EVIDENCE BASE

In Focus K-12 and Educator Well-Being program is based on educational and psychology research. Our theories and practices are based on a synthesis of established research frameworks such as Maslow’s Hierarchy of Needs (1943), Vygotsky’s zone of proximal development (1978), Erikson’s stages of psychosocial stages of development (1963), and Katz stages of teacher development (1972) to create reflection and experiential supports for educators and students.

Applying these educational theories to current teaching conditions, we provide coordinated efforts to support greater teacher self-efficacy (Donahoo, Hattie, Eells, 2018), greater teacher engagement (Bandura, 1997), and greater teacher retention (Hughes, 2012).
Our lesson plans are based on the high impact strategies (Hattie, 2012; Marzano, 2001). Additionally, our strategies are CASEL aligned and incorporate CASEL advocated teaching strategies (Durlak et al., 2011).
In Focus officers, consultants, and curriculum team members have been engaged in providing well-being curriculum and consultation services for more than ten years in previous capacities and for various districts. Select portions of the In Focus well-being curriculum have been implemented in various schools and districts providing limited research evidence.

In Focus Education Group was founded in January 2021. As such, we are currently gathering evidence through our various teacher and student research projects. We currently have schools implementing the curriculum in grades K–12 in various states. Teacher feedback and data are being collected through teacher surveys and focus groups. Student feedback and data are being collected through surveys and topic-based reflection prompts.

Additional feedback from schools, administrators, and teachers can be found on our website: infocuseducationgroup.com/vendor-purchasing or upon request.

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