Zvoch, KeithSica, Brian2016-10-272016-10-272016-10-27https://hdl.handle.net/1794/20409The purpose of this study was to understand the implementation of practices derived from Constructing Meaning (CM) training by teachers (n = 30) at a local middle school. The study took place in two phases. Phase one was primarily quantitative. Implementation fidelity was measured for each critical component of CM training, and component and aggregate indices were constructed and analyzed. The second phase, primarily qualitative, investigated teachers’ perceptions of the conditions that favored or hindered implementation. Results indicated that certain components were implemented to a greater degree than others and that the overall implementation fidelity was approximately 50%. Key conditions for implementation were identified as collaboration (both with peers and CM trainers), sufficient time, and clear connections to other programs.en-USAll Rights Reserved.Electronic Thesis or Dissertation