The purpose of this study was to trace the development of teacher training at the Virginia State Normal School located at Farmville from its inception in 1884 through 1924 when it became a State Teachers College. The study focused upon seven characteristics identified by Charles Harper in 1939 as being typical of the developmental history of normal schools. Following these seven characteristics as a framework, the study analyzed the contributions made toward the professionalization of teaching by (1) presidents, trustees, and faculty; (2) public support; (3) in-service education; (4) curriculum provision; (5) laboratory experiences; (6) extra-curriculum offerings; and (7) pragmatic efforts.;Historical methodology was used in the data collection. Extensive use was made of the Annual Reports of the State Superintendent of Public Instruction and of the catalogs and bulletins of the State Normal School. The archives of Dabney Lancaster Library at Longwood College, Farmville, Virginia proved to be a valuable source of primary data. In addition to the review of the literature and numerous other sources, personal interviews and the Minutes of the trustees and Minutes of the Faculty were invaluable.;The study concluded that the State Normal School at Farmville, Virginia conformed to the seven characteristics identified by Charles Harper. In addition the study provided evidence that Farmville was a pioneer institution of higher education in Virginia and that through its professional teacher training leadership, the success of public education in Virginia was advanced.

The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact of the Community Coaching Cohort Model on teachers' instructional literacy practices. Using a qualitative case study design, four questions were answered pertaining to participants' feelings and perceptions about the coaching model, how their experience impacted their knowledge and skills about literacy as well as the instruction in their classroom, and the impact their learning had on their students. Four cohorts of teachers in two schools from a large suburban district were used to complete the study. Data were collected at the end of the coaching cycle through the use of panel interviews, individual interviews, a questionnaire, and the collection of artifacts. The analysis of these data found that most participants felt positively about working in a coaching cohort because their learning was applicable and useful, the experience was personalized to their needs, and the model fostered collaboration among their colleagues. Participants also reported numerous ways their knowledge about literacy was expanded and discussed many examples of how their classroom instruction was impacted. These teachers also discussed evidence of student learning in specific aspects of literacy. The results of this study indicate that the Community Coaching Cohort Model was an effective form of professional development for these participants because it was a clearly defined model that was delivered by highly-qualified coaches with a neutral, supportive stance toward teachers.

The purpose of this study was to examine the social and learning performance of school age children of prenatal cocaine exposure. The Behavioral Assessment System for Children (BASC) was used along with interviews, observations and document analysis for each individual case studied. The data collected through these methods was coded and examined for patterns and relationships in each case, and across cases.;Data analysis revealed that each case varied in the effects exhibited on a continuum from subtle to severe, as indicated in the literature. Social and behavioral patterns appeared to be most severely affected, while the language area was found to be within normal parameters for children their age. Additionally, all cases experienced tremendous environmental factors which may have impacted their performance such as trauma, abuse, and passive exposure to cocaine and other drugs.

This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.

The computer to pupil ratio has changed drastically in the past decades, from 125:1 in 1983 to less than 2:1 in 2009 (Gray, Thomas, and Lewis, 2010), allowing for teachers and students to integrate technology throughout the educational experience. The area of educational assessment has adapted to the increased use of technology. Trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments, from large-scale assessments to teacher-created classroom tests. Computer-based testing comes with many benefits when compared to paper-based testing, but it is necessary to determine if results are comparable, especially in situations where computer-based and paper-based tests can be used interchangeably. The main purpose of this study was to expand upon the base of research comparing paper-based and computer-based testing, specifically with elementary students and mathematical fluency. The study was designed to answer the following research questions: (1) Are there differences in fluency-based performance on math computation problems presented on paper versus on the computer? (2) Are there differential mode effects on computer-based tests based on sex, grade level, or ability level? A mixed-factorial design with both within- and between-subject variables was used to investigate the differences between performance on paper-based and computer-based tests of mathematical fluency. Participants completed both paper- and computer-based tests, as well as the Group Math Assessment and Diagnostic Evaluation as a measure of general math ability. Overall findings indicate that performance on paper- and computer-based tests of mathematical fluency are not comparable and student grade-level may be a contributing factor in that difference.

Mathematics scores of middle school students are a major concern for educators, community leaders, parents, and other stakeholders. The purpose of this qualitative case study was to examine the perceptions of teachers regarding (a) Voyager Math (VM) as a tool to improve students' academic performance and (b) their ideas about its implementation. The theoretical foundation was guided by the theories of discovery learning, sociocultural theory, expectancy theory, and social constructivism. The research questions addressed how teachers in Grades 6-8 implemented the VM program and perceived mathematics learning effectiveness. Data collection included administrator and teacher interviews, classroom observations, and related documents of one middle school in a single southeastern school district. Twelve purposefully selected 6-8 grade mathematics teachers and 2 administrators participated in classroom observations and semistructured interviews at the research site to provide triangulated data. Data were recorded and transcribed, then analyzed and coded for themes. Teachers and administrators agreed that the VM program was an effective remedial mathematics program. The results revealed differences in remedial mathematics teaching strategies, how students are grouped according to mathematics scores, and an overall emphasis placed on mathematics throughout the school. The implications for social change include educational leaders implementing relevant professional development classes and understanding teachers' experiences.

The majority of teachers in a medium-sized, rural, low socioeconomic high school in the U.S. state of Arkansas were not implementing mandated project-based learning (PjBL) or were not implementing the method with fidelity, which was problematic because students may not have been reaping benefits associated with the method. The reasons underlying those conditions were not well understood. Therefore, the purpose of this study, which was reflected in the study's 2 main research questions, was to better understand why teachers at the focus school were not implementing PjBL or were not implementing PjBL with fidelity and to generate potential solutions for improving teacher implementation of PjBL. Concepts from Ajzen and Fishbein's theory of planned behavior, Bandura's self-efficacy theory, and Deci and Ryan's self-determination theory served as a foundation for understanding the conceptual framework in this study, teacher behavior. In this generic qualitative study, data were collected from 28 teachers using an online anonymous qualitative survey, and from 3 principals using a focus group. Documents from faculty and personnel meetings did not yield usable data. Open and axial coding were used to analyze the survey and focus group data. Results showed that teachers may not implement PjBL or may not implement it with fidelity because (a) they are not knowledgeable about PjBL, (b) they have a negative attitude toward PjBL, (c) they do not feel confident in their ability to implement PjBL, (d) they are not motivated to implement PjBL, and/or (e) they do not have the needed supports to implement PjBL. Results of this study could be used by stakeholders to improve teacher implementation of PjBL at the focus school, which could lead to positive social change in the form of improved student engagement, motivation, and achievement.

The fundamental purpose of teacher professional development programs is to improve instructional effectiveness and increase student learning. However, the target district offered no programs that focused on helping teachers develop strategies to meet state standards in music education. The purpose of this qualitative case study was to investigate elementary and middle school music educators' perceptions regarding the need for targeted professional development programs. Self-determination theory served as the foundation for this study. Research questions concerned participants' views of the impact of district professional development programs on their competency in enhancing students' musical skills and their decision-making and connectedness with other music education teachers. Participants included a unique purposeful sampling of 9 music educators. Data from individual questionnaire interviews, a focus group, and a reflective field journal were analyzed for key themes. These themes were relevant professional development, limited access to resources, and lack of time for music professional development. Participants perceived that effective professional development provided music educators with sufficient time to plan, network, and collaborate with one another and incorporated relevant resources. Based on these findings, a professional development workshop was designed to help music educators in developing a professional learning team. Targeted professional development programs, such as the one developed in this study, may help music educators increase student achievement, which may potentially result in positive social change.

Oftentimes, educators are not equipped to identify students who are at risk of dropping out in their first year of high school. High school students at a local school setting were having a difficult time transitioning into the ninth grade and maintaining passing grades. The purpose of this study was to investigate reasons why students leave high school before completion and whether the current interventions in the ninth grade academy are effective in decreasing the dropout rate at a local high school in northeast Louisiana. The research question addressed interventions that could help students remain in school, decrease the dropout rate, and provide opportunities for students to graduate from high school. Prior literature pertaining to improving student retention provided the conceptual framework for the study. The overall design of the study was a case study in which data were collected through interviews from 15 teachers who taught in the ninth grade academy and minutes from team meetings. Data were analyzed through coding to determine emergent themes. The key results of the study indicated that the tutoring program, adult mentor program, and credit recovery program did have an impact on keeping students in school but were not significant enough to have improvement in reducing the dropout rate. Based on the findings, a project was developed that would train teachers on how to incorporate teaching strategies in the curriculum that would engage students in learning. Recommendations include additional staff development on how to engage students in the classroom. The potential for positive social change includes teachers having multiple strategies on hand for improving student engagement in the classroom, thus producing better retention and graduation rates for students.

Current research indicates that when properly implemented, professional development (PD) can positively affect teaching practice and student academic achievement. However, teachers at Lincoln High School (pseudonym) questioned the effectiveness of their district's PD: Balanced Assessment. Given the paucity of research on teachers' viewpoints of PD and how it impacts implementation, the purpose of this qualitative case study was to examine teachers' perspectives of Balanced Assessment as it relates to implementation in the classroom. Guided by Knowles adult learning theory, which states that adults need to make a connection to what they are learning to real life, this study examined 4 English language arts teachers and their perspectives of Balanced Assessment. The guiding research questions explored teachers' perspectives of Balanced Assessment, PD, and ways to enhance the training. The research design was a case study of 4 English language arts teachers and data collection included interviews and classroom observations. The data were analyzed by using HyperRESEARCH, and 4 themes emerged: voice, follow-up, same strategies but different names, and trust, results consistent with Knowles adult learning theory. Findings indicated that teachers' perceptions impact implementation and led to the creation of a 3-day PD plan. This PD incorporated the study's finding, and therefore provided teachers relevant sessions that incorporated teachers' voices and included follow-up. Social change implications include creating PD that includes the tenets of adult learning theory which could improve teacher instruction and increase academic achievement for all students.