This study documented the initial planning process of a group of sixth grade teachers on a collaborative team over a six-month period. Using action research, this team of teachers examined their own practices of planning and implementing instruction. The teachers identified a focus area, planned for instruction, implemented the plan, observed the results of their plan, reflected upon the results and revised the plan (Kemmis and Wilkinson, 1998) to map their instruction. The teachers used archival, conventional and inventive information sources (Calhoun, 1994) to collect their data on the identified focus areas. The teachers used the concept of curriculum mapping (Jacobs, 1997) to plan instruction for their assigned students. The researcher originally had planned to assume three roles in the study: a coach or facilitator, a participant and a participant-observer. As the study progressed the researcher also assumed the role of a member/learner (Mertens, 1998) in the process. Classroom observations, transcribed audio-tapes of planning meetings, field notes, teacher lesson plans, the team's reflection journal, teacher biographical information, interviews and visual curriculum maps designed by the teachers provided data for the study. Emergent themes in teacher planning included instructional design, student personal information and parent communication. The themes were defined by the supporting actions of the teachers. Instructional design was defined in the study with mapping, curriculum and instructional strategies. Student personal information encompassed personal learning styles, information regarding student feelings and behaviors, and instructional strategies specifically identified for individual students. Parent communication included school, classroom and student information shared with parents. The research questions explored were: How does the planning process take place? How did the planning process change as the team worked through the action research process? The findings show that: (1) a team of teachers can become stronger when they articulate their plan for instruction in writing (or in this case, drawing). (2) The concept of curriculum mapping can be a vehicle to insure a systematic instructional planning process. (3) Teachers detail individual assessment and instruction in planning sessions, lesson plans or curriculum maps. (4) Action research can provide a means for teachers to examine their own practices in a non-threatening format when they identify the focus areas of examination. (5) Teachers can learn from each other and share learned information in team planning if they perceive shared beliefs. (6) Teachers can plan for the success of all students when they consider essential questions to be learned and the individual learning styles of their students. (7) Teachers and administrators can work collaboratively in examining planning and instructional practices. (8) Teachers can identify their own professional growth needs when they examine their own practices. The findings also indicated that these middle school teachers created their own visual description of their planning for instruction, bringing ownership and empowerment to the process. The implication of these research results is that teacher planning in a team can be a powerful force in the improvement of instruction influencing the design of an instructional plan, the implementation of the plan and teacher reflection on the results of the plan in student learning and success within the classroom. Recommendations for future research are discussed. / Ed. D.

Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what is taught, and how it is taught, is variable. The purpose of this study was to survey Youth Yoga curriculums to identify content, teaching strategies, and assessments; dimensions of wellness addressed; whether national Health and Physical Education (HPE) standards were met; strategies to manage implementation fidelity; and shared constructs between Yoga and educational psychology. Methods: A descriptive qualitative design included a preliminary survey (n = 206) and interview (n = 1), questionnaires for curriculum developers (n = 9) and teachers (n = 5), interviews of developers and teachers (n = 3), lesson observations (n= 3), and a review of curriculum manuals. Results: Yoga content was adapted from elements associated with the Yoga Sutras but mostly from modern texts, interpretations, and personal experiences. Curriculums were not consistently mapped, nor elements defined. Non-Yoga content included games, music, and storytelling, which were used to teach Yoga postures and improve concentration, balance, and meta-cognitive skills. Yoga games were noncompetitive and similar to PE games. Teaching strategies included guided inquiry and dialoguing. Assessments were underutilized and misunderstood. Lessons were created to engage students across multiple dimensions of wellness; cultivate self awareness, attention, and concentration; and teach relaxation skills. Spiritual wellness was addressed using relaxation, self-awareness, partner work, and examining emotional states. Developers adapted curriculums to meet HPE standards when needed. Yoga was considered appropriate across all developmental stages and could be adapted to meet specific needs. Developers tended not to manage fidelity; strict control was perceived as contrary to Yoga philosophy. Curriculum manuals were resources, not scripts. Continuing education included workshops, videos, and online forums. Emerging themes included attention, awareness, meta-cognition, and self-regulation as learning objectives; dialoguing as a teaching strategy; and the influence of mindfulness and positive psychology on curriculum design. These suggest additional areas of research. Curriculums need codification, defining, and mapping of elements including the alignment of teaching strategies with assessments. The benefits of Yoga, beyond the physical postures, need further study. / Kinesiology

Naturopathic medical schools are concerned with low first-time pass rates on the Naturopathic Physicians Licensing Exam Part I (NPLEX I) that may impact schools' accreditation with the Council on Naturopathic Medical Education (CNME). At a North American school of naturopathic medicine first-time pass rates have been a concern for 3 of the last 5 years. The purpose of this quantitative study was to determine whether students' naturopathic basic science content area scores predict NPLEX I scores at this this school. Grounded in general systems theory, a predictive correlational research design utilizing multiple logistic regression analyses was used. Archival data were obtained from the school for students who completed NPLEX I and all basic science courses. For the first model, microbiology, pathologyplus (including pathology and other content), and disease/dysfunction scores were obtained for N = 208 students. For the second model, anatomy, physiology, biochemistry, and structure/function scores were obtained for N = 256 students. For each model, students' groups of basic science content area final exam scores were analyzed against NPLEX I scores to determine predictive relationships. Results indicated pathologyplus, anatomy, and physiology scores were significant predictors of NPLEX I performance, microbiology and biochemistry were not significant predictors, and students who completed NPLEX I during the August 2015 administration were most likely to earn passing scores on NPLEX I. Based on the findings a position paper was developed recommending curriculum mapping to examine alignment and make all content areas predictive of NPLEX I performance. Positive social change may ensue by increasing the reputation of the schools and profession of naturopathic medicine.