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Dyscalculia is defined as a structural disorder of mathematical abilities, leading to underachievement in Mathematics, and having its origin in a genetic or congenital disorder of those parts of the brain that are the direct anatomico-physiological substrate of mathematical abilities, without an obvious simultaneous disorder of general mental functions. A search of the literature yielded enough evidence for its existence to justify an investigation, especially bearing in mind the educational implications of the existence of dyscalculic children. The investigation was conducted using two complementary procedures: computer-aided analysis of data from a national sample of over 14,000 children, and case studies of individual children in local schools, using a battery of psychological tests. Each procedure started with the identification of a group of children who were underachieving in Mathematics relative to their peers. Mathematical underachievement was associated in the case study group with three significant areas of functioning: certain anomalous laterality preferences, poor short-term memory, and large Verbal- Nonverbal ability differences. The first of these areas was also indicated in the analysis of the national sample, where it occurred in conjection with poor coordination and abnormal pregnancy or birth data. Studies of each of the three 'significant areas' revealed strong links with neurological disorders described in the literature. There were indications that each area was also linked with underachievement in Mathematics. It was found that the psychological tests which identified the three 'significant areas' of functioning were of use in identifying a mathematical underachiever in a 'normal' class. Although this investigation cannot claim to be conclusive, it adds to the construct validity of the concept of dyscalculia and points to aspects of mathematical underachievement which need further investigation.

This qualitative study investigated principals' experiences with gifted students who have dropped out of school or are at risk of dropping out of school. The research was guided by the following research questions, 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? The researcher sought to answer these questions by administering a qualitative survey to high schools' principals in southeastern Virginia. The survey was administered via Qualtrics utilizing the Qualitative Survey Questionnaire designed by the researcher. Responses were coded by the researcher and organized by themes. The information derived from this study may assist administrators in identifying the efforts of building leaders to support gifted students who have dropped out or are at risk of dropping out and how to support gifted students before they reach the point of dropping out. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students. / Doctor of Education / The purpose of this study was to examine principals' experiences with, and the interventions and supports they provided to gifted students who have either dropped out of school or are at risk of dropping out by answering the following research questions: 1.) What do high school principals indicate are their experiences with gifted dropouts? 2.) What interventions or supports do high school principals indicate were offered to gifted dropouts? and 3.) What interventions or supports do high school principals indicate are being provided to gifted students at-risk of dropping out? To answer these questions, 43 high school principals in southeastern Virginia school divisions were invited to respond to an online survey. The survey was designed by the researcher and consisted of 4 open-ended questions. A total of 17 principals responded to the survey. The findings of the study indicate that principals have varying experiences with gifted students who have dropped out and gifted students at risk of dropping out. Principals identified academic and non-academic interventions. Principals identified building-level, school division-level, and community-based staff as providing interventions to those students.

Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.

This study investigates why African-Caribbean boys continue to underachieve in schools. It is based on an extensive study of one Inner London school and has also involved a thorough review of the existing literature about why this particular group of students do not fulfil their potential. The inspiration for this study has been the work of Bernard Coard (1971) who wrote influentially about how the first generation of West Indian children was branded as ‘Educationally Subnormal’ by the British school system. Over thirty years later, the failure of African-Caribbean boys continues to be an alarming phenomenon, despite years of multi-culturalism and education for ‘diversity’. One of the arguments of my study is that African-Caribbean boys can even become ‘hidden’ amongst much larger groups of students who have English as an Additional Language (EAL) and who as a result, often receive extensive additional support. British schools have changed since the time that Coard (1971) was writing, but as my study demonstrates African-Caribbean boys are still likely to be over represented in the various Behaviour or Learning Support Units. I have also discovered that, far fewer African-Caribbean boys in the school investigated are likely to go on to the sixth form in comparison to students from other backgrounds. Even though there have been many studies about race and education, far fewer researchers have tried to ‘hear it from the boys’. I have carried out extensive research at school level amongst the boys and their teachers. As well as conducting an Institutional Focus Study of the school in question. I have argued that, whilst other groups such as white working class boys have been hostile to school, on the contrary, most of the boys in my study wanted to learn or saw the importance of obtaining qualifications in order to improve their chances in life. African-Caribbean boys are not ‘their own worst enemies’, but the reasons for their underachievement are complex, being the result of a range of factors. As I am a practitioner, I have concluded my study with some practical proposals for change which I hope will make a difference to the lives of these boys.

Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb's experiential learning theory, Vygotsky's social development theory, and Maslow's motivation theory provided a framework for this case study. Interviews and observational data were used to ascertain 5 teachers' perceptions concerning instruction for students who fail to reach proficient levels on state assessments. Research questions examined teachers' perceptions regarding implementing best instructional practices and regarding number sense, computational, problem-solving, working memory, and self-efficacy needs of lower level basic skills students. Data from 10 teacher interviews and 15 observations were analyzed using typological coding and thematic analysis. Results indicated that teachers perceived that homogenous groupings prevented teachers from meeting needs of students scoring below the proficient level and from using research-based strategies. The resulting position paper outlines the recommendation to de-track mathematics classrooms into heterogeneous groupings. Study results can be used to help provide teachers with research-based strategies targeted toward improving instruction for basic skills students.

Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 220-233). Print copy also available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin. School of Nursing, 1975. / eContent provider-neutral record in process. Description based on print version record.

The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints. Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori. The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly. Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s. A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal. For some students, Church College provided an environment that validated what students were being taught in their own homes. For others, it provided a refuge from a conflicted home. With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of the Church College was a key factor in providing stability and security for some students at the College. On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.