This study reports on the hypotheses that the cognitive function of creativity follows perceptual function and that increasing conscious awareness of perceptual functions yields increases in creativity. A series of sequenced learning activities resulting from the development of a teaching/learning model based on natural operation of perceptual functions balancing tolerance of ambiguity and need for boundaries compared teaching with specific skill instruction and teaching without specific skill instruction. Subjects' creativity was measured using a paradoxical design game that focused on three abilities: representation, adding items to a design, and integration of items within a design. Pre- and post-test changes for kindergarten-age children revealed increases in creativity for teaching with specific skill instruction to increase conscious awareness of natural perceptual function.

A search of the literature was conducted to identify those principles and characteristics most commonly associated with the delivery of quality educational programs and services to students in middle grade schools. The principles focused attention upon the areas of continuous progress programs, the use of a multi-media approach to instruction, flexible scheduling, provisions for students' social, physical, and creative experiences, guidance services, team teaching, intramual activities, planned gradualism in programming, exploratory/enrichment programs, independent study opportunities, basic learning skills extension, programs to promote students' feelings of security, student evaluation procedures, community relations, specialized student services, and the use of auxiliary staff. The search also established the relevance and credibility of those principles in an examination of the research conducted in the area of middle level education. The analysis of survey responses indicated that the basic principles are currently implemented in Massachusetts middle grade schools to varying degrees. The results represent a greater degree of implementation of the principles in all but one area when compared with the results of similar studies conducted in other states in past years. An analysis of variance between those schools identified by title as middle schools and junior high schools revealed significant differences in the implementation of three of the eighteen principles, while similar analyses based on the grade organization and philosophy of the school showed significant differences in implementation of the principles to a greater degree. The primary conclusion of the study was that the results indicate a consistently higher degree of implementation of the principles in Massachusetts schools than in other states based on the results of past studies. The overall percentage of implementation of the eighteen principles in Massachusetts middle grade schools was 65.8%. The difference in the degree of implementation of the principles was very small in schools identified by title as middle schools or junior high schools. The differences became more pronounced when the factors of grade organization and philosophical orientation were examined. (Abstract shortened with permission of author.)

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Forty-eight Algebra II standard level students were divided into two classes. One was taught using the traditional learning approach of lecture and test; the other was taught using a cooperative learning approach in which students were grouped into teams of four members of mixed ability. A case study approach was adopted for this comparison of cooperative learning and more traditional teaching methods. The case study covers two school years, from October 1991 until June 1992 (which was used as a pilot program) and then October 1992 until June 1993. The subjects were assessed on measures of grade improvement and evaluation. The time has come to change how we teach math. Math must be learned as an active process. New approaches in cooperative learning can increase the level of understanding and appreciation of mathematics and decrease student's anxiety levels. The findings point out clear differences between the cooperative learning classroom and the traditional classroom. The cooperative learning classroom is more flexible as well as creative. Students measure more positive attitudes and feelings toward mathematics in this environment. Results show that the cooperative learning group demonstrates stable gains in math appreciation and achievement as well as improved interracial relationships, some overcoming of math anxiety and improved discipline.

This study examines the effectiveness of an after school reading improvement program in reducing retention and social promotion in an urban elementary school. The study site was the Ruth K. Webb Elementary School, located in northeast area of Washington, D.C. known as "Ivy City." This site was selected because a significant percentage of at-risk students presented behavioral/discipline problems, poor social adjustment, low motivation and self-esteem to their parents, teachers and school administrators. Study participants were 4th, 5th and 6th grade students who were retained in grade or socially promoted to the next higher grade. Teachers, parents and other volunteers participated in this study. Retention and social promotion are two of the most controversial issues facing educators in many urban school districts. The Ruth K. Webb Reading Improvement Program was designed to address this issue. The program provided students with an opportunity to receive intensive instructional assistance in the area of reading skills deficiency. Study services were available to help students advance along the instructional curriculum at his or her own rate of mastery or achievement. Staff development and parental involvement activities encouraged teachers, support personnel and parents to work with students at different readiness and skill levels, motivate the slow learner and creatively utilize a variety of instructional approaches to solve learning problems. Pre-and post-program questionnaires, conferences and evaluations were used to report the study's findings. Study results showed the Webb's Reading Improvement Program was effective in (1) increasing educational performance for the at-risk students as measured by CTBS, diagnostic testing and test scores, report card grades, promotion/retention data and attendance; (2) improved delivery of instruction through use of new and creative techniques as indicated by individualized instruction services, use of manipulative, visual aids and parental involvement as indicated by rosters and monthly sign-in sheets and; (3) providing an environment where academic success as measured by student, teacher, parent involvement was achieved by the at-risk students.

This research concentrated on identifying and analyzing parent and teacher perceptions about critical teaching and learning issues that need to be resolved within a middle school setting. Sharing knowledge of various perspectives between and among parents and teachers can improve the ability of the school to provide high quality education for every student by offering alternatives in curriculum and instruction. Specifically, this study answered the following research questions: (1) What are parent and teacher perceptions about what a young adolescent should learn in school? (2) What are parent and teacher perceptions about the ways a young adolescent should learn in school? (3) What are parent perceptions of teacher willingness to include parents' ideas in improving learning conditions within the school? (4) What are teacher perceptions of parent willingness to include teacher ideas in improving learning conditions within the home? (5) What are the similarities and differences between parent and teacher perceptions of content for learning, process of learning, and willingness to accept other ideas? Findings indicated that parents and teachers within the selected school concurred with each other on major issues related to content and process of learning and the receptiveness of teacher to parent ideas or parent to teacher ideas. Parents concentrated on social/emotional expectations followed closely by academics. Teachers focused equally on social and academic learning. An environment which challenges all students to succeed while supporting and encouraging individuals as well as groups to excel seems to be a primary goal of both parents and teachers. Parents tended to express beliefs more intensely and passionately than teachers on many issues. Background research suggested that the stronger emotional connection between parent and child than teacher and student could be a basis for this finding. An important discovery of the study was the universal feeling among the participants that they liked the opportunity to give their opinion on issues related to school learning. The interview gave participants a sense that they had a voice and an influence in the decisions which were being made in the school. If a school ignores conflicting ideas parents and teachers may have about learning, then the ability of the school to provide high quality education for all students is limited. Children, who are caught in a gap between conflicting parents and teacher ideas about learning, may fail to reach their highest learning potential. Successful educators give parents and teachers a voice in the learning process. Effective schools take expressed ideas of parents and teachers very seriously and work to see that parents and teachers join as partners in creating and improving learning environments so that all students of all families achieve high levels of learning.

This study presents a portrait of a school poised for change in terms of its governance, time and culture. The purpose of this study is to investigate the major bodies of literature on restructuring, choice and the philosophy supporting the Accelerated Schools Project in order to identify the important, positive elements that are foundational to creating a developmental framework for significant change in education and, in particular, the ongoing restructuring efforts at Chestnut Middle School. This researcher, in the role of participant-observer, describes his observations of the school over a six year period. In doing so he analyzes emergent patterns and themes from the study which are reflected in the literature and describes their application to the restructuring initiative at Chesnut Middle School. Four teachers are interviewed throughout a two year period concerning their descriptions and evaluations of their experiences and reactions to the restructuring process at the school in relation to these same themes. Additionally, the study presents a chronological overview of the Accelerated Schools Project during the first two years at Chestnut Middle School through the analysis of three major areas of focus: governance, time and culture. The study shows that for any substantial, significant change to occur in any school a critical reexamination of the current structure of schools must take place. If anything less than this examination occurs, what follows is nothing more than an adaptive response to the traditional, existing educational paradigm. Further, no restructuring effort can be completely successful without detailed attention to the vital relationships between governance, time and culture. Recommendations for further study include comprehensive examination of the role of central administrative offices in restructuring; more research on the changing role of the principal during a restructuring effort; and research on the implications of the critical elements of school culture, including beliefs, core values and norms of behavior.

<p> This thesis presents findings from a narrative and phenomenological case study that examined the inspirations and motivations that led to an adolescent student&rsquo;s engagement in a self-initiated experiential education project (SEEP) and the subsequent effects on the adolescent&rsquo;s sense of self. The student&rsquo;s SEEP was a month-long challenge to eat only wild foods. SEEPs and self-designed experiential learning projects are examples of self-directed learning, which is becoming more common in adult, elementary, secondary, and post-secondary education. Six theoretical areas are addressed in the literature review, including adolescent sense of self, benefits of exposure to nature, mentoring, experiential education, eclectic homeschooling, and rites of passage. The investigator interviewed the SEEP initiator, who was a student at a school employing the deep nature connection mentoring model of education, and seven of the student&rsquo;s mentors. Artifacts produced by the student and mentors related to the student&rsquo;s self-initiated experiential education project were examined. Data analysis included crafting researcher profiles, writing a chronological story of the case, and an open-coded thematic analysis of the interview transcripts. Findings indicate the influences and motivations inspiring the creation of the SEEP in this case included elements of the initiators&rsquo; identity, self-esteem, education, resilience and self-efficacy; an adolescent need to test oneself; and a desire for a deeper connection with nature. The outcomes in terms of sense of self include impacts on identity and self-esteem, increased resilience and self-efficacy and an increasing appreciation for nature, family, and the student&rsquo;s interdependence with other people. These impacts indicate that SEEPs could be a desired aspect of curriculum design. Educator, family, peer, and community support appear to be important influences encouraging students to create and engage in SEEPs. </p>

<p> This inquiry investigated four design educators&rsquo; perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data. </p><p> The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators&rsquo; image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development. </p><p> The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators&rsquo; information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.</p>