This correlation study focused on the lack of understanding of the relationship between social self-image "face" and conflict styles among adult employees on school campuses. An individual's social self-image may involve concerns for the social representation of oneself, another individual, or a relationship. Limited research pertaining to the degree face concerns affect conflict styles within school communities is a problem for school administrators because conflict styles can influence conflict outcomes and impact workplace quality on school campuses. This study relied on Ting-Toomey's face-negotiation theory, which proposes that individuals prefer conflict styles based upon face concerns. Research questions explored correlations between self-face, other-face, and mutual-face concerns with dominating, emotional expressive, neglect, integrating, obliging, compromising, third-party help, and avoiding conflict styles. The sample consisted of 192 adults employed on 3 school campuses located in a large metropolitan region in the western region of the United States. Participants completed a survey by recalling a conflict with an adult coworker. Participants responded to items measuring social self-image and behavioral responses to conflict. Results were analyzed using multiple regression tests. Findings suggest that preferences for conflict styles were very different in the presence of self-face than in the presence of other-face and mutual-face, and face-concerns were either weak predictors or nonpredictors for avoiding and third-party help. This study has the potential to enhance workplace quality on school campuses in that it suggests mutual-face concerns for relationships associate with cooperative conflict styles that tend to promote constructive conflict outcomes.

Researchers have connected student achievement to teacher collaboration; however, there is a paucity of studies conducted on how teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions to achieve better student performance, professional development, teacher effectiveness, and job satisfaction. The purpose of this case study was to investigate how rural southeast Georgia elementary school teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions. The theory of collegial coaching provided the conceptual framework for this study. The research questions focused on improving teacher effectiveness and student learning via collaborative dialogue. Data were collected via interviews, observations, and archival records from 14 teachers and administrators (maximum variation used) and analyzed for overarching emergent and dominant themes, patterns, issues, topics, ideas, relationships, cases, cross-cases, and concepts. Hatch's typological analysis was employed to decipher the data. Ethnograph v6.0 and QDA Miner 4.0 were used to code the data for triangulation. Quality control and validation were achieved through triangulation and member-checking. The findings illustrated the merits of ongoing collaboration and effective collegial interaction for teaching and learning. They also highlighted the potential of meaningful discussion in achieving effective collegial interaction. This study can lead to positive social change by providing teachers, administrators, and collaboration facilitators 2 models that can be used as guides for planning quality collegial interaction opportunities and in justifying time to collaborate across grades.

Less than 50% of students from an inner-city high school in a southeastern US state who took the GATEWAY mathematics exam (2001-2007) earned a passing score on the first attempt, prompting teachers at the school to begin a summer intervention program based on Bandura's Self Efficacy Theory, to help them succeed on a subsequent reexamination. The program featured (a) extended learning time, (b) mastery learning, (c) direct instruction, (d) single-sex grouping, and (e) teacher collaboration. A survey of recent scholarly literature indicated that these 5 characteristics positively impact student learning and performance. The goal was to increase student understanding of fundamental mathematics concepts and by doing so increase their confidence in their ability to do well on standardized assessments. To test the efficacy of this intervention, this study used a quasi-experimental pre-post comparison group design to compare five academic indicators---GATEWAY exam scores, grade point averages, attendance, failed classes, and final averages in future mathematics courses---for students who participated in summer intervention programs (treatment group) with outcome data from students who did not participate (control group). A multivariate analysis of covariance (MANCOVA) was used to determine whether there was a significant difference in outcomes between students in the treatment and control groups. Findings revealed an overall significant effect of the summer intervention program on the five academic indicators (F = 5.024, p < 0.001). Univariate F tests indicated that only student GATEWAY scores were affected by participation in the summer intervention program. This study contributes to social change by providing evidence that short-term intervention programs may help struggling students pass high stakes tests such as the GATEWAY examination.

The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and Inter-Related Resource students. A sequential explanatory mixed methods research design was used in the study, and a teacher survey and interviews with teacher focus groups served as data collection instruments. Triangulation of data sources and peer review ensured reliability and validity of findings. Comparison of categorical sample data using percentages revealed that teachers did indeed identify differences in their perceived training. Teacher focus group data was then coded and analyzed to reveal; a need for more in-depth training for general education certification to better meet the specific needs of Autistic, ELL, gifted, and Resource students; sustained environmental support; and comfort in essential professional knowledge and abilities. Recommendations include the addition of specific special education coursework for general education certification in higher education and ongoing in-service training for public school teachers. Adopting these recommendations in both arenas may affect positive social change by increasing the likelihood of retaining general education teachers in American public schools.

There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.

Currently some elementary students in large urban school districts are not able to perform well in school because they do not have strong reading skills. The recent No Child Left Behind (NCLB) federal legislation has supported the use of research-based instructional materials and strategies in reading to remedy this problem; however, qualitative studies exploring the specific nonquantifiable instructional factors that contribute to reading achievement in large urban school districts are still limited. The purpose of this multiple empirical case study was to explore the instructional factors that contributed to achievement in reading for students in Grades 3 and 4 at 2 urban midwestern elementary schools. The conceptual framework for this study was based on the philosophy of constructivism, which provided an understanding about how students learn to read in terms of creating meaning and constructing knowledge. The methodology of this qualitative multiple case study involved collection and analysis of data from multiple sources of evidence, including interviews, observations, and documents. The first level of data analysis used the specific analytic technique of category construction recommended by Merriam; the second level of data analysis used the general analytic technique of theory development as suggested by Yin and Merriam and, using that technique, a theoretical proposition was confirmed. Findings of this study indicated that direct and explicit instruction, including the consistent use of early literacy indicators and specific instructional strategies in reading, was the most significant factor in contributing to reading achievement for students. Implications for positive social change in education include improvement in reading instruction and assessment as well as improved district policies related to the development of high quality instructional reading programs.

Esta pesquisa discute a alteração do Ensino Fundamental, gratuito e obrigatório, de 8 para 9 anos. Verificando, quanto se houve modificações ou não do direito democrático frente ao par quantidade e qualidade no Ensino Fundamental de 9 Anos (EF9). Referencialmente, definimos qualidade e quantidade como componentes indissociáveis de uma Educação democrática. Vogamos nos marcos legais e políticos do primeiro estágio da educação escolar brasileira, verificando como estes conduziram a Educação nacional da instrução primária ao novo Ensino Fundamental de 9 (nove) Anos. Verificamos as possíveis modificações do direito democrático de um ensino de qualidade que vem (ou não) se expressando nos 5 Anos Iniciais do Ensino Fundamental (EF) na nova organização escolar dada pelas Leis Federais n°. 11.114/2005 e n° 11.274/2006, pois elas estabeleceram: a obrigatoriedade para o país da matrícula no EF a partir dos seis anos de idade redefinindo a Educação Infantil (EI) à faixa etária de 0 a 5 anos de idade; e a reorganização do EF, com a ampliação em 1 ano de sua duração, passando de 8 para 9 anos. Verificamos as alterações nas matrículas, suas quantidades e qualidades educacionais (do Brasil e do Município de São Paulo) e verificamos o cotidiano escolar de uma escola da rede municipal paulistana sempre analisando as quantidades e qualidades educacionais, isto é, modificações no direito democrático à Educação. E, finalmente, elaboramos algumas considerações políticas e pedagógicas, em uma reflexão cotidiana vivida por professor-pesquisador, do EF9 que num processo em que a política pública do Ensino Fundamental de 9 (nove) Anos não foi introduzida no sistema educacional sozinha e produziu ou acarretou ou elencou outras políticas públicas, concomitantemente conferiu à Educação brasileira um grande dinamismo e trouxe, aos sistemas educacionais, novas situações dado que a cada nova política introduzida se gerou novas demandas (quantidades) que não estavam diretamente direcionadas à melhoria da Educação e estas novas políticas foram geradoras de novas burocracias, novos obstáculos ao direito democrático de um ensino com novas quantidades e qualidades para EI e o EF, este que por muitas vezes para não ter rumo ou apenas perseguir padrões distantes ou artificiais em relações aos estudantes e aos cotidianos escolares. Portanto, podemos afirmar que o Ensino Fundamental de 9 (nove) Anos não tem sido uma política de ampliação das oportunidades educativas, uma ampliação que tenha significado além da entrada das crianças de 6 (seis) anos no Ensino Fundamental; e, também, não tem sido uma política educacional de orientações para novos arranjos qualitativos nas relações pedagógicas. / This thesis is about the change of Brazilian elementary education, free and compulsory, that went from 8 to 9 years. Verifying, as to whether or not there was a change in democratic law in relation to the quantity and quality of the dialectical pair in the new Brazilian Elementary Education called \" Ensino Fundamental de 9 (nove) Anos \" (EF9). We define quality and quantity as inseparable components of a democratic Education.. We have taken on the legal and political milestones of the first stage of Brazilian school education, verifying how they have led the National Education of primary education to the new Basic Education of 9 (nine) Years. We also investigate the possible changes in the democratic right to a quality education that comes (or is not) expressed in the initial 5 years of Elementary School (EF) in the new school organization given by Federal Laws no. 11.114/2005 and 11.274/2006, since they established: the obligation for the country of enrollment in EF from the six years of age to redefine Early Childhood Education (EI) to the age group from 0 to 5 years of age; And the reorganization of EF, with a 1-year extension of its duration, from 8 to 9 years. We verified the changes in the enrollments, their quantities and educational qualities (from Brazil and the Municipality of São Paulo), and during the research we followed the school daily life of a school in the city of São Paulo always analyzing the educational quantities and qualities, ie, changes in the law Education. And, finally, we elaborate some political and pedagogical considerations, in a daily reflection lived by professor-researcher of the EF9 that - in a process in which the public policy Ensino Fundamental de 9 (nove) Anos was not introduced in the educational system alone and produced Or entailed or imposed other public policies, concomitantly - gave Brazilian Education a great dynamism and brought new situations to educational systems, given that each new policy introduced generated new demands (quantities) that were not directly directed to the improvement of Education and These new policies have generated new bureaucracies, new obstacles to the democratic right to a teaching with new quantities and qualities for EI and EF, which for many times not to have or only to pursue distant or artificial patterns in student relations and Of the Brazilian school system. Thus, we can affirm that the 9-Year Primary School has not been a policy of expanding educational opportunities, an extension that has meant beyond the entry of children of 6 (six) years in Elementary School; And it has not been an educational policy of guidelines for qualitative changes in pedagogical relationships.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / O trabalho relata a experiÃncia da gestÃo municipal da EducaÃÃo em Sobral, no perÃodo de 2001 a2004, quando, num contexto de intensa municipalizaÃÃo do ensino fundamental e de deterioraÃÃo dos resultados de aprendizagem dos alunos da 4 sÃrie, esse MunicÃpio implementou, com sucesso, uma polÃtica de alfabetizaÃÃo na idade certa, definindo como meta prioritÃria a alfabetizaÃÃo de 100% dos alunos atà os sete anos de idade. O trabalho està organizado em trÃs eixos. No primeiro, de contextualizaÃÃo, sÃo abordados, pela anÃlise documental e estatÃstica, os elementos relevantes à acelerada municipalizaÃÃo da EducaÃÃo, ocorrida no paÃs a partir de 1995. No segundo eixo, à apresentada a experiÃncia da gestÃo da EducaÃÃo desenvolvida no MunicÃpio de SobralâCearÃ, com foco no quadriÃnio 2001-2004. ApÃs breve relato das aÃÃes e resultados do perÃodo anterior, descrevem-se com detalhes as medidas da gestÃo e os resultados educacionais e pedagÃgicos do perÃodo de 2001 a 2004, com Ãnfase para as avaliaÃÃes externas de leitura e escrita. O terceiro eixo à de reflexÃo e sÃntese. Neste, incursiona-se pela histÃria econÃmica, polÃtica, social e educacional brasileira, considerando o passado e buscando vislumbres de futuro; que fatores passados e presentes permitem entender como uma sociedade pode ter crescimento sem escolas e escolarizaÃÃo para todos, como foi o caso do Brasil entre os anos 30 e 80, ou, ainda, ter escolas e escolarizaÃÃo, sem que nestas haja aprendizagem da leitura e da escrita, condiÃÃo bÃsica para aprendizagens mais amplas e diversas, como foi o caso do paÃs nos anos 90 e nesta primeira metade desta nova dÃcada? Entende-se que o relato e a reflexÃo em torno desta experiÃncia podem constituir efetiva contribuiÃÃo ao fortalecimento, nos municÃpios brasileiros, da gestÃo da educaÃÃo pÃblica, com vistas à superaÃÃo dos graves problemas com que esta ainda se defronta. Entre estes, e com absoluta prioridade, o do analfabetismo escolar. / The present study reports an undertaking by the Municipal Administration of Education in the city of Sobral, State of CearÃ, from 2001 to 2004, where, within a context of intense municipalization of elementary school teaching in Brazil and deterioration of the learning results of 4th graders, this municipality has successfully implemented a policy of literacy at the right age, which defines as its major goal having a 100 percent of the students from Sobral able to read and write by the age of seven. This study has been organized in three basic aspects. The first aspect deals with the statistics and analysis of relevant elements of the municipalization process of education, which took place in the country from 1995 on. The implementation of the educational policy adopted at the municipal level in Sobral is reported in the second aspect of this study, focusing the period ranging from 2001 to 2004, with particular emphasis on the external evaluations of reading and writing. The third and last aspect is one of reflection and synthesis, when the economical, political, social, and educational history of Brazil is taken into account, in order to understand the past and get a glimpse of the future. Last but not least, a question is proposed: which past and present factors allow us to understand how a society can grow without schools or schooling for all its members, as was the case in Brazil from the 30âs to the 80âs? Or to have schools and schooling in which there was no mastering of reading, the basic condition for wider and diverse learning, as happened in this country in the 90âs and the first half of this decade? We believe that the report of this experiment and its analysis can become an effective tool to strengthen the municipal administration of public education with the aim of overcoming the serious problems it still faces, among which, and with absolute priority, school illiteracy.

The racial and gender composition of elementary school teachers does not match those of the students and this may be contributing to an inequity of achievement scores between African American and European American students. This ex post facto causal comparative study compared three levels of elementary school diversity personnel staffing on Grade 4 African American student Criterion-Referenced Competency Test (CRCT) scores and differences between male African American scores and female African American scores in a suburban Atlanta county. Nine intentionally selected elementary schools were chosen representing 3 racial diversity personnel staffing levels including 39% to 50%, 25% to 27%, and 1% to 3% African American staffing. The analysis of covariance or ANCOVA and the analysis of variance or ANOVA served as the data analysis tool for both hypotheses. The results of the analysis indicated that when SES was used as the covariate, the students in the schools with a 39% to 50% African American staffing performed better than the 1% to 3% African American staffing on the Reading test while the funded Title 1 schools with 25% to 27% African American staffing had the highest reading scores. Efforts to close the student African American and European American achievement gap may be facilitated by addressing the SES issue as well as closing racial gap between teachers and students. This may support positive social change for all stakeholders of public education.

Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.