Date of Award

12-2025

Degree Type

Thesis

Degree Name

Honors Thesis

Department

Elementary Education (K-6)

First Advisor

Danielle Madrazo

Second Advisor

Shelly Furuness

Abstract

Much research supports the argument that students and educators perform better when evidence-based practices are used in the classroom. However, applying these practices across diverse environments can be a challenge. Each class and school is unique, and these differences affect the transferability of these methods in the classroom. This thesis examines how research-based methods on relationship building and instructional practices are implemented and/or modified across different school settings: suburban, urban, special education, general education, and multicultural/multilingual spaces.

Through research on current educational practices, this thesis identifies commonly used evidence-based practices for building relationships between teachers, students, and families, as well as different instructional practices used by educators in their classrooms. Specifically, there is analysis of which strategies are transferable across environments, which are specific to different settings, and which need modifications to increase their effectiveness.

In addition to published research, four interviews were conducted with support staff from different schools. These interviews offered anecdotal evidence regarding the implementation of evidence-based practices day to day, as well as identified what barriers educators face, such as inadequate staffing and funding.

While the setting of and students within a classroom are important to consider, it is proven that the effectiveness of evidence-based practices is far more dependent on how these strategies are applied and modified to fit the current environment. Teachers’ ability to overcome these barriers would improve with increased access to relevant professional development, increased funding, and training in how to synthesize and adapt evidence-based practices in their classrooms.

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