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Abstract
This action research study investigated how job-embedded skills acquired during district-wide training are transferred into practice by 504 chairs. Additionally, the study examined how administrators describe their preparedness in supporting 504 chairs. Using a qualitative approach, this study documented the phenomenon of learning transfer through the experiences, perceptions, and understandings of 504 chairs and school administrators, with interventions employed by an action research implementation team.The theoretical frameworks of situated learning theory and learning transfer guided the study, providing a lens for examining effective strategies to enhance learning transfer. Action research served as the methodological foundation, facilitating the development of targeted interventions, critical assessment of participant feedback, and iterative adjustments to improve the transfer of job-embedded skills among 504 chairs.
Data were collected through surveys, semi-structured interviews, observations, and document reviews. The conclusions of this action research study revealed critical insights into the challenges and opportunities associated with Section 504 implementation, particularly in how 504 chairs transfer job-embedded professional learning into their roles and how administrators support them. The thematic findings that emerged about 504 chairs and how job-embedded skills learned during training transfer into practice included: 1. Practical integration of training into daily responsibilities; 2. Challenges to applying into daily practice; 3. Administrator support and knowledge; 4. Transferable practices from training. The findings illustrate the need for training to be aligned with daily responsibilities and include practical, hands-on components to maximize learning transfer, the need for targeted professional learning for administrators, and structural changes such as creating a dedicated 504 chair position.
The study emphasizes the importance of aligning training content with the daily responsibilities of 504 chairs, incorporating practical, hands-on learning components to maximize transfer, and providing targeted professional learning for administrators. Furthermore, structural changes, such as establishing a dedicated 504 chair position, are recommended to enhance the implementation and sustainability of Section 504 practices. INDEX WORDS: Section 504, 504 chair, job-embedded professional learning, learning transfer, administrators, action research