Over the past decade, politicians, businesspersons, and educators have pushed for “higher,” “tougher,” and “world-class” standards for K–12 students. This standards movement includes state standardized, curriculum-based tests. Massachusetts recently developed the Massachusetts Comprehensive Assessment System (MCAS). MCAS is considered a high-stakes test because a passing score determines graduation for students, and sanctions and rewards for teachers and schools. The experiences of 16 Massachusetts English teachers in teaching under the MCAS high-stakes testing requirement were explored using a qualitative research method known as in-depth interviewing from a phenomenological perspective (Seidman, 1998). These participants taught a variety of students in a range of Massachusetts public schools. Over the course of three 90-minute interviews, each participant established context through life histories, detailed their current teaching experiences, and made meaning of these experiences. Using an inductive process of analysis, data were reduced and coded; essential features, relationships, and patterns were explored. The findings were organized into three major themes. This study found that teachers narrowed their curriculum, changed instruction, and designed classroom assessments to match the content and skills that MCAS tests. Teachers associated both gains and losses with these changes. Moreover, this high-stakes test both enhanced and undermined their professional identities. MCAS and related professional activities empowered teachers; MCAS also disempowered teachers by imposing policies that controlled curriculum and instruction, threatened sanctions, and damaged reputations. Teachers voiced their socio-political analysis of the theories that underpin this high-stakes testing movement, the motives behind MCAS, and the current state of education. The findings reveal that the line between educational reform and improved education is neither unidirectional nor linear. Rather, it is a complex web of influences, motives, and actions. How policy winds its way into practice depends on the varied contexts in which teachers perceive and experience reform. This study suggests implications for policymakers, politicians, teachers, teacher educators, and researchers. Among other things, it makes a plea to policymakers and legislators to define what they mean by standards, re-examine the narrow content of the test, and include teachers as legitimate participants in making policy decisions that affect them and their students.

The purpose of this year long strategic ethnography is to discover how introducing digital storytelling into an urban second grade classroom impacts the study of language arts and repositions students as literacy learners. Research questions include: (1) In a classroom where most of the students have never used computers before as learning tools, what happens as they learn to create books using digital means? (2) How do the students position themselves as authors, and how do they use imagery in representing their alphabetic (or regular print) texts? For this study, the students write stories in cooperative writing groups and choose their own topics. The students illustrate their stories and the illustrations are scanned for digitalization. The students learn how to word process their stories, and the students also learn how to incorporate both image and text onto a page using a computer application. The researcher is a participant/observer, spending one language arts period per week in this classroom. The methods of data collection include: fieldnotes, digital photographs, audio tapes, video tapes, student surveys, teacher interviews, news stories and demographic information collected from Winterdale school system, student generated texts and other student artifacts. The frameworks of this study include: The New London Group’s theory of multiliteracies, Kress and van Leeuwen’s theory of semiotics, and Spradley’s analysis techniques based on ethnographic participant observation. Analysis of these student generated texts using the frameworks mentioned, critical discourse analysis and domain analysis help to reveal emerging themes and how the students position themselves as writers. Video footage, fieldnotes, participant observation and dialogical data show that the students in this study were excited and energized by their involvement with the Digital Storytelling Project (DSP) and that the use of computer and digital media technology was very well received. As the students shared in the decision making involved in designing a story, they positioned themselves and one another as authorities, and as successful and creative writers and illustrators. Creating the images for their stories opened up yet another mode of communication and became a source of competence for the students. They used their imaginations and elaborated on their story lines as they added visual details that were not found in the written texts. The DSP also raised the classroom teacher’s awareness of computer technology and gave her the courage to be an active participant in the realm of technology alongside her students. Three of the student participants exhibited positive behavior changes as a result of participating in this project. This study implies that pairing social semiotics with computer technology can enable students, including at-risk students, to find modes of communication that they can employ, and this has the potential to increase active engagement with literacy learning.

The current case study evaluates a program of professional development aimed at engaging two groups of elementary teachers in communities of practice (CoPs) focused on improving teachers' vocabulary instruction and students' vocabulary learning. The professional development program took place over five months in the 2008-2009 school year. The purpose of the evaluation was to evaluate the merit and worth of the professional development program and identify changes that could be implemented by the primary evaluator in future efforts to develop and refine an effective method for teaching teachers about vocabulary instruction. An explanatory case study design was used to achieve a deep understanding of the program using both quantitative and qualitative data analyses. The evaluation measured aspects of collaborative practices engaged in by teachers over the course of the program, as well as teachers' instructional practices and students' learning before and after program implementation. Evaluation questions were designed to explore the theory that teacher collaboration leads to increases in teacher knowledge and skills, which in turn lead to increases in teachers' classroom use of new knowledge and skills, which ultimately lead to increases in student achievement. Overall, the evaluation was successful in that it was able to clearly describe the collaborative practices engaged in by teachers, provide evidence of teacher and student learning, and provide extensive insights into changes and improvements that were then implemented in an extension to the CoP in the same district during the subsequent school year. Additionally, the evaluation uncovered key variables that may act to impede teacher collaboration.

Teaching for social justice is the attempt by classroom teachers to use their position in the classroom to promote social and educational reform within and despite current educational conditions and mandates. However, while a growing number of K-12 teachers have published anecdotal reports of their attempts to teach for social justice in secondary classrooms (e.g., Bender-Slack, 2007; Christensen, 2000; Singer, 2005), there is great variability among these accounts, and scant evaluation of their impact on specific academic, behavioral/motivational, and attitudinal outcomes (see Grant & Agosto, 2008; Kelly & Brandes, 2008; Poplin & Rivera, 2005). This qualitative study addresses this research gap by offering a concrete framework for teaching for social justice that is informed by multiple education reform traditions (including democratic education, critical (Freirian) pedagogy, multicultural education, culturally responsive education, and social justice education) and associated with positive academic, behavioral/motivational, and attitudinal outcomes. Next, I present the results of a constructivist grounded theory analysis examining how twenty-four English Language Arts teachers conceptualize teaching for social justice, as well as a content (lesson plan) analysis detailing how they operationalize the practice through the use of standards-based curriculum. Findings indicate that secondary ELA teachers define teaching for social justice as having three primary dimensions: curriculum, pedagogy, and social action. These priorities are reflected in their curriculum, which addressed all four strands of the Massachusetts ELA Curricular Frameworks (Language, Reading and Literature, Writing, and Media) and a range of social justice topics. Additional study findings examine challenges associated with teaching for social justice, the impact of teachers’ identities and school contexts on their social justice practice, and variance in how teachers conceptualize and implement teaching for social justice according to their sociopolitical emphases. This study has several implications for policy and practice. Specifically, this study challenges critics’ attempts to portray social justice education as poorly aligned with academically rigorous content-area instruction (e.g., Will, 2006), offers curricular guidance to pre- and in-service teachers interested in transforming their own practice, and lays the foundation for future empirical research related to how teaching for social justice affects student outcomes.

The primary goal of this dissertation is to examine the impact of Spanish as a Second Language instruction within a bilingual setting. The first chapter provides an overview of those issues which must be considered when developing and implementing a second language program. These issues are too often addressed in isolation by foreign language, English as a Second Language and bilingual educators. All three disciplines are concerned with language acquisition and literacy development. To date, not enough has been done to bring about collaboration among the three disciplines. The sharing of ideas and resources can only help to promote language development for all students. The second chapter reviews the literature in four specific areas: theories of second language acquisition, methodology and techniques used in the study of a second language, attitudes towards foreign language teaching and learning, and foreign language study within a bilingual setting. The exploration of these four areas provides information about theoretical frameworks on which many second language programs are based. It also emphasizes the value of integrating a second language into the overall education of youngsters. In addition, it provides one example of an educational schema which shows promise in promoting bilingualism for all children. The third chapter provides an analysis of the process followed in this study to arrive at some conclusions about the benefits of an SSL Program within a bilingual setting. The findings of the study are reported in chapter four. Results indicated that children participating in SSL made important gains in the acquisition of oral proficiency. Also, educators who were surveyed favored the approach that was used in the SSL Program because it considered the following characteristics: (1) The value of learning a second language; (2) Curriculum; (3) Methods and techniques; (4) Assessment; (5) Support for SSL instruction; (6) SSL instruction within a bilingual setting. Chapter V offers a summary of the study, the conclusions, the recommendations for applications of the findings and possible further research.

The purpose of this dissertation is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of multicultural teacher education. A direct application of decolonizing methodologies and design will occur by focusing on the critical personal narratives of four preservice teachers and instructor involved in an introductory course on multicultural education. The rhetoric of multicultural teacher education and the challenging realities facing the field today will be addressed through qualitative research with a emphasis on critical ethnography and decolonization. The significance of this study is embedded in the voices of the students and instructor affected by the neocolonial conditions of U.S. schools, policies and practices. The goals of this research are to further the discourses on the sociopolitical constructs of decolonizing multicultural teacher education and to critically examine multicultural course construction and the potentially transformative praxis for future teachers.

This study explores the nature of the visual creative process of an artist. Most of the literature is secondary and seems only to meet the needs of the writer, critic or publication. This is a limited study, because as an artist I created a body of work on the Macintosh computer to track the creative process. Because of this special subjectivity, my project was intensely personal, dealing with my own feelings, memory, and psychological makeup. Though limited, the study does, nevertheless, add to the literature about the creative process. I have choosen the Holocaust-- an historical event because its scale and its particular horrors, touch all people. I shared my art work with Holocaust survivors, and asked them for responses. Their responses were a crucial part of my research. In this way I hope to broaden knowledge about the impact that the visual arts have, and how that impact happens. Finally, this research has pedagogical implications to help define the creative process in the visual arts. My own creative process, noted by me, served as a model of one possible way the visual creative process works, and this model was useful in leading students to uncover their own processes.

The purpose of this study was to bring more clarification to the concepts of spirituality and happiness, their meaning, attainability, and position in the field of Multicultural Education. In general, people think they will find joy and happiness if they graduate from a post-secondary educational institution with an undergraduate or graduate degree, find a good work environment, position, salary, living standards, status, etc. Yet, in the real world there may be a different way to find genuine happiness and joy which is fair, simple, easy and equal for all human beings even those who cannot afford higher levels of education. In order to present the data, the study discussed the life, philosophy and teachings of Imam Sheikh Iskender Ali Mihr, president of Mihr Foundation in Turkey, International Mihr Foundation in the United States and University of Allah in Virginia, and utterly an Ottoman. The review of literature was also included to assist the readers to grasp the different perspectives of the subject matter. Education should be inclusive and equal for all and so should joy and happiness! In today's world where diversity is the key factor for almost every community, it is important for educators (teachers/instructors/administrators) to know what shapes students' lives. This study encompassed the idea that only educating our students' minds and bodies is not enough, and without spirituality the education is not complete. As Pamela Leigh (1997) stated, "...acknowledging that people come to work with more than their bodies and minds, they bring individual talents and unique spirits" (p. 26). Students also come with their unique spirits and we should take them as a whole and value them with all the qualities they possess. Nurturing their spirit should be part of our school system. No matter if they believe in God or not, educators should be ready to address the aspect of spirituality and religion. The research was to bring a greater understanding to questions such as how we can better accommodate students' different spiritual beliefs, what the pros and cons are of bringing them together or keeping them separate. In order to answer these questions in a fashionable manner, we need to know "how much the spiritual beliefs of these students shape their cultures and their lives." In a greater context, the questions like; what we really know about 'true' Islam as one of the fastest growing beliefs in the U.S., is it any different than other beliefs or is it the same, is there a way to eradicate the Islam-phobia that occurred after the 9/11 attack, what was the Ottoman Islamic model, were also answered. As educators, how do we cope with students who hear voices and start shooting around in a schoolyard, or students who binge drink or get suicidal? Even more importantly, how do we help the remaining population live a healthy and happy life without thinking of ending their own or others' lives, as these examples turn out to be a daily life for us all! The remainder of this study looked at the "neutrality" of the school systems in the United States. Should educators stay neutral or not will be each individual's decision to make.

This dissertation addresses the problem of how best to teach undergraduate literature courses in the climate of challenge and hostility which surrounds traditional literary studies today. The practical purpose of the dissertation is to recommend that teachers of undergraduate literature classes not only become thoroughly familiar with current academic debates over how and which literature to teach, but that they incorporate these debates into the curriculum. The dissertation further recommends that undergraduate literature courses teach the historical circumstances which shaped literary study in America and subsequently created the issues and positions with which the current debate is concerned. The five chapters of the dissertation present an historical account of the development of literary studies in American higher education. Particular attention is paid to the influences of power and class which were brought to bear on this process from its origins in classical Greek education to its institutionalization in the late nineteenth century. This history is intended to serve as resource material for literature instructors who wish to expand their curriculum and teach undergraduates that the historical and cultural background to any text is essential to understanding its purpose and meaning. The dissertation concludes with recommendations for how teachers can incorporate cultural history into the undergraduate literature curriculum.

This dissertation describes the design, implementation and assessment of a staff development project to develop a cooperative whole language approach. The foundation for this staff development project for elementary school was the recognition that language development is crucial to a child's ability to succeed in the school environment. The educational objectives of this project were to motivate and encourage students of low income, African American families to write imaginatively and productively, and to teach writing to those same students to help them develop their own stylistic competence. These objectives necessitated the organization of three components. First, a staff development program focused on a whole language approach so teachers could share cooperative learning strategies for improving selected aspects of writing instruction. Second, a language experience approach in which the language, experience, and feelings of minority students could be used to advance motivation, accuracy, and pride. Third, the creation of a positive school climate to help students overcome difficulties in communicating in standard English by developing a "school way of communicating" without forcing the student to conclude that the way the family converses at home is wrong. Cooperative learning staff development sessions, predicated on a whole language approach, combined five underlying principles: (a) Distributed Leadership; (b) Heterogeneous Grouping; (c) Positive Interdependence; (d) Social Skills Acquisition; and (e) Group Autonomy. These prompted the preparation of writing activities for the African American students in all aspects of the curriculum. Ongoing monitoring of students' progress and completed tasks were compiled in both a group and individual portfolios. Basic to the success of this project was overcoming six beliefs: (a) a single set of subcultural customs shape the behavior of African American members of our society; (b) language programs should involve only instruction in using standard English; (c) all African American children are apathetic and their classes are seldom exciting; (d) discipline is a unique problem in the African American classroom; (e) African American learners cannot become involved in inductive, inquiry centered learning; and, (f) staff development sessions are not required for teaching English to the African American child. The proposed goal of this effective staff development project was not to change, but, to add a new dialect to an existing one by using a child centered, whole language, cooperative learning approach. By mixing the students' own experiences and the presentation of new experiences, a new dimension was introduced. The students were meeting established norms of success and were eager to accept additional challenges. Class improvement was clearly visible in a low income, urban elementary school.