Theses and Dissertations

Advisor

Burson,Debra

Committee Member

Hanna, Tania

Committee Member

Leffler, Jeffery

Committee Member

Operton, Rosalind

Committee Member

Zhbanova, Ksenia

Date of Degree

5-16-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

The implementation of High-Quality Instructional Materials (HQIMs) in K–12 education is essential for promoting equitable and effective learning outcomes. Additionally, HQIMs ensure that students are engaged with grade-level material, which is critical for achieving mastery of grade-level standards, thereby fostering deeper understanding and academic success across all student populations. However, challenges such as misalignment with curriculum standards, insufficient professional development, limited teacher buy-in, and resource disparities continue to hinder successful implementation. This study aims to examine these barriers and identify evidence-based strategies to support effective HQIMs implementation. Specifically, this research seeks to answer the question: "What are the key factors and strategies influencing the effective implementation of HQIMs in K–12 classrooms?" Through a systematic literature review, this research analyzed existing studies on HQIMs implementation, exploring the key factors that impact its success. The findings highlight the importance of continuous professional learning, collaborative lesson planning, and leadership-driven initiatives in ensuring that HQIMs are effectively integrated into instructional practices. Additionally, the study highlights the role of data-driven decision-making in refining teaching strategies and measuring the impact of HQIMs on student learning. The results of this research provide practical recommendations for school administrators, instructional leaders, and policymakers to address systemic barriers to HQIMs implementation. Strategies such as targeted professional development, structured instructional coaching, and curriculum alignment efforts can enhance teacher capacity and ensure sustained use of HQIMs. By applying these insights, educational leaders can create supportive environments that maximize the benefits of HQIMs, ultimately improving instructional quality and student achievement across diverse educational settings.

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