Minimal research focuses on females with Asperger Syndrome (AS). Without understanding the experiences of this population, the knowledge and understanding necessary for the development of appropriate diagnosis and supports is unavailable. The purpose of this phenomenological study was to gain insights into the challenges faced by females with AS by describing the central phenomena of their lived experiences from a critical feminist theoretical framework. Four participants were included in the study that explored their lived experiences pertaining to academic, home, personal, and social experiences including their recollections pertaining to these social contexts during elementary, middle, and high school. Data was collected through semi-structured, in-depth interviews, observations, and artifacts. Data were examined for significant statements that aligned to the research focus, and these were then coded into four significant thematic units to inform textual description and synthesis of shared experience. Four significant units emerged including victimization, anxiety, social issues, and age-appropriate interests. The essential conclusion was that female adolescents with AS share common interests, though qualitatively different, with neurotypical peers while continuing to battle internal and external circumstances. Analysis of nonconforming information pointed to the utility of other theoretical models in understanding the AS experience of young females. This research contributes to positive social change by providing a voice to females with AS, lessening their invisibility as a minority within a minority. Contributing such knowledge of the lived experiences of female adolescents with AS can lead to the development of better diagnostic criteria and appropriate supports.

This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods case study. Quantitative data of teachers' concerns were determined using the Survey of Concerns Questionnaire from the CBAM and the Teachers' Sense of Efficacy Scale; interviews were used to provide clarifying qualitative data. Using mean percentile scores, independent t tests and paired samples t tests, quantitative data showed no statistically significant change in teachers' perceptions of inclusion, yet the qualitative data from interviews showed changes in participants' thought processes about inclusion. Data show a need for further research focusing on the effect of more training over a longer period of time. The study has social change implications in that it shows how the right training for general educators in special needs issues can help move those teachers past resistance of inclusion to acceptance of it, although the change may require multiple training sessions over an extended period of time. As general educators take responsibility for the success of special needs students in their classrooms, they can better assist those students to increase their potential for productivity within society.

Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

The 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), No Child Left Behind, brought the use of student assessment data to the fore. This mandate-based and sanction-laden legislation ushered in a new era of accountability rooted in the collection, analysis, and use of student assessment data for educational improvements. As a result, a new boon industry has emerged around formative assessment products. This study begins by exploring the policies that have ushered in an assessment-driven accountability era. Then, the empirical and conceptual literature around the implementation and use of formative assessment systems is summarized. While there is promising literature on the effectiveness of formative assessment products, understanding what fosters or inhibits the use of assessment data for school teachers‘ needs further exploration. The purpose of this study is to understand if and how teachers are using formative assessment products or systems to impact their pedagogical decision-making in classrooms. This study will also focus on how school and district leadership teams choose or support the formative assessment system. In essence, this study seeks to investigate the fidelity of formative assessment products the actual impact used by schoolteachers; and more importantly, how data is transformed into information and ultimately knowledge. Research Questions. The research questions from this study are anchored in elements of fit, readiness, coherence, and use. Specifically, the intent of this research is to understand: (1) The district's intended purpose and the formative assessment system purpose of validity ( Fit); (2) The capacity of teachers' to use formative assessment data to inform their pedagogical decision-making (Readiness); (3) The school district (and individual schools') ability to create, support, and resources the implementation and use of formative assessment systems ( Coherence); And, (4) The actual use of formative assessment data by school teachers' in regard to pedagogical decision-making. Consequently, the study's research questions are as follows: (1) Are teachers and district/school leaders using the formative assessment data to inform educative decision-making and pedagogy? (a). How are teachers using these data to modify instruction/practice? (b) How are school leaders using these data for programmatic and in-service decisions? (2) Are the formative assessment products valid for their intended purposes? (a) Are the assessments used by the district valid for evaluating and improving instruction? (b) Are the assessments used by the district valid for measuring student progress? (c) Are the assessment used by the district valid for modifying teaching practices? (3) Are teachers ready and able to use formative assessment data in meaningful and effective ways? (a) How has the school district supported and resource the use of the formative assessment system? (b) How are teachers using these data to modify instruction/practice? Research Design. To answer the research questions, the research implements a three-phase design. To begin, phase one involves the identification of school districts in the state of Florida that have implemented a formative assessment system. These systems are examined to ascertain which are truly student-level diagnostic instruments (the Black and Wiliam (1998), definition of formative assessment was used to guide this analysis). Phase two documents why and how the formative assessment system was implemented into the district. Finally, phase three examines the actual use of the formative assessment system by teachers in the district.

Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the interpretation of how to influence a growth mindset in the community college classroom. Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students' motivation, effort, and persistence will lead to greater academic success and degree completion.

Over the past decade, the number of students with autism spectrum disorders (ASD) in public schools in a northeastern US state has almost tripled in number. Given a lack of preservice training on autism topics, many beginning special education teachers are ill prepared to meet the challenges of working in classrooms for students with ASD and current induction practices do not specifically support special education teachers. The perceived effectiveness of induction programs for beginning teachers in self-contained classrooms for students with ASD were examined in this phenomonological inquiry grounded in theories of adult learning. Through semi structured interviews that were analyzed using a modified modified Stevick-Colaizzi-Keen method, 7 beginning special education teachers in 3 types of public school settings discussed their perceptions regarding induction supports and the challenges they faced. Participants reported mentoring as the most effective induction component. Challenges were related to paraprofessionals, paperwork, student behaviors, and parent communication. The teachers expressed a need for induction activities relevant to the responsibilities of special education teachers and contexually relevant professional development. School districts need to understand challenges faced by beginning teachers in self-contained classrooms for students with ASD and develop induction components that support teachers in the autism field. The social implications for creating relevant induction programs are great; supporting beginning special educators in self-contained classrooms for students with ASD will retain effective teachers and may have a positive influence on student achievement and long term outcomes for students with ASD.

Through the lens of Bandura's social-cognitive theory, which proposes that one's sense of self-efficacy can foster positive beliefs, the purpose of this descriptive, quantitative study was to determine whether the attitudes held by general education teachers have an influence on their perceptions of inclusion. General education teachers' beliefs in their abilities regarding teaching in inclusive classrooms may have an influence on the success of inclusion. This study examined the difference in attitudes toward inclusion between elementary school general education teachers whose previous teaching experience was with solely general education students but who now teach in an inclusive classroom, and those whose only teaching experience has been in the inclusive classroom. Eighty one general education teachers from public elementary schools in a suburban school district completed the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC). Results from independent-samples t-tests and Mann-Whitney difference tests showed no significant statistical difference between mean STATIC scores and indicated the attitudes of both groups were positive towards inclusion. The acknowledgement of current teacher attitudes towards inclusion promotes positive social change by serving as a rationale for other school districts to create professional development opportunities. These opportunities will allow general education teachers to become better prepared in supporting and educating special needs students in their classrooms.

The low academic achievement among Latino students in many inner city high schools leads to higher failure, dropout, and absenteeism rates, as well as lower standardized test scores and graduation rates. The purpose of this study was to explore whether Latino parental attitudes toward and perceptions, level of, and form of involvement may be linked to this low student achievement. The theoretical framework for this study was Epstein's parental involvement model. The research questions investigated the relationship between Latino parental attitudes toward and perceptions, level of, and form of involvement and student academic achievement. Fifty-eight parents participated in a parent survey for this mixed methods study. Ten parents were interviewed to obtain the qualitative data. Based on Pearson's product-moment correlation, the survey data revealed that there were no statistically significant relationships between Latino student academic achievement and parental attitudes toward and perceptions, level of, and form of involvement. Parent interview data identified parent work schedules, the inability to communicate in English, and parents' lack of education as potential barriers to their involvement. Parent recommendations to overcome these barriers included adjusting school office hours, providing bilingual school personnel, and offering parenting classes that may make high schools more accessible for Latino parents and, by extension, may challenge school personnel to better understand and address the needs of their students' parents in an attempt to promote educational equity.

The concepts of professional learning communities and organizational disciplines support staff development and leadership that lead to sustainable systems. Little research has examined the ability of rural schools to achieve sustainable systems. This quantitative design study considered the relationships between predictor variables of administrative roles and staff development and the criterion variable of Response to Intervention (RtI) implementation level. Administrator roles included planning and scheduling training, participating in training, planning implementation, building knowledge and commitment, selecting RtI teams, participating on teams, promoting parental involvement, evaluating RtI, and implementing follow-up and targeted training. Staff development practices addressed commitment and support, team processes, the three-tiered system, selfassessments, evidence based practices, and monitoring and action planning. A stepwise regression was used to analyze data based on survey responses of 131 RtI team members in rural schools in the western United States. Results indicated high correlations between level of implementation and training in evidence-based practices, self-assessments, and monitoring and action-planning. Leadership roles related to building knowledge and commitment, selecting RtI team members, promoting parental involvement, and including RtI in evaluations were strong predictors of overall level of implementation as well. This study may have a significant and positive impact on social change by identifying areas for training and leadership focus. This may reduce the misallocation of funds and negative perceptions toward RtI, leading to higher quality, targeted training, better use of leadership time, and increased satisfaction and sustainability.

Federal and local school system reports demonstrate an academic achievement gap in inclusive classrooms between students with and without disabilities, prompting attention to alternative instructional practices that support motivation and performance of included students. The purpose of this concurrent nested mixed method study was to fill a void in the literature and explore the impact of interdisciplinary thematic instruction on the motivation levels and performance outcomes of 6 included 5th-grade elementary students with special needs. A multiple case study design guided observations and interviews of 3 participants receiving interdisciplinary, theme-based instruction and 3 participants who continued to receive the traditional, single subject, textbook-driven instruction used prior to the study. Field notes and interview transcripts were analyzed using a coding system of pre-existing typologies derived from a constructivist theoretical framework. An academic content assessment was administered and analyzed with SPSS software using descriptive statistics to explore mean performance variation as an outcome of motivation. Individual and cross-case analysis revealed that participants receiving interdisciplinary thematic instruction had greater motivation for participation and better academic performance than participants receiving traditional instruction. Emergent themes of social integration, self-relevance, and cross-curricular connections identified collective factors that influence motivation and participation of included students, and provided implications for social change among school systems in instructional practices employed in inclusive classrooms. The researcher recommends training for administrators, educators, and parents to facilitate and support instructional delivery reformation among inclusive learning communities.