exploration and immersion in the activities in which they participate. RESUMEN: A partir de un estudio multicultural de métodos mixtos realizado en 2018 en cinco localidades de Argentina, Dinamarca, Hong Kong, Reino Unido y Estados Unidos, en este artículo se exploran las concepciones acerca de la actividad lúdica de niños de cinco y siete años. Tras una tarea de clasificación de tarjetas, 387 niñas y niños seleccionaron aquellas actividades familiares que consideraban más representativas de juego y aquellas más ajenas al juego y explicaron sus razones. Se realizó una transcripción completa de sus justificaciones y se crearon cinco corpus (uno por localidad). Mediante la lexicometría, se generaron conjuntos de respuestas características por edad en cada localidad. Una interpretación cualitativa detallada de las respuestas reveló nueve dimensiones lúdicas y no lúdicas: disfrute, contexto social, materiales, movimiento, agencia, riesgo, meta, tiempo y focalización. Las coincidencias revelaron que las ideas que los niños albergan en torno al juego no están vinculadas a actividades específicas sino a un sentido de agencia en un contexto físico y social seguro a la hora de realizar una actividad como fin en sí misma. Las implicaciones para las pedagogías lúdicas subrayan la necesidad de incorporar al juego oportunidades de elección e iniciativa para los niños, así como una exploración e inmersión segura en las actividades en las que participan.
Contamination bias in the estimation of child maltreatment causal effects on adolescent internalizing and externalizing behavior problems
(Journal of Child Psychology and Psychiatry, 2024-04-18) Felt, John M.; Chimed‐Ochir, Ulziimaa; Shores, Kenneth A.; Olson, Anneke E.; Li, Yanling; Fisher, Zachary F.; Ram, Nilam; Shenk, Chad E.
Background When unaddressed, contamination in child maltreatment research, in which some proportion of children recruited for a nonmaltreated comparison group are exposed to maltreatment, downwardly biases the significance and magnitude of effect size estimates. This study extends previous contamination research by investigating how a dual-measurement strategy of detecting and controlling contamination impacts causal effect size estimates of child behavior problems. Methods This study included 634 children from the LONGSCAN study with 63 cases of confirmed child maltreatment after age 8 and 571 cases without confirmed child maltreatment. Confirmed child maltreatment and internalizing and externalizing behaviors were recorded every 2 years between ages 4 and 16. Contamination in the nonmaltreated comparison group was identified and controlled by either a prospective self-report assessment at ages 12, 14, and 16 or by a one-time retrospective self-report assessment at age 18. Synthetic control methods were used to establish causal effects and quantify the impact of contamination when it was not controlled, when it was controlled for by prospective self-reports, and when it was controlled for by retrospective self-reports. Results Rates of contamination ranged from 62% to 67%. Without controlling for contamination, causal effect size estimates for internalizing behaviors were not statistically significant. Causal effects only became statistically significant after controlling contamination identified from either prospective or retrospective reports and effect sizes increased by between 17% and 54%. Controlling contamination had a smaller impact on effect size increases for externalizing behaviors but did produce a statistically significant overall effect, relative to the model ignoring contamination, when prospective methods were used. Conclusions The presence of contamination in a nonmaltreated comparison group can underestimate the magnitude and statistical significance of causal effect size estimates, especially when investigating internalizing behavior problems. Addressing contamination can facilitate the replication of results across studies.
Curriculum and Coaching: Maximizing our Investments in Teaching
(The Reading Teacher, 2021-09-14) Walpole, Sharon
This article advocates for investments in curriculum and in coaching to support the work of teachers. It recommends coherent systems of professional learning to include active work with curriculum before it is used and support from coaches during use. To facilitate this work, the author provides a theory of change to move from curriculum and coaching to achievement, and a rubric for schools to use to document a set of enabling conditions and school-level norms that would facilitate the work of coaches.
Democracy, dialogism, therapy, progressivism, anarchism, and other values in Martin Duberman’s innovative pedagogy
(Dialogic Pedagogy, 2023-01-19) Matusov, Eugene
My essay aims to develop my authorial map-account of Martin Duberman’s various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman’s pedagogy.
Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
(Sage Publications, 2016-02-05) Abd Elkader, Nermine; Nermine Abd Elkader; Abd Elkader, Nermine
The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.
Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities
(Sexuality and Disability, 2021-06-12) Curtiss, Sarah L.; Stoffers, Melissa
Sex education is important for individuals with developmental disabilities; however, it is difficult for educators to find resources to support them when teaching sex education. A website, asdsexed.org, was developed to disseminate sex education resources. Using analytic data from the website we explored how dissemination occurs online. We identified (1) how visitors were referred to the website; (2) what search terms were used to look for sex education resources; (3) what content was most frequently viewed; and (4) how visitors engaged with the content. Search engines were the top referrer. Variations on the phrase “body parts” were the most frequently recorded terms. Free lesson plans were the most viewed content. Privacy social stories were the most engaged with content. Online dissemination was a complex undertaking but did allow for potential sex educators to be connected with research-based resources.
Editorial: Networks and knowledge brokering: advancing foundations, inviting complexity
(Frontiers in Education, 2025-01-27) MacGregor, Stephen; Rodway, Joelle; Farley-Ripple, Elizabeth
Framing the Research Topic As educational ecosystems become increasingly complex and diverse, understanding how knowledge brokerage and relational networks interact can offer pathways for strengthening connections among research, policy, and practice. Knowledge brokers have garnered attention for their capacity to navigate evidence and adapt it for various audiences, while relational networks—spanning professional communities, partnerships, and organizational structures—provide channels through which knowledge flows and evolves. Yet, much of the current literature examines these phenomena independently, and we lack integrated perspectives that clarify how they co-influence policy decision-making, on-the-ground educational change, and system-wide learning. This Research Topic aims to bridge this gap by examining how knowledge brokers operate within relational networks to cultivate evidence-informed policy and practice in education. Its dual objectives are to advance theoretical and empirical understandings of these intertwined processes and to translate these insights into concrete, actionable guidance for policymakers, educational leaders and practitioners, and researchers.
Educational Change in Saudi Arabia: Insights from One USA/KSA Teacher Professional Development Collaborative
(International Education Studies, 2021-09-26) Bentahar, Adil; Copeland, Kathleen D.; Stevens, Scott G.; Vukelich, Carol J.
Teacher professional development (PD) programs ideally evaluate how professional learning experiences empower teachers to be effective change agents in their disciplines and communities. The Khbrat [“experiences” in Arabic] program is a year-long, global teacher PD initiative launched by the Saudi Ministry of Education. The goal is to change the mindset of Saudi teachers through immersive experiences in the U.S. K-12 schools and university academic culture so that they can participate as effective “change agents” in the transformation of Saudi schools. Our mixed-methods study examined the impact of the Khbrat program on Saudi teachers’ leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights into teacher PD program evaluation.

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