Increasing numbers of student veterans in the United States are transitioning into a higher education culture that reflects major differences from the military culture. Higher education leaders need to understand what these students require and what will help them transition smoothly into higher education. The purpose of this quantitative case study was to understand why freshman student veterans stop attending community college temporarily or permanently. Schlossberg's transition model that includes the 4 concepts of situation, self, support, and strategies was used as a conceptual framework. The research questions focused on perceptions of student veterans and faculty/staff related to challenges faced by student veterans during their freshman year of college, as well as the support that student veterans need to succeed with their transition into higher education. Data were collected interviewing 8 freshman student veterans and 5 faculty/staff members at a local community college to address the research questions. Qualitative data analysis was used to identify categories and common themes in interview data. The findings from this study showed 3 themes: (a) mismatched environment, (b) leaders/mentors/friendships, and (c) veteran community and connections. The study findings may help reduce the number of student veterans who temporarily or permanently withdraw from community college and thus increase the institutional completion rates. Based on the findings, a 3-day professional development/training program was created that incorporates both online learning and face-to-face engagement. The project outcomes may lead to positive social change by increasing responsiveness to student veterans and removing barriers when transitioning into a higher education culture.

In 2007, the state of Georgia answered the call of the No Child Left Behind Act of 2001 with training that introduced differentiation instruction in the classroom. However, to date, few studies have investigated whether differentiated instruction in Georgia high school classrooms are associated with student success. The purpose of this quantitative study was to fill this gap in the literature by determining whether a significant relationship existed between levels of differentiated instruction and 11th-grade student scores on the standardized End-of-Course Tests (EOCTs) in a Georgia high school. The modern concept of differentiated instruction to improve pedagogy and erudition constituted the theoretical foundation for this study. The purposeful sample for the study included 15 teachers and 323 EOCT scores. Classroom differentiated instruction was assessed using 3 months of archival data from the Georgia Teacher Assessment Performance Standards (TAPS) rubric, such that each teacher received a differentiated instruction score based on each classroom of students (independent variable). Student success on standardized tests was operationalized as 11th-grade student scores in each classroom on the EOCT (dependent variable). Teacher TAPS scores and corresponding student EOCT scores were high, but due to a lack of variability in the data, a significant positive relationship could not be shown. Teachers indicated positive attitudes toward differentiated instruction in the classroom and reported that areas of need for implementing differentiated instruction were resources and administrator support. The implications for positive social change include the potential to create stronger support systems (consisting of educators, students, parents, administrators, and the community) for differentiated education, in order to enhance student academic achievement.

The problem that anchored this study was district leaders' and administrators' lack of clarity regarding teacher concerns about the Common Core State Standards for Mathematics (CCSSM) implementation in high school math. The purposes of the study were to (a) examine the perception of high school math teachers regarding the barriers for successfully implementing the CCSSM, and (b) to elicit recommendations for teacher preparation. Ely's theory of change was utilized to relate the entity of the CCSSM to this new shift in education. To better understand this phenomenon, 2 research questions accompanied this study. The research questions were geared to not only understanding teacher perceptions but also discovering strategies to assist educators with implementing the new CCSSM. Using purposeful sampling, 5 participants participated in this case study; the data collection components were an open-ended survey, interviews, and field notes. Data were analyzed by hand, using inductive reasoning and the process of coding to determine themes. The results indicated that teachers needed to know more about the standards and needed the time to gain this efficacy. Based on the themes of the study, a professional development was chosen to represent the project. Implications for positive social change are to bring awareness to teachers who are implementing the CCSSM in secondary schools, by ensuring teachers articulate consistent conversations with stakeholders, gain a form of self-efficacy, and think not only procedurally but conceptually to implement the standards. Teachers will acquire knowledge and skills to effectively educate students to become thinkers and problem solvers. This outcome will contribute to the development of college and career ready individuals.

Many students enter 9th grade as non-proficient readers who have not been successful on the state reading assessment. Response to Intervention (RTI) is a required program for teachers to use to increase students' reading proficiency. Guided by Bruner's constructivist theory and Vygotsky's theory of the zone of proximal development, this study examined the connection between these 2 theories and explored approaches to the creation of instructional delivery methods for reading to assist struggling readers. The research questions focused on teachers' perceptions about RTI implementation, training, and best practices. The participants were Grade 9 English teachers (n = 6) who were trained in RTI strategies and who taught reading to incoming at-risk students. A qualitative study design was used to capture the insights of the teachers through individual interviews, a modified version of Wilson's RTI survey, and observations. Emergent themes were identified from the data through open and axial coding, and findings were validated through triangulation and member checking. Key findings indicated that there was a general understanding of RTI; however, teachers identified a lack of training and experience with RTI. Recommendations included increased professional development in using effective RTI strategies, particularly differentiated teaching strategies and scaffolding. A school-wide recommendation was to incorporate RTI strategies in all subject area courses. A project of customized content was designed to guide English and content teachers to develop the awareness and capacity to develop improved RTI instructional strategies. Implications are that teachers will be empowered to become more deeply involved in professional development opportunities, which could influence instructional delivery to nonproficient readers.

This qualitative study focuses on the motivations and decision-making processes of parents who choose to send their children to new German immersion schools. Immersion programs have been identified as the vanguard of effective K-12 foreign language teaching. Despite their proven effectiveness and benefits they remain relatively unknown to the larger public. Yet the recent national momentum toward developing a language-competent society has brought with it an opportunity to both improve and learn from these programs. Parents, as primary stakeholders in their children's education, are a key feature in making a school program effective and successful. Attitudes and beliefs have been recognized to influence parents' decisions to become involved in their child's education. In their research, Hoover-Dempsey and Sandler (1995, 1997) found motivational beliefs to be a foundational part of parents' involvement process. Their construct of parents' motivational beliefs formed the conceptual framework for this study. Based on this construct, semi-structured interview questions were developed to examine how parents' educational goals, language beliefs, program perceptions and expectations impact the educational decisions they make. As a second aspect, this study investigated the kinds of roles parents have constructed for themselves by asking parents about their own school experience, and perceived roles and responsibilities in their children's education. Using content analysis, this study examined sixteen parent interviews. The study found that parents are of utmost importance to immersion programs. Participants enrolled their children in immersion programs because of reasons such as their family language background or a true passion for language learning. Parents appeared very reflective and knowledgeable of immersion education, child rearing, and their impact on their children's education. They had very high expectations but saw themselves as partners to schools in providing their children with the best education possible. Implications for immersion administrators, teachers, and parents are offered.

The focus of this study was threefold. First, the study sought to determine the validity and reliability of an instrument being used to measure teacher efficacy. After psychometric analysis, the Utah Teacher Efficacy Scale (UTES) was deemed as both a valid and reliable instrument for the purpose of measuring preservice and novice elementary school teacher efficacy. Second, this study analyzed teacher self-efficacy of preservice and novice elementary school teachers at two different points in a time - once at the end of their teacher preparation program, and again after they had taught for one academic year. The sample (N = 123) for this study was created from graduates of teacher preparation programs throughout the state of Utah. A two-factor repeated measures ANOVA design was used to measure one between-subjects factor (Factor A) and one within-subjects factor (Factor B). Factor A involved a comparison between two independent groups of prospective teachers based on the type of student teaching assignment, number of student teaching placements, and the number of literacy methods courses completed. The two levels of Factor B consisted of two different UTES measurement occasions. Results of this analysis indicated that preservice teachers in this study reported high teacher efficacy. As these individuals became teachers, their teacher efficacy fell, indicating there is room for improvement in presenting the realities of teaching. Additionally, teacher preparation program characteristics such as the type of student teaching experience (student teaching or internship), and the number of student teaching placements (one or two) do not seem to provide statistically significant advantages over time. The number of literacy methods courses, however, does seem to provide statistically significant advantages in securing and maintaining high teacher efficacy over time in the areas of global and reading teacher efficacy. Third, the study also analyzed how school context variables affect teacher efficacy. Novice teachers (N = 136) were asked to rate the usefulness of professional development and the helpfulness of the mentoring support they received. Results of this analysis showed that professional development and mentoring support, if perceived as useful and helpful, had a positive and statistically significant correlation with teacher efficacy.

A range of factors, both internal and external, is creating changes in teaching and teachers’ professional lives. Information and Communication Technology (ICT) is just one of the major changes impacting on the teaching profession. As teachers face intense pressure to adapt to this tsunami, this study aims to investigate ways in which teachers can be helped. In South Australia, where this study is set, all teachers in Government schools are expected to be "ICT Smart", i.e. able to use appropriate forms of ICT to enhance the teaching and learning environment of their classrooms. From the researcher’s involvement for over a decade in professional development for teachers, and from visits to many schools, it appears that numerous teachers have not reached this standard. The greatest need is in Reception to Year 7 schools where the average age of teachers is nearly 50. Because no state-wide data exists, this study is intended to establish if there is a problem and if there is, to identify specific needs and offer possible solutions. The study is comprised of four parts: Part A, the Introduction gives an overview of the inter-relationships between these parts and the overall Folio. It establishes the setting and provides a rationale for the study and its focus on Professional Development in Information and Communication Technology. Part B, the Elective Research Studies, follows the writer’s involvement in this field since the 1980s. It establishes the theme of "Moving best practice in ICT from the few to the many" which underlies the whole study. Part C, the Dissertation, traces the steps taken to investigate the need for professional development in ICT. This is achieved by analysing and commenting on data collected from a state-wide survey and a series of interviews with leading figures, and by providing a review of the relevant literature and past and existing models of professional development. Part D, Final Comments, provides an overview of the whole Folio and a reflection on the research that has been conducted. The findings are that there is widespread dissatisfaction with existing models and that there is an urgent need for professional development in this area, because nearly 20% of teachers either do not use computers or are considered to be novice users. Another 25% are considered to be below not yet "ICT Smart". Less than 10% of ICT co-ordinators have a formal qualification in the field but more than 85% of them are interested in a Masters program. The study offers solutions in Part B where there is a discussion of a range of strategies to provide on-going professional development for teachers. Chapter 9 provides an outline of a proposed Masters level program and offers suggestions on how it could be best delivered. This program would meet the identified needs of ICT co-ordinators. The study concludes with a series of recommendations and suggestions for further research. The Education Department must address these urgent professional development needs of teachers, particularly those in the more remote country regions. There needs to be a follow-up survey to establish to what extent teachers in South Australia are now "ICT Smart ".

This investigation examined the impact on student achievement of teachers who participated in a professional development program using industry partnerships. One treatment and one non-treatment school in a large urban school district served as the sites for this inquiry with teacher participation in a professional development program and the achievement data of their science students being collected during the 2001-2002 school period. The impact of a teacher professional development program with industry partnerships such as Education for the Energy Industry (EEI) on student achievement in science was determined. National and state standardized tests were analyzed using extant data obtained from administering the fourth through the eighth grade Iowa Test of Basic Skills (ITBS) test and the eighth grade Texas Assessment of Academic Skills (TAAS) test. The differential influence of a professional development program for teachers on the achievement of students of diversity was determined by the TAAS scores and ITBS scores, which were partitioned by treatment condition and student ethnicity. Findings from this quantitative investigation suggest enhanced student achievement in science if teachers participated in a professional development program involving industry partnerships.

This thesis explores teaching practice as a function of years of experience with Knowledge Building pedagogy, emphasizing teachers’ continual improvement of practice while they foster continual improvement of students’ ideas. Knowledge Building practice places students’ ideas at the centre of the classroom enterprise, with the principal challenge being enabling students to take effective responsibility for improvement of ideas. Building on a variety of models of teacher thinking and development, a problem space model is developed specifically geared to the development of Knowledge Building practices. This model is used to guide the investigation and provide a theoretically- and empirically-based description of shifts teachers undergo as they gain skill in Knowledge Building pedagogy. The model also serves to convey how Knowledge Building teachers differ from other skillful teachers. The principal shift is from a centrist to relational (or systemic) perspective. This perspectival shift is examined in five problem spaces: Curriculum/Standards, Social Interaction, Student Capability, Classroom Structures and Constraints, and Technology. Underlying the centrist perspective is a belief in established procedures and goals typically understood to characterize effective teaching. Underlying the relational perspective is a belief in the capacity of students to develop and improve their own ideas, and a belief that in doing so students will not only mature as knowledge-builders, but will also excel in the achievement of traditional knowledge goals. The research uses multiple data sources (teacher meetings, journals, interviews and classroom observations) to analyze the work of 13 teachers over a full school year, with three embedded case studies. Results show that Knowledge Building teachers construct and explore the same problem spaces as other teachers. What distinguishes them, and places them on a different trajectory, is the relational approach that brings ideas to the centre in each problem space. The work of teachers with different levels of experience is analyzed to characterize the centrist to relational shift, which corresponds to three embedded shifts (a) surface to deep interpretation of problem and processing of information, (b) routine to adaptive approach to classroom activities and student engagement, and (c) procedure-based to principle-based reflective action.

This thesis explores teaching practice as a function of years of experience with Knowledge Building pedagogy, emphasizing teachers’ continual improvement of practice while they foster continual improvement of students’ ideas. Knowledge Building practice places students’ ideas at the centre of the classroom enterprise, with the principal challenge being enabling students to take effective responsibility for improvement of ideas. Building on a variety of models of teacher thinking and development, a problem space model is developed specifically geared to the development of Knowledge Building practices. This model is used to guide the investigation and provide a theoretically- and empirically-based description of shifts teachers undergo as they gain skill in Knowledge Building pedagogy. The model also serves to convey how Knowledge Building teachers differ from other skillful teachers. The principal shift is from a centrist to relational (or systemic) perspective. This perspectival shift is examined in five problem spaces: Curriculum/Standards, Social Interaction, Student Capability, Classroom Structures and Constraints, and Technology. Underlying the centrist perspective is a belief in established procedures and goals typically understood to characterize effective teaching. Underlying the relational perspective is a belief in the capacity of students to develop and improve their own ideas, and a belief that in doing so students will not only mature as knowledge-builders, but will also excel in the achievement of traditional knowledge goals. The research uses multiple data sources (teacher meetings, journals, interviews and classroom observations) to analyze the work of 13 teachers over a full school year, with three embedded case studies. Results show that Knowledge Building teachers construct and explore the same problem spaces as other teachers. What distinguishes them, and places them on a different trajectory, is the relational approach that brings ideas to the centre in each problem space. The work of teachers with different levels of experience is analyzed to characterize the centrist to relational shift, which corresponds to three embedded shifts (a) surface to deep interpretation of problem and processing of information, (b) routine to adaptive approach to classroom activities and student engagement, and (c) procedure-based to principle-based reflective action.