Abstract: With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy, beliefs and emotions were foregrounded to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. This study employed semi-structured interviews for seven leavers and seven stayers who had teaching experiences of less than five years. The findings of this study showed that both leavers and stayers had intrinsic interests in working as a teacher. Also, both groups identified similar challenges of working as a teacher, such as classroom management and effective delivery of lessons. However, leavers showed weaker self-efficacy beliefs than stayers, who tended to get more support and help from school adminis...

Abstract: As the use of mobile devices, such as cell phones, has proliferated in academic settings in recent years, new challenges are faced by institutions of higher education and their faculties. The authors surveyed 269 college students from 21 academic majors at a small northeastern university to gain a better understanding of the frequency and manner in which cell phones are used in college classrooms. Focusing on the use of text messaging in the classroom, students reported on their own and others’ use of cell phones. It was found that 95% of students bring their phones to class every day, 92% use their phones to text message during class time, and 10% admit they have texted during an exam on at least one occasion. The majority of the students surveyed believe that instructors are largely unaware of the extent to which texting and other cell phone activities engage students in the classroom. These activities include browsing the Internet, sending pictures, or accessing social networking sites. The authors dis...

Abstract: One reason for teacher attrition is that a gap exists between pre-service teacher preparation and in-service teacher development, in that most novice teachers suddenly have no further contact with their teacher educators, and from the very first day on the job, must face the same challenges as their more experienced colleagues, often without much guidance from the new school/institution. These challenges include lesson planning, lesson delivery, classroom management, and identity development. In this introductory paper to introduce the special issue on Novice Professionals in TESOL, I also outline practical suggestions that can help bridge the gap between pre-service and in-service education, with the idea that novice teachers can experience the transition from teacher preparation to the first years of teaching, less like “hazing” and more like professional development. I call this bridging period novice-service language teacher development.

Abstract: Background. There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. Aims. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. Sample. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Method. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Results. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Conclusions. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes.

Abstract: This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within the parameters of the classroom. The article begins by defining differentiated instruction and discussing its importance, including the role of differentiation with respect to diversity and with respect to Response to Intervention (RTI). The remainder of the article describes in detail two examples of differentiated instruction in classroom contexts. Each example is followed by a discussion of the research and decision-making underlying the teacher's approach to differentiation. The article concludes with common characteristics of effective differentiation.

Abstract: Introduction With teacher turnover costing the U.S. as much as $7 billion per year (National Commission on Teaching and America's Future, 2007), and the continuing demand for qualified teachers, it is imperative for schools to increase retention rates among their faculty (Ingersoll & Smith, 2003). Retention efforts are especially important among novice teachers, those who are in the first five years of their teaching career, because they leave the profession at higher rates than their more experienced counterparts (Keigher, 2010; Ingersoll, 2003). In the more challenging early years of teaching, novice teachers with a higher sense of teacher self-efficacy are more likely to persist and stay in the profession (Knobloch & Whittington, 2002). This suggests the importance of self-efficacy as a target for growth during teacher preparation, but little is known about how teacher self-efficacy develops in those who are just starting their careers. Traditionally, self-efficacy has been conceived not as a stable trait, but as a situationally bound construct based on information which is being drawn from a particular context (Bandura, 1986). Among new teachers who have spent little time in the classroom, self-efficacy is likely driven by a combination of factors, including experiences and skills in the classroom, knowledge of content and pedagogy, attitudes, and personal dispositions (Bandura, 1997; Gist & Mitchell, 1992; Woolfolk & Hoy, 1990). This study will address the gap which exists in our current understanding of pre-service teachers' self-efficacy development by examining the joint contribution of pre-service teachers' observed performance during student teaching, and more stable personal features of their personality and beliefs about how children learn, to their teacher self-efficacy upon completion of a teacher preparation program. Teacher Self-Efficacy--Definition and Developmental Mechanism Teacher self-efficacy is defined as a teacher's belief in his or her ability to complete the steps required to accomplish a particular teaching task in a given context (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). From this definition, it must be noted that self-efficacy is not an actual measure of competence, but a sense of confidence in, or future-oriented perception of, the competence one might expect to display given a certain set of circumstances (Hoy & Spero, 2005). Teacher self-efficacy is conceptualized as a unified higher order construct encompassing the more specific domains of self-efficacy of instructional strategies, self-efficacy of classroom management, and self-efficacy of student engagement (Tschannen-Moran & Woolfolk Hoy, 2001). Bandura (1993) suggests that people with a low sense of efficacy in a given situation fall easy victims to stress and depression because they take difficult tasks and their perceived inability to deal with them personally. People with high self-efficacy treat difficult tasks as an opportunity for mastery, attributing failure to a lack of effort or skills, both of which are in their hands to correct (Bandura, 1993). This sense of control allows them to quickly recover their feelings of self-efficacy after a setback. Keeping this model in mind, we can establish the importance of equipping pre-service teachers with a high sense of efficacy, so that they may persist through the challenges of the induction year. Since the construct of self-efficacy was introduced, compelling evidence has emerged linking teacher self-efficacy to numerous important teacher outcomes. Greater self-efficacy has been associated with teachers' expressed professional commitment for both pre-service teachers (Evans & Tribble, 1986) and in-service teachers (Coladarci, 1992), with teachers who have higher self-efficacy saying they would once again choose teaching as a career if given the choice. Teachers with high self-efficacy are also more likely to stay in teaching once they have entered the field (Burley, Hall, Villeme, & Brockmeier, 1991), and teachers who leave the teaching field have been found to have significantly lower teacher self-efficacy than even those in their first year of teaching (Glickman & Tamashiro, 1982). …

Abstract: Flipping the classroom allows students to learn concepts outside of the classroom and apply what they learn in the classroom, working with other students and getting immediate feedback from the instructor. Since 2008, faculty at CSULA have been flipping the freshman/sophomore introduction to digital engineering course some of the time through Collaborative Project-Based Learning (CPBL) . Approximately fifty percent of the class time is dedicated to interactive classroom activities and frequent periodic assessments. The objectives of CPBL are to go beyond the traditional lecture to: 1) foster students' skills in engineering design; 2) stimulate students' interests and increase their retention rate; and 3) improve teaching and learning efficiency by highly interactive instruction using a Tablet PC and Field Programmable Gate Array (FPGA) platform. This paper will present the general framework for integrating CPBL into the classroom that can be applied to any engineering course. Furthermore, the specific digital engineering CPBL-based curriculum will be presented including a schedule with embedded in-class design projects, inquiry based exercises, interactive exercises, and periodic assessments. The authors will also share lessons learned about strategies for designing and conducting effective activities, including grading strategies and classroom management. Data on the impact of CPBL on student learning outcomes will also be presented.

Abstract: Background. Previous work has yielded knowledge of teachers’ attributions for children's behaviour. Other studies have helped to develop understanding of teachers’ efficacy beliefs. Little work has been undertaken to examine teachers’ efficacy beliefs with regard to classroom behaviour. Aims. This study aimed to investigate the relationship between teachers’ individual and collective beliefs about their efficacy with children's behaviour and whether these beliefs were associated with the use of exclusion as a sanction. Sample. A total of 197 teachers from 31 primary and nursery schools in the North East of England participated. Methods. Participants responded to questionnaires to assess their individual and collective efficacy beliefs. Demographic and school level data were also collected. Results. Factor analysis indicated that teachers’ individual efficacy beliefs were best represented by three factors: ‘Classroom Management’, ‘Children's Engagement’, ‘Instructional Strategies’ that corresponded well to previous findings. Analysis of collective efficacy beliefs showed a similar structure that differed from previous findings. Individual efficacy was not associated with numbers of children excluded. One factor ‘Addressing External Influences’ in the collective beliefs was negatively correlated with numbers of children excluded and appeared to mitigate the deleterious effects associated with socio-economic deprivation. Conclusions. This study adds weight to the importance of understanding and supporting teachers’ beliefs in their collective efficacy. In particular, this study underlines the need for strategies that will endorse and develop teachers’ beliefs in their ability to manage children's behaviour successfully.

Abstract: The OECD’s Teaching and Learning International Survey (TALIS) is the international survey on the conditions of teaching and learning. This report uses the TALIS 2008 dataset, in which eight per cent of the respondents were teachers with two years or less of teaching experience, to analyse key aspects of new teachers’ work and highlight policy implications. Teachers and their principals reported on the teaching and learning environment of their schools and classrooms, focusing on issues such as classroom climate, the amount of time spent on classroom management as compared to actual teaching and learning, the kinds of early support new teachers receive, as well as the ongoing professional development opportunities offered. Teachers also provided information on their own feeling of self-efficacy as a teacher and on areas in which they felt they lacked skills and could benefit from additional professional development. The report provides a comprehensive analysis of the most important issues facing teachers during the early stages of their careers. It examines not only the differences between new and more experienced teachers, but provides a context within which these differences, and any similarities, can be better interpreted. The report highlights the policy implications that might be considered as result of the data analysis. The contents are as follows: Why are new teachers important?; The school where new teachers work; Support and development initiatives for new teachers; The work of new teachers; How effective are new teachers?; Policy implications.

Abstract: Teacher efficacy represents a powerful influence on the behaviors of teachers due to its impact on instructional choice, effort, and persistence. Yet few studies have been conducted examining differences in efficacy among groups of teachers with varying levels of experience, including those still engaged in teacher preparation programs. This study was conducted to examine such differences through a comparison of teacher efficacy among groups of preservice and inservice teachers with various levels of experience using the Teachers' Sense of Efficacy Scale. The results demonstrated that experienced teachers held the highest general teaching efficacy as well as the highest efficacy with regards to domain-specific areas such as student engagement and classroom management. No statistically significant differences were noted among preservice teachers and novice teachers.

Abstract: This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than beginning teachers while interacting with students when making decisions. Investigating the previous studies, researchers were able to discover that there is certain path teachers follow through their career. While preservice teachers prefer non-interventionism (minimum teacher control), they support interactionism (shared control) during internship and early career years, and finally they prefer to choose complete teacher control when they become experienced teachers.

Abstract: This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study methodology where data was collected using both interviews and classroom observations. The findings concur with previous literature reviews on effective teacher models whilst providing in-depth details on what transpires during classroom activities, thus clarifying further the meaning of effective classroom management. The implications of this study suggest the need to include six new classroom management behaviours of an effective teacher. Further research is warranted to help policy makers and school administrators in identifying the significance of these behaviours for the selection and training of future teachers.

Abstract: This study examined the association of three teacher-specific factors on their level of treatment implementation of an evidence-based classroom management strategy. The three factors were (a) the teacher–coach alliance, (b) teacher ratings of the intervention’s social validity, and (c) teacher burnout. Results indicated that both teacher–coach alliance and social validity were uniquely associated with treatment implementation. In addition, a model with all predictors revealed that the teacher–coach alliance had the largest relation with treatment implementation. It was also found that the reported level of teacher burnout moderated the relation between teacher–coach alliance and procedural fidelity. Specifically, teacher burnout was found to have a negative relation to treatment implementation at low levels of teacher–coach alliance but no relation to treatment implementation at high levels of teacher–coach alliance. These findings suggest that the teacher–coach relationship may not only play a direct role in enhanced treatment implementation for school-based programs but also may mitigate the effects of teacher burnout.

Abstract: The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and enhances teacher effectiveness and productively. On the other hand classroom management helps teachers to control students who have behavioral problems. Teacher efficacy researchers used and modified instruments to measure teacher efficacy construct. In conclusion, culture was identified as a variable that impacts upon teacher efficacy.

Abstract: A strong predictor of student achievement is the amount of time students are actively engaged in learning, or academic engaged time (AET). Sustained engagement, in turn, is influenced by the extent to which students are motivated to invest time in learning. Despite the importance of AET, studies reveal that engagement (determined by motivation) may be as low as 45–50% in some classrooms. Beginning with a model developed by Carroll in 1963, several theoretical conceptualizations of school learning have emphasized the critical role of engaged time in determining student achievement. Subsequently, empirical studies focusing on the relationship between time and learning have documented the role of the instructional context in explaining both student motivation (willingness to invest time in learning) and student engagement (actual involvement or participation in learning). In addition to discussing theory and research that implicate time in the teaching-learning process, this chapter describes three groupings of evidence-based practices that contribute to student engagement and motivation, including classroom management, instructional design, and student-mediated strategies.

Abstract: The present study was conducted to assess the teachers’ self efficacy on three subscales namely as Student Engagement, Instructional Strategies and Classroom Management. The main objective of the study was to determine the teachers’ self efficacy on these subscales in relation to gender, age, professional qualification, school status and nature of job. For this purpose a convenient sample of 108 male and 90 female teachers was selected from four public schools in Lahore. Teachers’ Sense of Efficacy Beliefs scale (Moran & Hoy, 2001) was administered. Results indicated significant differences between efficacy beliefs of male and female, B.Ed. and M.Ed, permanent and temporary, elementary and secondary, younger and older teachers with regards to classroom management.

Abstract: This paper provides a detailed analysis of the work of the teacher during collaborative-learning activities. Whilst the importance of the teacher for the success of collaborative learning has frequently been recognized in the CSCL literature, there is nevertheless a curious absence of detailed studies that describe how the teacher intervenes in pupils’ collaborative-learning activities, which may be a reflection of the ambivalent status of teachers within a field that has tried to transfer authority from teachers to pupils. Through a close analysis of different types of teacher interventions into pupils working in pairs with a storyboarding tool, this paper argues, firstly, that concerns of classroom management and pedagogy are typically intertwined and, secondly, that although there may be tensions between the perspectives of teachers and pupils these do not take the form of antagonistic struggles. The paper concludes that it may be time to renew our interest in the work of teachers in the analysis of collaborative-learning activities.

Abstract: The role of teachers has evolved from merely being teacher-centered to one that is student centered and the skills required for a quality teacher are changing too. Assessing teachers’ effectiveness is not just examining students’ achievements or students’ perceptions of their teachers’ attributes but it includes a host of other contributing factors. A careful examination of the teaching concepts, one as a form of “labor and profession” (Firestone & Bader, 1991); or the other as a “craft and art” (Grimmett & MacKinnon, 1992) indicated that it largely involves teachers’ cognitive ability and interpersonal skills (soft skills) which enhance teachers’ performance in the classroom. Furthermore, the National Framework for Professional Standards (MCEETYA, 2003) has outlined that teachers’ professional value (quality and professional knowledge and skills) will impact students’ learning. Based on these concepts, this study investigated a teacher effectiveness model. The study also measured the teachers’ cognitive ability (skills of assessment and evaluation, Information Technology (IT) skills, and co-curricular knowledge) and the teachers’ personality or interpersonal skills (soft skills). The respondents were experienced teachers working in Malaysia. A set of questionnaires with 120 questions were constructed by the researchers and were administered among 2000 school teachers from different types of schools. However, only 1366 completed questionnaires were analyzed while 634 responses were removed due to incomplete data. Utilizing the structural equation model (SEM), this study attempted to ascertain the validity of the structural model where teachers’ cognitive abilities and personalities predict teachers’ performances. The results indicated a model fit with both teachers’ cognitive abilities and personality predicting effective classroom management. Sound personality alone is insufficient in terms of enhancing the teachers’ commitment and responsibilities towards their students unless it is complemented by the teachers’ cognitive competency (cognitive abilities). Key words: teacher effectiveness, teacher quality, structural equation model (SEM)

Abstract: A study examines five pre-service teachers over a period of two years during their teacher education program to understand their difficulties and the strategies they employed to face their struggles The study collected data from participants through their autobiographies, interviews, and focus group discussions An analysis of the data collected in two categories, first as student teachers and then as first-year teachers, reveals their concerns in three major areas: classroom management; student motivation; and parent involvement A discussion of their difficulties in these three areas and the strategies they employed to overcome them, as well as their own perspectives, is provided

Abstract: Student satisfaction with a course is important because it can contribute to student retention, and it can also be used as one way to assess faculty effectiveness. This investigative work suggests that course satisfaction among non-traditional, adult students seeking business degrees is positively influenced by giving attention to four specific service-based factors. Based on feedback from 1,725 such students and 214 instructors at five institutions of higher education, a service-based model of course satisfaction is proposed. This model focuses on four manageable variables that are observed as influencing adult students’ satisfaction with a business course: relevancy of subject-matter, faculty subject-matter competency, faculty classroom management, and student workload.

Abstract: Background Childhood antisocial behaviour has high immediate and long-term costs for society and the individual, particularly in relation to mental health and behaviours that jeopardise health. Managing challenging behaviour is a commonly reported source of stress and burn out among teachers, ultimately resulting in a substantial number leaving the profession. Interventions to improve parenting do not transfer easily to classroom-based problems and the most vulnerable parents may not be easily able to access them. Honing teachers’ skills in proactive behaviour management and the promotion of socio-emotional regulation, therefore, has the potential to improve both child and teacher mental health and well-being and the advantage that it might potentially benefit all the children subsequently taught by any teacher that accesses the training.

Abstract: This paper presents findings from a study addressing final year pre-service teachers' perceptions of their confidence and competence in managing student behaviour. Data were collected by means of a written survey administered shortly after the end of their last professional experience. Themes derived from analysing survey responses are examined in relation to seven principles identified by the MCEETYA funded Student Behaviour Management Project as best practice in Australia (De Jong, 2005). The findings reveal that although the majority of participating pre-service teachers felt confident and competent to manage student behaviour, their reporting of strategies indicated a narrow 'behaviourist' conception of management that may limit their chances of successfully responding to more complex challenges as beginning teachers - challenges such as responding to the diversity of student backgrounds and behaviours, engaging all learners and working with a range of stake- holders.

Abstract: The recent federal mandates influenced by 2001's No Child Left Behind Act have had an impact on staffing schools throughout the nation. One of the requirements of the act is that a "highly qualified teacher" must teach each child. The United States Department of Education predicts that by the 2011-12 school year, between 3.2 and 3.9 million teachers will be needed to fill vacancies in public schools (U.S. Department of Education Institute of Education Sciences, 2007). Although universities in the United States are producing a large number of education graduates, the National Commission on Teaching and America's Future states that nearly one-fourth of new teachers leave the profession within their first three years of teaching. In urban areas, the attrition rate is even greater with about half of the new teachers in urban schools leaving the profession within five years (National Commission on Teaching and America's Future 2002, as cited in Curran & Goldrick, 2002). Furthermore, teachers working in schools in which the minority enrollment is greater than 50% tend to leave at rates more than twice those of teachers in schools with fewer minorities (NCES, 1998 as cited in Haycock, 2000). Alternative Certification programs have been developed to recruit people to teaching who possess bachelor's degrees or higher in another field. Although the nature of these programs varies by school district, they share the goal of placing qualified teachers in often hard to staff classrooms. These new teachers often earn their teaching certificates by taking certification classes each year while they teach full time. Typically, these teachers who possess the least amount of teaching experience are most often placed with little support in the most challenged classrooms (Carey, 2004), many of which are difficult for an experienced teacher to handle. Assuming the role as classroom teacher without preparation is difficult at best. First, because these alternative entry teachers have not previously taken child development, planning, methods, or classroom management classes, they often lack important foundational professional knowledge. Second, although research indicates that teachers teach best the subjects they know best, only one-third of teachers in high-poverty schools are certified to teach their subject (Carey, 2004). As they encounter these challenges, alternatively certified teachers typically "learn on the job" and need tremendous support as they learn to create, instruct, and evaluate curricula that maximizes student learning (Haberman, 1991). For those entering the teaching profession, learning to plan lessons appropriate both for students' needs and grade level requirements is imperative. According to Ornstein (1997), novice teachers need to practice writing plans, and then implement those plans within their field placements. The opportunity to link theory and practice provides the experience needed to bring what is learned in teacher education classes into the elementary classroom. Without this experience, new teachers struggle to bridge theory and practice. John (1991) agrees that practical experiences are the primary influence on how novice teachers learn to plan. Because the importance of practical experience is a common theme in the existing literature, alternative certification elementary teachers, many of whom do not receive a range of methods classes, need support as they learn to plan and implement instruction. By having opportunities to both design and implement instruction, these novice teachers learn to recognize their students' needs which helps them to plan more relevant, appropriate, and effective lessons. Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses (Tomlinson, 2001). Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs (Tomlinson, 2001). …

Abstract: A critical issue facing the field of education is the need to improve teachers' preparation to effectively manage student behavior in the classroom. Many pre- and in-service teachers receive exposure to evidence-based behavioral interventions, such as schoolwide positive behavioral interventions and supports, during teacher preparation programs; however, face-to-face instructional time is always at a premium given the range of learning experiences that must be acquired prior to licensure. Consequently, many educators begin their careers without strong classroom management skills, which has many unfortunate consequences, including the decision for some to leave the field within the first three to five years. In this study, we evaluated content acquisition podcasts based on validated instructional design principles. We focused on determining the extent to which preservice teachers could learn core information related to schoolwide positive behavioral interventions and supports using a short multimedia vigne...

Abstract: The current study looks into the reasons and perspectives students have about the use of their first language in English classrooms. It analyzes their opinions on different issues connected to first language use. The analysis for this paper was conducted on data from an online survey and follow-up interviews based on 51 total participants. The results showed that students used their first language for a variety of reasons. The amount of first language used also differed. The results also showed that patterns emerged when considering the participants’ language backgrounds, age, and the English language proficiency level. The results of this study will help teachers and students understand the reasons students have for using their first language in English classrooms. By knowing these reasons, students may be able to eliminate them and eventually improve the English language learning process. Teachers can also use the results to modify their classroom management to reduce the amount and frequency for first language use. To sum up, the research showed that students have a variety of reasons for and opinions about why they use theirfirst language in their English classrooms, and that usage may be affected by a number of variables that need further research and study.

Abstract: Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers.