AbstractThe purpose of this study is to examine textual features in Native American children's literature and Native children's responses to these textual features. Culturally authentic children's literature was used to gain insights into children's perspectives as they engaged in responses within literature circles.This study utilized qualitative research methods and ethnographic techniques. This study draws on two complementary frames: the theorization of culturally authentic Native American children's literature and reader response theory. The study focused on two goals: first, to make explicit decisions about how to depict reoccurring themes, languages, and discourses of culture; second, to acknowledge a reader's ability to draw from a knowledge base of experiences available to members of a particular cultural community while interpreting literature. The students participated in fourteen literature discussions of culturally authentic literature. Data collection included transcripts from literature discussions, interviews, observational field notes, and written artifacts. Categories were constructed through inductive analysis of data.My three research questions were derived from Rosenblatt and reader response theory, including Native American perspectives:1. What Native American textual features are identifiable in fourteen Native American children's books?2. What types of talk about that these textual features do children engage in through literature circles of Native American children's literature?3. What are children's perspectives about reading and discussing Native American children's literature?The findings of this study contribute to teacher education programs, Indigenous education, and the field of Native children's literature. Furthermore, these cultural literatures provide and maintain Native American stories while promoting literacy for all children.

Thesis advisor: Robert J. Starratt / Parent involvement is critical to student success. Many schools across the nation are making a concerted effort to establish relationships between teachers and parents. There are a myriad of barriers that prevent those relationships from occurring. The challenge is even greater in urban schools. This qualitative case study examines the impact of volunteer teacher perceptions and attitudes on establishing relationships with urban parents at an all girls' middle school in the inner city. The study specifically investigated the beliefs of volunteer teachers before and after their participation in the study. The study will also examine whether teachers considered parents as an in integral part in supporting their children's learning as a result of their participation in the study. Five volunteer teachers, a master teacher and the parent coordinator participated in the study over the course of a year and a half. The data from this study showed that despite cultural and socio-economic differences, volunteer teacher can work with urban parents. The findings indicate volunteer teachers do value parental involvement. Teachers believe with continued professional development, they can establish authentic relationships with parents. Teachers in the study reported that parents want the best for their children. Teachers indicated that their relationships with parents are critical to student success. The findings of this study will provide implications for educational practice, policy, future research and researchers' leadership. Limitations to the study include a small sample size, the duration of the study and the role of researcher as Head of School. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

The demand for STEM trained workers continues to increase not only in the United States, but globally. Reports have indicated that the United States is not doing a good job encouraging students to pursue STEM oriented degrees. In particular, it has become increasingly important to emphasize STEM connections at an early level in order to encourage student career exploration as they continue their education. Educational robots represent a unique alternative to traditional methods, especially at the elementary level. Considering the use of educational robots have largely been ignored at this level, the purpose of this study was to describe the interactive process and outcomes using educational robots to facilitate elementary school students understanding of STEM concepts. A multi-case approach was used for the design as it is in line with the underlying conceptual framework for the study. Independent T-tests were utilized to determine student's interaction with educational robots, impact of STEM understanding, as well as their impact regarding the understanding of STEM attitudes. The study was conducted as an extracurricular program involving fourth grade students at a rural elementary school in Florida. The sample size consisted of 20 randomly selected participants assigned to either the group working with robots, or the groups without the robots, for a total of 10 participants in each group. The associated activity utilized in this study was selected due to the high level of STEM integration. Data results indicated high levels of interactivity within both groups. The group working with the robot demonstrated a significant difference in the level of substantive talk. Considering the understanding of STEM concepts, both groups demonstrated a high level regarding depth of knowledge as well as understanding. There were significant gains within groups regarding pre and post test STEM scores. When considering participants impact on STEM attitudes, the study suggested a practical significance in math attitudes for the group working with the robots. This study is significant as it yielded valuable information concerning the use of educational robots in the elementary environment. In particular, this study supports the idea that STEM concepts can be promoted utilizing authentic instructional strategies. This study suggests there is a potential impact regarding the use of educational robots in the elementary setting. This study also supported the use of authentic assessment strategies for this type of activity. Overall, both groups were actively involved and engaged, with the group working with the robot demonstrating a slightly higher depth of knowledge, substantive, conversation, as well as a slight boost in efficacy in math, science, and engineering and technology attitudes. The results of the study align with the underlying conceptual framework as well as the use of authentic assessment. This study aligns to the movement to promote STEM education at an elementary level. In addition, the type of activity associated with this study can potentially help students make sense of career oriented experiences, thus promoting career awareness within an interdisciplinary approach.

Masters in Public Administration - MPA / Globally both public and private businesses are experiencing an enormous number of challenges posed by both the internal and external environment. However, the private security industry is not immune to that as they are facing challenges such as, weak and ineffective regulations and enforcement , long working hours, inconsistent recruitment and selection standards nonexistence of accountability and transparency which makes it easy for leaders to be involved in illegal practices, poorly compensations of security guards with limited or no benefits, low skills because of lack of training often undertaking dangerous jobs in contentious spaces. These challenges and allegations attributed to leaders bring about an increase in stress/workload which in turn can possibly result into loss of trust, and disengagement on part of security guards against their leaders. According to literature, a new breed of authentic leaders should be developed in order to overcome these challenges. Authentic perspective of leadership believed that, this type of leadership display high degree of integrity has a deep a sense of purpose, and committed to their core values. Consequently they promote a more trusting working relationship between them and their employees that can also translate into a motivated and engaged workforce. The objective of this study was to investigate the relationship between authentic leadership of supervisors / managers, trust and work engagement of security guards in a private security firm operating in the Western Cape. A sample of 218 security guards was chosen through the non-probability convenience sampling with the use of the nonexperimental cross sectional design. A composite questionnaire consisted of biographical data section, Authentic Leadership Questionnaire (ALQ), Workplace Trust Survey (UWES) (Trust in the immediate manager sub-scale), and Utrecht Work Engagement Scale (UWES) was used in the present study. The data was analyzed by means of statistical techniques such as factor analysis, Pearson product-moment correlation analysis, and multiple regression analysis.

Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made. / The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.

The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators roles in the classroom include engaging students in authentic assessment procedures, which take into account students day-to-day learning and progress.

This is an essay in the field of English literature didactics. It argues for the use of authentic texts in literacy acquisition. Specifically, the aim of this essay is to justify the use of the novel Push in an English language classroom in Sweden by presenting a literature lesson plan and validating it by three intrerview responses from teachers at a senior high school. I believe students may find the theme of the novel engaging and motivating. The lesson plan is outlined as a student writing project. In this writing project, students will practice reading, speaking and writing skills. The project also includes peer- response which is an activity mentioned in the Englsih 5 syllabus. The lesson plan aims to achieve the learning outcomes of what the Swedish curriculum and syllabus state. The project is validated by a questionnaire, sent by e-mail to teachers at a senior high school in Gävle, regarding the relevance of the proposed lesson plan. Since only three teachers found it possible to participate this essay should be considerate as a pilot case study. However their answers and my analysis provide practical teaching guidelines and indicate the relevance of this particular lesson plan.

The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators roles in the classroom include engaging students in authentic assessment procedures, which take into account students day-to-day learning and progress.

Abstract Researchers differ in their opinions regarding the use of authentic or simplified novels. This paper attempts to clarify some of the different standpoints taken by the advocates for both the authentic and the simplified alternative. However, the aim of the essay is to show the benefits of using authentic literature such as Walkabout by James V. Marshall and to contextualize this with results from a small-scale study and with the help of different critical material.

<p><strong>Abstract</strong></p><p>Researchers differ in their opinions regarding the use of authentic or simplified novels. This paper attempts to clarify some of the different standpoints taken by the advocates for both the authentic and the simplified alternative. However, the aim of the essay is to show the benefits of using authentic literature such as <em>Walkabout</em> by James V. Marshall and to contextualize this with results from a small-scale study and with the help of different critical material.</p><p><strong> </strong></p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p>