<p> The ever-changing workplace of current society calls for instructional shifts to the predominately traditional educational system in existence today. In order to successfully navigate a globalized culture, the instructional makeup and educational structure must include knowledge of core subjects, student-centered learning environments, as well as literacy and mastery of recognized 21<tt>st</tt> century competencies. Effective implementation of 21<tt>st</tt> century skills requires modifications in assessment practices, educational policy, research-based curriculum, and instructional design, providing students opportunity for deeper application and learning of content. Research is needed regarding pedagogical practices, incorporation of 21<tt>st</tt> century learning skills, and a student&rsquo;s perceptions of learning. This explanatory sequential mixed methods study explores upper elementary student perceptions surrounding choice in evidencing learning during student-driven assessments using self-selected technology-based platforms. Frequency analysis was used to examine quantitative data collected by the Likert-based Technology Choice &amp; Academic Efficacy Student Perception Survey. Survey results indicated strong majority agreement among participants concerning student choice of technology and evidencing learning. A principal components analysis revealed correlations in the data between technology-based choice during assignments and student&rsquo;s academic efficacy and engagement. Coding was used to examine qualitative focus group data, major themes emerged including Engagement, Efficacy, and Learning Process, all centered on a student&rsquo;s foundation of Experience and Exposure. Results indicate that practices including self-selected technology choice during assignment completion should be used to positively influence a student&rsquo;s perception of a task, shaping learner engagement, efficacy, 21<tt>st</tt> century mindset, and ownership in the learning process.</p><p>

The AYP (Adequate Yearly Progress) provision of NCLB requires schools to close the achievement gap so that students with disabilities perform at the same proficiency level as students without disabilities in mathematics and reading. This stringent requirement challenges school leaders to examine traditional exclusionary delivery practices and their outcomes and replace them with inclusive practices that hold promise for improving the academic performance of students with disabilities. This study examined the relationship between inclusive education in Virginia elementary schools and the attainment of No Child Left Behind's AYP performance targets in mathematics and reading for students with disabilities.;A quantitative research design was used to investigate this important issue using data from the Virginia Department of Education and results of an inclusion scale completed by selected elementary school principals representing schools that met AYP targets in mathematics and reading for students with disabilities and elementary principals representing schools that did not meet the targets. Although a significant correlation was not found between the inclusive practices and mathematics and reading achievement for students with disabilities in elementary schools, there are clear and important differences between schools that met the AYP targets and schools that did not meet the targets. These differences include the number of students with disabilities served in inclusive mathematics and reading classes as well as important distinctions in the attitudes of teachers and administrators, time allotted for co-planning, the expectations of included students with disabilities, parental participation in the IEP process and the availability of inclusion across grade levels.

Educators are compelled by federal and state legislation to investigate multiple aspects of the school organization to address factors that may increase student achievement. This study addressed this issue by investigating organizational health and school safety in urban elementary schools and their relationships to student achievement. The study explored elementary school teachers' perceptions regarding organizational health and school safety. These data were correlated to student achievement on the Virginia Standards of Learning Tests in English and mathematics for fifth grade.;The Organizational Health Inventory (OHI) for elementary schools was used to survey teachers' perceptions of institutional integrity, collegial leadership, resource influence, teacher affiliation, and academic emphasis in 24 urban elementary schools in Virginia. The School Safety Survey (SSS) gathered data on teachers' perceptions of school safety. The fifth grade Virginia Standards of Learning (SOL) tests in the areas of English and mathematics were the measurement tools for student achievement. This study compared the overall health indices and the subscale scores of organizational health to school safety, achievement in English, and achievement in mathematics. It further investigated the relationship between school safety and achievement in English as well as achievement in mathematics.;The study showed that there was a strong positive relationship between organizational health and safety, organizational health and student achievement in both English and mathematics, and school safety and student achievement in both English and mathematics. Regression analysis of the subscales of organizational health revealed that academic emphasis had a strong independent effect on student achievement in English and mathematics. Correlation and regression analysis with regard to organizational health and safety indicated that organizational health had an independent effect on English, but not mathematics.

The problem statement for this study was "Will a one-week Kentucky Department of Fish and Wildlife Resources camping experience result in a significant difference in the mean pretest and posttest selfconcept and wilderness anxiety scores of fifth and sixth grade students at Camp Webb as measured by the Willoughby Schedule and the Crume/Ellis Wilderness Anxiety Scale?" This study was a replication of two other studies sponsored by the Kentucky Department of Fish and Wildlife Resources (KDFWR). The first study was conducted by Charles T. Crume and G. Mac Lang (1990) at Camp Earl Wallace; and, the second study was conducted by Mazen Melky (1992) at Camp Currie. Based upon the recommendations from these studies that the third camp, Camp Webb, be tested, this study was conducted. Data were collected at Camp Webb during the summer of 1992 related to self-concept and wilderness anxiety among male and female fifth and sixth grade students attending a one week Kentucky Department of Fish and Wildlife Resources camp. An experimental design consisting of separate randomized pretest/posttest groups completed the Willoughby Schedule (self-concept scale) and Crume/Ellis Wilderness Anxiety Scale instruments. The study included randomized sample sizes of male pretest (N = 193) and posttest (N = 158); female pretest (N = 196) and posttest (N = 176); male plus female pretest (N = 389) and posttest (N = 334). Analysis of the Willoughby Schedule data produced no significant pretest/posttest score differences for the male, female, or male plus female groups. The Crume/Ellis Wilderness Anxiety Scale pretest/posttest differences were not significant (.05 or greater) in any of the factor areas or the total scores for the male, female, or the male plus female groups.

The premise acted upon in this study was not hastily contrived. Centuries of the recognized best in thinking have been compiled before any dynamics were put in motion. Thought of current authorities has been sifted and carefully weighed before six-year-olds were subjected to its effects. The outcome of this search for a truth has been gratifying. After much "boiling and skimming" this truth remained in the field of teaching human relationships: If a child fully realizes that his fellow being is a living, sensitive organism, his overt action and emotional reactions are generally affected.

The present study, using a survey questionnaire developed by Luckett (1996), was completed by 211 kindergarten through sixth grade teachers in 33 school districts across Kentucky. The sample consisted of regular education, special education, and Title One teachers with one to thirty-one years of experience. Educational backgrounds of the predominantly female sample ranged from bachelor's to doctoral degrees. The survey included four distinct sections. Participants were questioned about (a) knowledge level with respect to the diagnostic criteria and diagnostic labels for Attention-Deficit Hyperactivity Disorder, (b) intervention preferences for addressing ADHD student's behaviors in the classroom, (c) interventions which they would use for ADHD student's behaviors under ideal classroom circumstances, and (d) opinions concerning the importance of a number of issues related to ADHD and the classroom teacher. Data analysis consisted of frequency and percentage distributions, chi-square tests, and measures of central tendency. The collected data were also compared to data gathered by a previous study of teachers in 16 central-western Kentucky school systems (Luckett, 1996). As in Luckett's (1996) study, respondents indicated limited knowledge of the specific diagnostic criteria and classification for ADHD. Commonly used interventions for nine of the ADHD characteristics included positive reinforcement and punishment, while commonly chosen interventions for an ideal setting included self-management. Teachers across job positions indicated that more training in assessment and intervention for ADHD students was important. The majority of the teachers responded that they had instructed an ADHD student in the past two years, and for the most part, typical resources for training included inservice training within the district and self-study using books and manuals. The majority of the respondents indicated that having a selection of interventions available was the most important. However, as indicated from the survey data, teachers are not making the connection between the diagnostic criteria and appropriate interventions for those criteria. Instead, teachers are identifying inappropriate interventions which the research literature does not support. For example, overwhelmingly, teachers would choose to use the intervention of self-management in an ideal educational setting. If educators can make the appropriate, research-based connection from the DSM-IV diagnostic criteria to proven classroom interventions, the ADHD child will be better served in the educational setting. Improved teacher training in undergraduate coursework in the area of understanding and teaching the ADHD student may help make the connection between assessment and intervention.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xii, 224 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 169-176).

Thesis (Ed. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 129-147). Also available on the World Wide Web.

<p> Achievement in youth across America has been defined by youth report card grades and standardized test scores, with higher scores typically being the gateway to college, scholarships, and future financial success. There is abundant evidence that shows parenting factors and the parent-child relationship are correlated with high academic achievement in youth. Therefore, the aim of this study was to investigate if the effects of high parent-child agreement on youth self-esteem and self-efficacy significantly correlated with high youth academic achievement on classroom achievement scores. Data from Dr. Judy Ho&rsquo;s The STAGES Project in student&rsquo;s entering the 6^th grade was utilized in examining the parent-child relationship and youth academic achievement. Youth and parent report on the State Self-Esteem Scale (SSES) and New General Self-Efficacy Scale (NGSE), both scored using the Likert scale, were utilized to calculate agreement scores. Parent-child agreement on the measures was scored using the total difference between parent and child scores on each measure. Three youth academic indicators from the youths&rsquo; 2011-2012 report cards were used to assess academic achievement of English grades, Math grades, and GPA semester grades. No significant relationships were found between parent-child agreement on youth self-esteem or self-efficacy, and the academic indicators examined in this study.</p>

<p> The purpose of this qualitative phenomenological study was to explore the lived experiences of Hispanic mothers of primary grade students with regard to the home and school relationship. The Hispanic population accounted for over half of the growth of the total U.S. population between 2000 and 2010 (Ennis, Rios-Vargas, &amp; Albert, 2011), and Hispanic enrollment in schools increased from 15% to 20% of total enrollment in the U.S. (U.S. Census Bureau, 2013). With an increasing number of Hispanic students in U.S. public schools, it is important to understand how mothers of Hispanic students view education, schools, and teachers. </p><p> This study included three focus groups and seven in-depth individual interviews. Participants described their individual experiences with and perceptions of their interactions with school administrators, staff, and teachers; their relationships with their child's school, staff, and teachers; and how they work with and help their child with school related issues. Three primary themes emerged: (a) Affective Responses, (b) Relationships, and (c) Mothers' Engagement and Advocacy with the Teaching and Learning Process. Each mother's story gave a voice to the disconnect felt between their Hispanic homes and the American school. The mothers shared feelings of trust, fear, communication gaps, confusion, and frustration as they described their lived experiences. </p><p> The overall aim of this study was to contribute to the field of education by providing useful suggestions to enhance the home and school relationship. Some of the suggestions included: holding a monthly or bi-monthly forum for mothers to voice concerns, coordinating Hispanic bilingual mothers to serve as volunteers for the school year, providing homework examples and instructions in Spanish, and offering tutoring classes to specifically teach Hispanic mothers how to help their children with school at home. Literature supports a dissonance between the dominant school culture and the Hispanic home culture with neither side understanding the values and norms of the other (Wortham, Murillo, &amp; Hamann, 2002). This research may be used to provide strategies for schools to communicate effectively with Hispanic mothers and increase their engagement in both the school and their child's education.</p>