Interactions Between Teachers’ Attribution for Student Learning and Implementation of Evidence-Based Practices

This study investigated interactions between evidence-based practices implemented and attributions of factors contributing to achievement of student learning objectives. Conducted in three school districts in a mid-Atlantic state, 78 teachers completed an end-of-year survey. Internal attributions were significantly correlated with implementation of evidence-based teaching practices in general and in teaching students with disabilities. External attributions were statistically correlated to implementation of evidence- based practices in both reading and teaching students with disabilities. Perceptions of school support were significantly correlated with implementation of evidence-based teaching practices for teaching both reading and writing