From research to classroom: A mixed-methods investigation into implementing evidence-based writing practices

Research has identified effective writing practices, yet translating them into everyday classroom instruction remains challenging. This study investigates how primary school teachers implemented a multi-component writing intervention after participating in professional development (PD). Using an explanatory sequential mixed-methods approach, we analyzed both quantitative and qualitative data to identify factors influencing intervention uptake. Teachers reported improved knowledge of evidence-based writing practices, yet implementation varied considerably and was shaped by perceptions of acceptance, appropriateness, and feasibility. Students taught by high implementers showed larger writing gains than students taught by low implementers. Analyses of teachers’ engagement with specific intervention components can inform more effective approaches in the under-researched field of professional development in writing instruction. We further propose a model for identifying key factors that influence the adoption of educational innovations. • Primary school teachers implemented a writing intervention following targeted professional development. • Teachers reported increased knowledge but applied intervention components inconsistently. • Students taught by high implementers showed greater gains in writing quality. • Perceived acceptance, appropriateness, and feasibility shaped implementation uptake.