ABSTRACT It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: What training do those entering principalship receive prior to taking up the role? How are principals supported as they begin in the role? What support is available to them currently - beyond the induction period? What training and support is considered to be effective by beginning principals? What else could do they believe could be introduced to enhance current support and training? Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development. A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective. The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.

This thesis explores how mentoring was perceived and experienced as a professional development strategy for two teachers in a Maldivian primary school. It reports on how the mentoring relationship between the two teachers and the researcher evolved over the period of the data collection process. The research also explores the two teachers perceptions of the existing professional development activities. Further, report on the existing barriers which restricted establishing continuous professional developmental opportunities in the primary schools of Maldives. Data collection was through action research using concept maps for formative assessment purposes. The concept map was planned as an intervention at mentoring sessions to incorporate new pedagogy to create student-centred learning opportunities. The intervention was evaluated intensively through observation and feedback in the mentoring process. The researcher had dual roles in this action research. One role was that of researcher: collecting data on the progression of the mentoring relationship and the pedagogical changes by the participants. The second was that of mentor: coaching and assisting the two teachers to reflect on the planning and executing of the intervention in their respective classrooms. Through the action research process, data was collected on changes that the two teachers brought to their teaching. Data was also gathered on the mentoring relationship that evolved in the data collection process. In addition, semi-structured interviews were conducted to investigate the two teachers‟ willingness to engage in their own learning. The semi-structured interviews also explored the two teachers‟ perception on mentoring to establish a culture of learning in the school. The study indicated that one-off professional development sessions and a system of in-school clinical supervision to be the main professional development activities for the schools. Further the findings indicated that these activities did not meet the teachers‟ learning needs. ii Findings also indicated that the participants favoured the learning opportunities mentoring process created. The study further established both participants as keen learners, and willing participants in planning and re-planning the intervention in the mentoring process for the action research. The findings also report that the collaborative work atmosphere in the mentoring relationship assisted the two teachers to eliminate the fears associated with introducing new pedagogy. In conclusion, the study reports on barriers that may restrict creating effective mentoring relationships in primary schools of Maldives. The barriers identified were associated time for mentoring, mismatch of mentoring partners, poor collaborative relationships and mentor knowledge and experience. In addition recommends exploring how the supervisors‟ current role of evaluator can be changed to mentor role and the possibilities of group mentoring. Further study is recommended to explore how long term mentoring relationships can be developed considering the time constraints in Maldivian two session primary schools.

This study focused on evaluating the sufficiency of research in reading in the content area used to instruct classroom teachers. The research used was conducted between 1970 and 2000 and incorporated into textbooks written between 1975 and 2005. Studies examined were those reported in the following journals: Review of Educational Research, Review of Research in Education, Social Education, Theory and Research in Social Education, Reading Research Quarterly, and Research in the Teaching of English. Some attention was also given to two major educational curriculum and issue journals- Educational Leadership and Phi Delta Kappan as these sources might identify relevant research studies for further investigation. References cited in more than one text helped identify and establish a baseline of those studies considered most significant by textbook authors. The findings of this study showed that the majority of citations looked at the following themes: -Learners acquire meaning from the printed page through thought. -Reading can and should be done for different purposes using a variety of materials. -A number of techniques can be used to teach reading skills. -Reading materials need to be selected according to changes in a child‘s interests. -Reading ability is the level of reading difficulty that students can cope with. It depends on ability rather than age or grade level. -Readability contributes to both the reader‘s degree of comprehension and the need for teacher assistance when reading difficulty exceeds the reader‘s capability. -Reading instruction, in some form, needs to be carried on into the secondary grades. Research findings from the 1970s were concerned with reading strategies, reading skills, reading comprehension, readability, attitudes towards reading, vocabulary, study skills, and content area reading programs. In the 1980s research cited in content area reading books looked at reading comprehension, reading skills, vocabulary, learning strategies, curriculum issues, purposes for reading and writing, content area reading programs, readability, schema theory, thinking skills, summarizing, comprehension strategies, and cooperative learning. By the 1990s more research cited in content area reading books focused on reading strategies, curriculum issues, how to read documents and graphs, reading skills, vocabulary, attitudes towards reading, reading comprehension, and activating background knowledge.

The purpose of this study was to research the phenomenon of an individual who has moved from long term poverty into middle class. Phenomenological interviews were conducted with six participants who had experienced poverty in their childhood, attended and graduated college and obtained professional licenses to teach public school; these licenses gave them access to a teaching position with its commensurate middle class status and salary. Interviews began with the question, "Tell me about your childhood and how you became a teacher." Data analysis revealed four themes (and subthemes) in the narratives of these six participants: (1) durable family relationships (longstanding marriages, strong emotional bonds with family members); (2) presence of encouragers (friends and family members as encouragers, teachers and other respected adults as encouragers); (3) determination to be different (proactive determination, reactive determination); and (4) school-based opportunities for meaningful participation (meaningful relationships with teachers, meaningful activities). The experiences of these participants indicate that schools that wish to support poor children and youth in achieving their life goals might consider ways to help students make positive connections with adults in the building, support the families of these students, and offer meaningful activities in addition to academic programs. Further research would be useful investigating the experiences of persons who grew up in poverty and moved into middle class in different geographic regions, through different career paths, and by moving away from their childhood communities.

According to analysis of 2003 NAEP data, the percentage of students enrolling in Algebra I prior to ninth grade continues to increase, up to 42% in 2003. This current study is designed to examine the benefits of acceleration into algebra by exploring four major questions regarding timing of algebra. The first question examines relationships between student characteristics and timing of algebra. Relationships between school characteristics and timing of algebra are examined by the second question. Questions three and four explore relationships between timing of algebra and mathematics achievement and course taking, respectively. Information was gathered on 449 students matriculating at a small liberal arts college, located in the Midwest, during 2007-2008. Students were grouped according to the grade level at which they completed Algebra I. Eighty-two students completed Algebra I prior to ninth grade, 288 during ninth grade, and 79 after ninth grade. Statistical tests utilized to analyze the data include the chi square test of independence, one way between group analysis of variance, and multinomial logistic regression. A significant positive relationship between SES and enrollment in Algebra I prior to ninth grade and a significant negative relationship between SES and enrollment in Algebra I after ninth grade was found. No significant relationship was found between gender or race-ethnicity and timing of algebra. Relationships between school type (home, private, public) and timing of algebra were significant. Home educated students were less likely than other students to complete Algebra I prior to ninth grade. Both home and private school students completed Algebra I after ninth grade more often than students from public schools. No significant difference in timing of algebra was found with regard to school size or school locale (rural/non-rural). While early entrants into algebra did not complete more mathematics classes, they did complete more advanced mathematic classes and were more likely to study calculus. However, early entrants into algebra were more likely to drop out of the mathematics pipeline after tenth grade than other students. Early entrants into algebra had higher mathematics achievement as measured by Algebra II grades, mathematics grade point averages, and ACT Mathematics scores.

The purpose of this qualitative study was to determine the effectiveness of Nancie Atwell's reading workshop in motivating homogeneously grouped, struggling adolescent readers in a public school setting. This naturalistic, personal narrative describes the Atwell workshop and the modifications made to it for implementation with this group of students. Atwell, a noted reading educator, uses specific strategies to teach the heterogeneously grouped students in her private school in Maine. Her students' independent thinking skills and personal connections to text are remarkable. Since I do not teach in the same environment as Atwell, I modified Atwell's strategies to meet the needs of my students and to teach Tennessee State Standards. I questioned whether this modified workshop approach would engage my students in reading and develop independent thinking skills. Data collected during normal classroom instruction included: teacher observation; student and parent comments (both written and verbal); students‟ written responses on literary letters; shared connections during book talks; and demonstrated critical thinking during class discussions. These data proved the success of the modified workshop. Additionally, recommendations are included to continue and further modify the reading workshop for the next school year. Future data collected will reveal the benefit of students participating in the workshop for two consecutive years.

School accountability has become critical under the No Child Left Behind Act. As struggling schools strive to reach mandated proficiency levels, is it possible for an art teacher to contribute toward students‟ success by integrating math content into art lessons? This study attempts to show that without schedule changes, additional funding, or added training, an art teacher can support the efforts of classroom teachers as evidenced by increased scores on standardized math tests. The research used a Non-Equivalent Groups Design and examined pre-test and post-test scores for two groups of students. The population for this study is 3,800 elementary school children who attend Project GRAD schools. The experimental group which received integrated instruction is a convenience sample. It is comprised of 360 students who attend the 3rd, 4th, and 5th grades at two of the Project GRAD schools. The control group is made up of 3,440 students who did not receive the experimental instruction. The test scores were analyzed using t-test for normal distribution of scores, and a confidence level of .05 was selected. The results of this research indicate positive results from integrating math content into the elementary art curriculum.

Environmental issues are at the forefront of public scientific inquiry. There is a pressing need to change the way we do things in order to reduce the human impact on the environment (Brower, 1999; Bierbaum, 2007). Environmental education is one key for implementing change (Disinger, 1982). Ijams Nature Center’s “Living Clean & Green!” program was developed with this goal in mind (P. Beute, personal communication, September 11, 2007). Ajzen’s (1991) Theory of Planned Behavior and Hines, Hungerford, and Tomera’s (1987) model of Responsible Environmental Behavior were used in this study to determine if behavior change occurred among adult participants of this program over a three-month period. Instructor interviews, workshop observation, pre-/post knowledge surveys, behavior questionnaires, and post telephone interviews were used to examine the characteristics of the program, participant knowledge, intention to engage in environmental behavior, and actual behavior change. The results indicated that participants did learn information in the course of the program, and intentions to change behavior were predicted by the Theory of Planned Behavior (Ajzen, 1991). However, three months after the workshop, actual behavior change was not predicted by the theory, although behavior change did occur in a majority of participants. Unfortunately, participants did not connect changes in their behavior with overall environmental issues and human impacts on the environment. This program, offered through Ijams Nature Center, is effective in its goal to change human behavior, although its impact may increase if audiences can connect their individual behaviors to overall environmental impacts.

<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>

<p>During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher.</p> <p>The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement.</p> <p>Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants responses were analyzed according to the research questions and recurring themes.</p> <p>The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.</p> <p>Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.</p>