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

Abstract

To address gaps in the field’s knowledge about implementing educator preparation program (EPP) reforms at scale, this mixed methods study gathered data from one U.S. state’s instructors to understand their perceptions of and experiences complying with new legislation and implementing state-provided training modules for future K-5 literacy and special education teachers and leaders. Across the state’s 40 EPPs, 188 survey responses and 24 focus group participants’ comments were gathered. Instructors generally agreed with the policy goals and appreciated the evidence base of the module content. However, they recommended improving student engagement and providing more implementation guidance and tools. Overall, the data suggested there was a lack of systematic implementation planning that potentially hampered reform efforts. Lessons learned about implementing policies at scale are discussed.