Among the multiple dimensions of reading, vocabulary knowledge and strategies are essential to skilled reading. As a result, this two-part dissertation (a) systematically examines the vocabulary intervention research, in both content and methodology, published since 1999, and (b) documents the implementation of evidence-based vocabulary strategies in fourth grade social studies classrooms. Twenty-four studies were included in the systematic literature review. Results of this study corroborate findings of past studies that several vocabulary strategies have emerged that are effective for increasing students’ vocabulary knowledge. Findings further reinforce the National Reading Panel’s recommendations regarding the context and magnitude of studies needed. Additionally, results of the analysis of the methodological characteristics of the 24 studies revealed mixed alignment of research methods with standards recommended by educational and research organizations. A study of 26 fourth grade social studies teachers’ use of vocabulary strategies was conducted based on an existing data set acquired as part of a larger professional development study. In that study, teachers were randomly assigned to either a typical practice or professional development group. Analysis of teachers’ instructional practice revealed that few of the vocabulary strategies identified in the literature are used in typical fourth grade social studies classrooms. Teachers who received professional development used a wider array of strategies. Controlling for teachers’ preknowledge of vocabulary strategy instruction, results of a MANCOVA showed that the professional development group was statistically different from the typical practice group in terms of overall instructional quality, time allotted for vocabulary instruction, and variety of strategies. Additional analyses were conducted comparing the findings of Durkin’s study of comprehension in fourth grade social studies classrooms to the current practices of nine fourth grade social studies teachers. Findings showed little change in teachers’ reading comprehension instruction even though the knowledge base of effective instruction has increased in the past 30 years.

An effective principal is the catalyst for an effective school. For this reason, it is imperative that education stakeholders all over the world become responsible for addressing the selection, preparation and development of principals. The purpose of this study is to explore the similarities and differences in the selection process, preparation programs and the professional development practices as perceived by elementary school principals in urban public schools in the southern U.S and urban public schools in eastern China. The naturalistic paradigm of inquiry was used to frame the study and acquire and analyze data. The sample consisted of fourteen elementary school principals in a southern, urban area in the U.S. and an eastern, urban area in China selected via a purposive sample. The researcher visited their campuses between September, 2004 and January, 2005. Intensive interviews and observations were used to gather information from principals in American and Chinese urban elementary schools. Data from interviews were unitized into categories. Some of the conclusions included: ?? The American respondents indicated that current admission criteria for entrance into educational leadership programs were not sufficient for identifying a candidate??s aptitude for being a successful principal. ?? The Chinese principals believed that most selected Chinese principals are successful school leaders. ?? The American principals were satisfied with the effectiveness of the university preparation programs. ?? The Chinese principals were not satisfied with the effectiveness of classroom instruction of preparation programs. ?? The American principals felt that their professional development programs were helpful for improving their practice and their schools. ?? The Chinese principals were not satisfied with the effectiveness of the professional development programs. ?? Similarities and differences exist between the American and Chinese respondents?? perceptions of selection, preparation, and professional development.

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.

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.

No description available.

No description available.

No description available.

No description available.

As an ethnographic study situated within teacher education practice, this thesis is structured around 'three pedagogical moments' in the studies of society and environment units within a Bachelor of Education degree. This study links classroom teaching and observation illuminated through naturalistic enquiry with student surveys and interviews and locational analysis using a multi-method approach to research. The hidden and explicit curriculum and pedagogies of fieldwork are investigated as these are implemented in early childhood and primary education - and more particularly, in the teaching of Studies of Society and Environment (SOSE), as a specific site of knowledge construction in teacher education. Accordingly, the study is located within recent debates surrounding the nature of geographic knowledge and understandings of place and space as partial and socially constructed. It also draws on recent critiques of fieldwork in early childhood and primary education and more specifically, in geography. Integral to this discussion are understandings of place and space as triggers to childhood learning and emerging identity. Reference to paintings by Jeffrey Smart - as an illustrative and visual device -helps to locate the study's central themes, and the visual and emotional as well as rational and cultural dimensions of student teacher choices. Key themes identified through a constructivist approach to grounded theory are used as the basis of analysis of interview responses and the generation of theory. By beginning a critical pedagogy of space with the 'mattering maps' and 'cartographies of taste' of teacher education students, the study articulates the many discourses brought to the selection of sites for Studies of Society and Environment and contributes to the dialogic process of learning to teach.

It is now twenty years since the Federal Government mandated the transfer of nurse education to the tertiary sector. The conflict surrounding the issue of educational preparation for entry to professional nursing practice remains, supported by the oft-repeated comment that "graduates should hit the ground running". Student nurses/graduates are key stakeholders in nursing education and their perceptions are a valuable source of information as they experience the Bachelor of Nursing Program. To contribute to the body of knowledge, this evaluative study focused on the perceptions of students/graduates in relation to their preparation for beginning professional practice. Illuminative evaluation, supported by a qualitative interpretive approach, constructivist learning theory and a quantitative approach, was used to help understand and describe how students/graduates constructed ideas about their preparation for beginning professional practice. Data were collected from the participants in two stages, before and after the completion of the Bachelor of Nursing program, using questionnaires, open-ended questions, documentary information, reflective writings and semi-structured interviews. The participants for both Stages were drawn from the same student cohort. Following thematic analysis of the data it emerged that ninety-nine percent of the participants believed they were adequately prepared for beginning professional practice at an advanced beginner level. The study highlights that context is an important factor in relation to learning and that the theory/practice gap is a natural phenomenon in the learning process. Students experience difficulty in transferring knowledge and skills from one context to another. Also, a real tension exists between preparing a well educated nurse and preparing a practitioner who, on graduation, will not be fully prepared to deal with all the complexities and diversities of the nursing practice setting. Nurse clinicians, administrators and academics have a responsibility to ensure beginning practitioners are prepared for beginning professional practice at an advanced beginning level.