The DOI matches its Crossref record; 33 of the 34 references it cites were found in a registry or an index.
Barriers and Facilitators in Scaling up Research-Based Practices
Abstract
The purpose of this research was to “scale up” the implementation of four research-based practices in inclusive classrooms. Twenty-nine teachers from six elementary schools participated in a 2-week professional development program and received extensive follow-up support from researchers throughout the schoolyear. Our objective was to better understand the barriers and facilitators experienced by teachers determined to be high implementers (9), moderate implementers (9), and low implementers (11). Data sources included interviews, teacher logs, and classroom observations. Teachers across implementation levels lamented a lack of instructional time. Yet how teachers dealt with barriers differed. High-implementing (HI) teachers reported administrative support as their top facilitator, while five moderate-implementing (MI) teachers described a lack of administrative support. School effects were noted.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“scaling up comes with its own set of challenges (Elias et al., 2003; Klingner et al., 2003)”
From Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs (2017) · cites this paper as Klingner et al., 2003
Citations
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
(2008) · Springer eBooks · doi:10.1007/978-0-387-77282-0_6 · Cited by 17,411
Handbook of research on teaching
Wittrock, M. C. (1986) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 10,630
Evaluating professional development
Guskey, T. R. (1999) · CERN Document Server (European Organization for Nuclear Research) · Cited by 2,394
Policies That Support Professional Development in an Era of Reform
Darling‐Hammond, L., & McLaughlin, M. W. (2011) · Phi Delta Kappan · doi:10.1177/003172171109200622 · Cited by 2,060
(2017) · doi:10.4135/9781473960275 · Cited by 1,488
Delquadri, J., Greenwood, C. R., Whorton, D. M., Carta, J. J., & Hall, R. V. (1986) · Exceptional Children · doi:10.1177/001440298605200606 · Cited by 395
Bridging the Research-to-Practice Gap
Carnine, D. (1997) · Exceptional Children · doi:10.1177/001440299706300406 · Cited by 384
Collaborative Strategic Reading during Social Studies in Heterogeneous Fourth-Grade Classrooms
Klingner, J., Vaughn, S., & Schumm, J. (1998) · The Elementary school journal · doi:10.1086/461914 · Cited by 356
Self-citationNetworks as Learning Communities
Lieberman, A. (2000) · Journal of Teacher Education · doi:10.1177/0022487100051003010 · Cited by 334
Research works printed but not linked: 14
- Ayres B. J., 1994, JASH, 19, 84
- Cunningham P. M., 1992, The Reading Teacher, 46, 106
- Darling-Hammond L., 1995, Phi Delta Kappan, 76, 597
- Fuchs D., 1998, Learning Disabilities Research & Practice, 13, 126
- Glaser B. G., 1967, The discovery of grounded theory
- Honig B., 1994, Phi Delta Kappan, 75, 790
- 10.3102/00028312027002363 · DOI
- Hughes M. T., 2001, National Reading Conference Yearbook, 50, 275
- Klein S. P., 1995, Joining Forces: Spreading Successful Strategies: Proceedings of the Invitational Conference on Systemic Reform, 77
- Klingner J. K., 1999, The Reading Teacher, 52, 738
- Mathes P. G., 1993, Learning Disabilities Research and Practice, 8, 233
- Mathes P. G., 1994, Learning Disabilities & Practice, 9, 44
- 10.1037/0022-0663.80.1.111 · DOI
- Torgesen J. K., 1994, Phonological awareness training for reading
Cited by
Sorted by citations
Core Implementation Components
Fixsen, D. L., Blase, K. A., Naoom, S. F., & Wallace, F. (2009) · Research on Social Work Practice · doi:10.1177/1049731509335549 · Cited by 1,103
A Decade of Professional Development Research for Inclusive Education
Waitoller, F. R., & Artiles, A. J. (2013) · Review of Educational Research · doi:10.3102/0034654313483905 · Cited by 522
Blase, K. A., Van Dyke, M., Fixsen, D. L., & Bailey, F. W. (2012) · Handbook of Implementation Science for Psychology in Education · doi:10.1017/cbo9781139013949.004 · Cited by 395
Early childhood teacher education: the case of geometry
Clements, D. H., & Sarama, J. H. (2011) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-011-9173-0 · Cited by 271
McLeskey, J., & Billingsley, B. S. (2008) · Remedial and Special Education · doi:10.1177/0741932507312010 · Cited by 199
Metadata
- Authors
- Klingner, J. K., Ahwee, S., Pilonieta, P., & Menendez, R.
- Affiliations
- University of Colorado Boulder (US)
- University of Miami (US)
- Corresponding author
- Klingner, Janette K.
- Venue
- Exceptional Children
- Publisher
- SAGE Publications
- Published
- 2003-07
- Volume
- 69
- Issue
- 4
- Pages
- 411-429
- ISSN
- 0014-4029 (ISSN-L)
- 2163-5560
- OpenAlex
- W1929056675
- Cited by
- 176
- References
- 34
- Citations by year
- 2025: 2 · 2024: 4 · 2023: 7 · 2022: 2 · 2021: 6 · 2020: 5 · 2019: 4 · 2018: 10 · 2017: 6 · 2016: 12 · 2015: 10 · 2014: 11 · 2013: 19 · 2012: 15
- FWCI
- 13.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Exceptional Children (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Collaborative Teaching and Inclusion
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- scale-up, evidence-informed practice, inclusive education, teacher implementation, barriers and facilitators, professional development, administrative support, school influence, primary school teachers, special education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
