Thesis (Ed.M.)--Boston University

<p> This mixed-method research study examined the perceptions of kindergarten through third-grade teachers regarding the use of homework in their classrooms. Electronic surveys were sent to 190 kindergarten through third-grade teachers in seven school districts from five counties in Central Missouri. A total of 47 educators chose to respond to the open- and closed-ended questions. The results of this study showed most of the respondents believed in the benefits of homework for academic achievement. The quality and quantity of assigned homework were important characteristics for educators from both large and small school districts. The lack of parental support was considered one of the top three main barriers teachers expressed they faced when assigning homework tasks. Finally, the actual definition of homework was often confused among the educator respondents, which indicated further research defining homework and teacher expectations would be valuable to administrators, teachers, parents, and students.</p><p>

<p> This qualitative case study relates to the area of word study. The research examines how specific strategies support academic progress when students are stunted at one orthographic stage on the language continuum. Teachers and reading specialists who support language development for students in first through third grades were interviewed as sources of information for this study. The results of this study yielded nine key findings to guide teachers in their instruction of word study. The teachers observed utilized a student-centered hands-on approach for teaching spelling as opposed to a memorization-based traditional approach. They strengthened word knowledge through an approach that focuses on active engagement and small group instruction word study. In addition, these findings reinforce life skills in teachers and their students. Aligned with transformative learning theory, these results emphasize a focus on self-reflection and a transformation of ideas for teachers. These results also develop the mindset of students as active participants in the learning process. The findings of the research are significant because they are transferable to other content areas as well. </p><p>

<p> Using a mixed-methods approach, the researcher investigated the generalization of Positive Behavior Supports Skills (PBIS) within an Early Childhood Special Education (ECSE) program, implemented with fidelity, as evidenced by statewide recognition for 10 years in a row, to the kindergarten setting in a Midwestern School District. Through investigating the generalization of PBIS social-emotional skills, the researcher aimed to identify possible frameworks for schools to better prepare students for the kindergarten transition. To investigate the generalization of skills, the researcher used secondary data in the form of 175 externalizing behavior screener scores for students who participated in a PBIS ECSE program in the 2015&ndash;2016 school year and the 460 kindergarten behavior screener scores from the fall of the 2016&ndash;2017 school year. The researcher analyzed the scores by student subgroups: participation in a PBIS ECSE program, gender, birthdate range, English Learner (EL) status, special education participation, and free and reduced (F/R) lunch eligibility. Despite the observable reductions in externalizing behavior, only the student subgroup of birthdate range from August through February demonstrated a statistical significance in generalizing social-emotional skills learned in a PBIS ECSE program. Through analysis of the qualitative data, the researcher concluded two random kindergarten teacher participants and two random elementary administrator participants found prior preschool experience better prepared students socially and emotionally for the rigors of kindergarten. The qualitative data and observable differences in the quantitative data sources suggested prior participation in a PBIS ECSE preschool program would prepare students for the transition to kindergarten, while previous research determined the PBIS framework would aid schools in helping children adjust socially and emotionally to new academic settings through the use of universal expectations and tiered levels of behavior supports.</p><p>

<p> The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers&rsquo; funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs&rsquo; data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky&rsquo;s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs&rsquo; <i>perezhivanie</i>, as Vygotsky defines the lived emotional experiences of these educators and <i>obuchenie </i>, Vygotsky&rsquo;s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers&rsquo; perezhivanie shape the teachers&rsquo; funds of knowledge whereas CDEs&rsquo; family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS&rsquo; needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.</p><p>

<p> The purpose of this study was to examine the effects of Latino parental involvement on children&rsquo;s mathematical skills development and to increase family participation in and out of school with Take-Home Math Literacy Bags. The participants in the study were 13 preschoolers 3 to 5 years of age from a private urban bilingual child care program in northern New Jersey. The researcher conducted a 4-week bilingual (Spanish/English) family math program for Latino English Language Learner families. Data were collected through the use of pre/post student assessment interviews, family pre/post surveys, family experience surveys, researcher journal and anecdotes, and teacher interview and notes. Data analysis revealed improvement in the participants&rsquo; counting, shape recognition skills, and increased visits to the math center. Findings also indicated that Latino families enjoyed using the Take-Home Math Literacy Bags and that they helped them support their children&rsquo;s math skills at home. </p><p>

<p> Conventional wisdom strongly supports that people&rsquo;s behavior is affected by the weather in many ways. But while the correlation between weather and student behavior if often accepted as popular fact amongst parents and educator&rsquo;s alike, very little research exists to support this correlation and educators may be at risk for making teaching decisions based on inaccurate understandings. This correlational study investigated the relationship between barometric pressure and the behavior of third grade students in a rural setting. Results indicated no relationship between these variables. Implications for educational practice is discussed.</p><p>

<p> Since the implementation of the New York State Common Core Standards, two primary problems have arisen for elementary instrumental music teachers. First, instrumental music teachers' time to work with students is diminishing. The demands of the rigorous curriculums developed to teach the Common Core Standards create a climate where English Language Arts and Math have precedence over all other subject areas. Music is a core subject in New York State but how it appears in the school day can vary from school district to school district. Second, students are assigned so much more homework causing parents to have reservations about engaging them in other activities but many still involve their children in music. These parents have a set of acquired dispositions of thought, behavior, and taste regarding music or a musical habitus (Bourdieu &amp; Wacquant, 1992; Rimmer, 2006).</p><p> This study identifies and explores the musical habitus of parents of students at a K-5 elementary school within a large economically diverse suburban school district in upstate New York. General music classes are part of each elementary school's master schedule and families have the option to participate in an elementary band or orchestra program. Specifically, the author seeks to understand the <i>musical habitus</i> of parents whose children are participating in the elementary orchestra.</p><p> The analytical and theoretical framework used by the author for this research is grounded in Bourdieu's (1986, 1992) theory of capital, with a focus on his notion of habitus and Epstein's (2010) theory of overlapping spheres of influence. Bourdieu's concept of habitus has been extended into the arts in general and to music in particular to examine the way in which people's individual histories, class origins, family backgrounds and educational opportunities interact to compose their ongoing relationship with the arts. Rimmer (2006) describes a <i>musical habitus</i> as an active, adaptive and generative action in sustaining musical meanings, and the structures in which they are embedded. Epstein's work focuses on one part of Bourdieu's concept of field by uniting home and school for the families involved. Understanding the level at which these three areas must interact will be a focus in the analysis of data. Together, they served as a lens to understand the musical habitus of the parents and why music is valued. This study challenges orchestra directors and administrators to understand why parents encourage and perpetuate their child's participation in instrumental music when balancing the daily schedules of their students.</p><p>

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be. / South Africa

<p> Urban attrition is a paramount problem facing K&ndash;12 education. With a noted 50% of beginning teachers exiting education or transferring to suburban school environments, attrition negatively impacts a school&rsquo;s ability to maintain an effective and stable teaching staff. This qualitative study set to examine how leadership and the community affected veteran teachers&rsquo; decisions to remain working in urban elementary schools. Utilizing the professional capital as accountability framework developed by Michael Fullan, Santiago Rincon-Callardo, and Andy Hargreaves, this study examined the extent to which perceived leadership and community members affected 13 veteran teachers&rsquo; decisions to remain working in urban elementary schools. Utilizing interviews of teachers and principals along with artifact collections, some emerging themes included making a difference, reciprocal trust, mutual respect, and love. Policy and practice recommendations were for beginning teachers to continue support programs that foster community&ndash;teacher relations and involvement in parent-based organizations such as the Parent&ndash; Teacher Association. </p>