The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.

Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.

This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher’s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis. The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated. Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.

Six children between the ages of seven and eleven and their parents were interviewed to gather perceptions of the Clip Chart Management System. The Clip Chart system is a behavior system used in many primary classrooms where teachers move students’ clothespins up and down a chart in response to students’ behavior. Some findings from this qualitative case study are: students experienced feelings of shame and embarrassment, students compared their clips to their peers’ clips, and students labeled other students as “bad.” Some parents appreciated the consistency of behavior monitoring, but other parents felt that the system was ineffective and contributed to their child’s negative feelings about school. The findings of this study suggest the need for much more research if this method is continued to be implemented in schools.

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Historically, American schools have reflected the larger societal structures. When crises occur across the nation, they seep into the classroom and impact the educational experiences of students. Scholars and social advocates have worked across professional arenas throughout history to reduce the injustices embedded in schools. Ongoing discussion and debate about educational equity in schools highlights the importance of an educational system that works for all learners. In more contemporary times, American schools are experiencing overlapping crises. These crises consist of the teacher well-being crisis, the school discipline crisis, and the crisis of the COVID-19 pandemic. The purpose of the proposed study is to examine the intersection of these three crises by exploring the relationship between teacher early childhood well-being and equitable educational practices in the context of the COVID-19 pandemic. The study utilizes a convergent design that includes both quantitative and qualitative data gathered sequentially. The quantitative data examined the association between early childhood teachers' feelings of efficacy in culturally responsive instruction and their emotional state as it relates to their profession. The qualitative data explored how early childhood teachers make sense of culturally responsive teaching and classroom management. The two forms of data were combined to better understand the three current crises impacting schools. Participants in the survey data collection included a total of 88 early childhood teachers (pre-kindergarten through third grade) working during the 2020-2021 academic school year. Qualitative interview data were gathered from a subsample of those early childhood teachers (n=11) via phone interviews. Qualitative findings revealed that teachers generally had a superficial understanding of culturally responsive teaching and culturally responsive classroom management (CRT-CRCM), although some expressed a desire to learn more. Quantitative results indicated that teachers' self-reported beliefs and ability in CRT-CRCM did not relate to their self-reported well-being. However, access to professional development was associated with well-being, suggesting a potential mechanism for cultivating greater CRT-CRCM skills in teachers while also supporting their well-being. I intend for the results of this study to contribute to the nascent literature regarding the needs of our nation’s teachers during this unprecedented time. / School Psychology

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In today's schools bullies have the power to be more tenacious, more vicious, and meaner than ever. We are all beginning to understand that victims of bullying are at a greater risk for depression, suicide, and hurting others through violent acts. The purpose of this qualitative study was to investigate common threads of effective Bully-Free School Zone character education programs as perceived by administrators, teachers, and parents in five middle schools in Western North Carolina. Through this strategic inquiry, I attempted to determine if the views of administrators, teachers, and parents were consistent with published research on anti-bullying programs. Specifically, the study focused on views of administrators, teachers, and parents of middle school students in grades five through eight by examining perceptions of the impact of bullying on students' safety. Participants shared their concerns about barriers to discipline programs and how school personnel and parents can contribute to a safer and more productive environment. The study was conducted in five middle schools in Western North Carolina. All participants were interviewed and asked open-ended questions during a three-week period in the spring of 2004. The study supports the hypothesis that well disciplined and productive anti-bullying programs are not products of good luck or chance; they result from efforts made by caring administrators, teachers, parents, and students. All stakeholders should have an interest in changing behaviors that lead to aggressive and violent acts. Exerting extra efforts toward minimizing disruptions and providing safer schools requires a team effort in working toward a common goal that students enter the building each day excited, enthused, and looking forward to their school day.

Det är vanligt att nyexaminerade lärare upplever osäkerheter och en låg känsla av förberedelse under de första yrkesverksamma åren. Detta är oroväckande då lärares känsla av kontroll i klassrummet och deras upplevda säkerheter inte bara påverkar hur stressade de är på arbetsplatsen, men även elevers prestationer. Ett sätt att studera lärare på är genom begreppet self-efficacy. Self-efficacy kan kortfattat beskrivas som tilltron på den egen förmågan att utföra en uppgift inom ett område. Studier inom området har ofta använt ett kvantitativt angreppssätt. Syftet med den här studien var att kvalitativt undersöka nya matematiklärares uttryckta self-efficacy inom tre olika områden. Frågeställningen för studien var hur uttrycks nyexaminerade matematiklärares self-efficacy inom classroom management, student engagement och instructional strategies i samtal om den första tiden i läraryrket? Frågeställningen besvarades genom att analysera intervjuer med fyra nya matematiklärare. Resultaten visade att de nya lärarna generellt hade låg self-efficacy. Framträdande var att lärarna uttryckte låg tilltro till att anpassa undervisning efter elevers speciella behov och hur de skulle ta sig an ledarskapet i klassrummet. Nationella proven hindrade lärarna från att arbeta kreativt. Dessutom efterfrågades fler praktiska inslag i lärarutbildningen, bland annat gällande metoder för att undervisa ett matematiskt koncept. Studien kan ha bäring för att bidra med kunskap till att utveckla lärarutbildningen med syftet att öka nya matematiklärares self-efficacy.