Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.

In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

Research suggests that instructional coaching enhances a teacher's instructional quality, thereby improving students' chances for academic success. Instructional Lead Teachers (ILTs) are positioned within a Northeastern school district to improve instructional quality via a coaching paradigm; however, it is unclear how ILTs influence teachers' instructional practices. The purpose of this bounded multi-site qualitative case study was to explore the perspectives of ILTs regarding their instructional support responsibilities and practices in improving instructional quality. Grounded in Bandura's social cognitive theory, the research questions addressed ILT perspectives of their influence on teachers' instructional practices and identified supports ILTs need to increase their effectiveness. Ten ILTs, who served in middle schools, participated in semi-structured interviews and 4 were selected for observations. Data were thematically analyzed using open and axial coding. ILTs believed they served as an authority to provide instructional support, their work was essential to improve student achievement, coaching strategies changed teachers' classroom management skills, and no instructional duties interfered with their coaching responsibilities. They identified support from administration, structure for the position, and more training are needed to be effective ILTs. The results of the study were used to create a coaching structure and 3-day professional development designed to address the specific needs of ILTs. These endeavors may contribute to positive social change by helping district administrators provide ILTs with the structure and training needed to effectively influence teacher practice, thus improving the educational outcomes of students.

African American women, especially those residing in the Southern United States (U.S.), are impacted by multiple socioeconomic, behavioral, physical, and personal factors increasing their risk of contracting HIV. Pre-exposure prophylaxis (PrEP) is a novel, effective, individual-controlled pharmacological approach to prevent HIV. Although some African American women have expressed a desire to use PrEP, this method has been underutilized in this population. There is a lack of research examining factors that affect African American women's willingness to use PrEP. The present study evaluated factors to predict African American collegiate women's willingness to initiate PrEP. Results indicated that marital status, history of trauma, and intimate and partner violence were significant predictors of PrEP acceptability for African American collegiate women. Most participants did not know about PrEP and reported a willingness to use PrEP, especially if they thought they were at high risk or had a HIV-positive partner. Participants with a history of intimate partner violence were at higher risk for HIV and expressed more willingness to use PrEP. When optimizing PrEP implementation for women at risk for HIV, it is important to incorporate traumainformed care, safety planning, and psychological interventions within HIV prevention initiatives.