<p> This study examined the contribution of adult directed lessons to student social engagement as part of a multicomponent procedure of adult directed lessons and child specific prompting with peer support delivered to four elementary-aged students with Autism Spectrum Disorder. Prior to intervention, each participant exhibited deficits in social engagement compared to same-age peers. The study was conducted in two phases. In Phase One, assessment, interviews, rating scales, and observations were conducted to determine the social skills deficits of each student. During Phase Two, intervention, a individualized intervention plan was implemented using adult directed lessons and child specific prompting with peer support. Using a combined ABC and reversal (A-B-BC-B-BC), a functional relation between the full intervention and immediate increase in social engagement was demonstrated. When the intervention procedures returned to adult directed individualized social skills lessons <i>only</i>, a rapid decrease in social engagement occurred. Reinstatement of the full intervention procedure resulted in high levels of social engagement. Generalization across peers was evident and maintenance data indicated high levels of social engagement for three out of the four participants. Implications, limitations, and directions for future research are presented.</p><p>

<p> The purpose of this mixed-methods research design was to determine which method was the more effective keyboarding instruction&mdash;traditional, teacher-driven instruction or software-based instruction&mdash;for third-grade general education students and students with an IEP. Also examined were the perceptions of classroom teachers as to how they used technology in their classrooms and if they felt the keyboarding coursework was beneficial to their students. Participants in this study consisted of 427 third-grade students from two elementary schools and 16 third-grade teachers from the same schools located within the St. Louis Metropolitan area of Southern Illinois. This study included a quantitative portion constructed of two-groups of third-grade students. These two groups were then additionally divided into two additional student groups&mdash;general education students and students with an IEP. Timed-writing typing tests were given as pre and posttests and measured speed and accuracy scores of the two methods of instruction. From observation of the means, initial results indicated an increase in speed and accuracy scores for both methods. A two-way analysis of variance (ANOVA) was performed for each of the dependent variables to measure the statistical significance and address the research questions. Software-based instruction was recommended for both education groups. The qualitative portion included open-ended interviews with the classroom teachers. Overall, teachers were positive about technology implementation in their classroom, even though their comfort levels varied. However, teachers indicated that professional development was needed, and more access to technology for students was necessary. Teachers perceived that the keyboarding instruction did help on the online state assessment. Additional research is needed to examine the impact of keyboarding instruction and the effect it may have on computer-based standardized tests.</p><p>

<p> This quantitative causal-comparative <i>ex post facto</i> research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal reading program). Additionally, the study analyzed the impact of intervention approaches (such as Reading Recovery and expert tutoring) and embedded professional development (such as literacy coaching and Professional Learning Communities) on third grade ELA MAP scores. </p><p> Survey responses from 61 districts were analyzed using district 2016&ndash;2017 ELA MAP scores. The findings showed a significant difference between MAP scores of districts using some type of balanced literacy approach to teach literacy and those relying on a scripted (e.g. basal reading program) approach. Therefore, the data indicates that balanced literacy approaches may be more effective for achieving higher ELA MAP scores than the basal approach.</p><p>

<p> <b>Purpose:</b> The purpose of this phenomenological research study was to describe the behaviors that exemplary elementary school principals practice to lead their organizations through conversation using Groysberg and Slind&rsquo;s (2012b) four elements of conversational leadership: intimacy, interactivity, inclusion, and intentionality. </p><p> <b>Methodology:</b> This study followed a qualitative, phenomenological methodology to describe the lived experiences of exemplary elementary school principals. A sample of 10 principals was selected from the target sample that included Mono, Inyo, San Bernardino, and Kern Counties in California. Interviews were conducted following a protocol developed by a group of peer researchers. Data from artifacts and observations were used for triangulation. NVivo coding software was used in the analysis of data. </p><p> <b>Findings:</b> Analysis of data resulted in 23 themes and 291 frequencies among the four elements of conversational leadership. From these 23 themes, seven key findings emerged. </p><p> <b>Conclusions:</b> The study identified the behaviors that exemplary elementary school principals practice within their organizations to create intimacy, interactivity, inclusion, and intentionality as identified by Groysberg and Slind (2012b) in their organizational conversation framework. The researcher drew four conclusions from the data and findings. Exemplary elementary school principals create conditions for school reform by (a) using personal stories and valuing relationships to build trust, (b) being accessible and implementing systems for two-way dialogue, (c) gaining commitment by listening, and (d) consistently communicating goals and keeping the mission at the center of the school culture. </p><p> <b>Recommendations:</b> Additional research in conversational leadership is necessary. Research to identify specific behaviors that principals practice to listen, develop trust, and communicate objectives to all members of their organizations should be conducted. It is also recommended that research be conducted to determine the behaviors teacher leaders use to engage colleagues in organizational conversation. In addition, research should be conducted to identify and describe the principal behaviors that have the greatest positive impact on teachers from the millennial generation. This study should also be replicated in other regions with different cultural values.</p><p>

<p> This qualitative multi-case study investigated strategies social studies teachers use to incorporate historical thinking skills in fourth and fifth grade classrooms to support the development of skills needed for understanding historical concepts. Three fifth grade teachers and one fourth grade teacher from four school systems participated in the study. Teachers completed an initial questionnaire to assess their use of historical thinking strategies. This was followed by a series of interviews and observations to determine how teachers incorporated these strategies. Constructivism was the theoretical basis for this study, and centered on how learners construct knowledge of the world around them. Three interviews and three observations were completed. Field notes were taken during observations and student work samples were collected. Information obtained through discussions with the participants revealed five overall themes: tools teachers used, ways to help students connect to history, critical thinking, helping develop student engagement, and processes leading to historical thinking. Historical thinking strategies the participants used assisted students in connecting with history and increased their engagement in the content. Findings suggest the participants wanted experiences that kept their students interested and engaged in learning. Throughout the study, participants worked to provide experiences for their students that were meaningful and helped them connect to history.</p><p>

<p> The purpose of this study was to assess changes in after-school time spent performing sedentary behavior (SB), light intensity physical activity (LPA), and moderate to vigorous-intensity physical activity (MVPA) among elementary school children in response to the introduction of stand-biased desks in the classroom. Thirty-one 6^th grade participants randomly assigned by their teacher to a traditional (CON) or stand-biased (INT) desk provided complete accelerometer data. After-school PA and SB were measured on four consecutive weekdays at baseline and 10-weeks. Wilcoxon Rank Sum Tests were used to detect significant differences (p&lt;0.10) in changes in the proportion of after-school wear time performing SB and PA between groups. Results suggested no significant differences in changes in after-school time performing SB (p=0.770), LPA (p=0.740), or MVPA (p=0.470). Significant differences in the change in moderate PA (INT: -1.4%; CON: -0.2%, p=0.093) were detected. Stand-biased desks were not detrimental to children&rsquo;s after-school PA and SB.</p><p>

<p> The purpose of this qualitative phenomenological study was to explore how college and career readiness teachers describe their lived experiences as they guide students from a K-12 district in Phoenix, toward their postsecondary aspirations. This study was derived from the funds of knowledge theory, status attainment theory, and social capital theory. Using these theoretical foundations collectively provided a stronger foundation for the study. Through interviews with 10 teachers, that taught a combination of fourth-through eighth- grade students, this study is an attempt to understand their lived experiences. This study was not an attempt to develop a new theory. However, this study was able to understand the perceptions and perspectives of college and career readiness teachers as they guided students toward their postsecondary aspirations. The results of this study present an analysis of the data in a non-evaluative, unbiased, organized manner that relates to the lived experiences of college and career readiness teachers. This study had five themes. The themes were: The idea that the structure of the schedule influences relationships; the influence of school support in relation to curriculum for the college and career readiness program; the influence of the socioeconomic status of the students in relation to the teacher&rsquo;s instructional outcomes; the importance of postsecondary education; and parental influence in relation to student aspirations. Given that at the time of this study the researcher was unable to find any literature related to elementary students postsecondary aspirations, this study potentially opens the door to additional future research in the area.</p><p>

<p>ABSTRACT Autism continues to be an intriguing condition, and perhaps the most efficiently researched of all child psychiatric disorders (Wolff, 2004). Autism spectrum disorders (ASD) are multifaceted neurodevelopmental disorders that entail vital social focused deficiency and behavioral obstinacy. Autism is the ultimate form of ASD and includes substantial deficiency in interaction skills. Treatment of ASD is intricate and comprises an inclusive instructive interventional plan (Cauffield, 2013). The history of autism yields numerous lessons regarding both effective and ineffective teaching strategies for addressing autistic students. Initial beliefs viewed autism as possibly a result of bad parenting and secondly, as an early form of childhood schizophrenia (Rutter, 2001). Rutter (2001) initially purported the symptoms of autism as secondary to developmental receptive language disorder. Research focus eventually transitioned to developmental issues, clarifying similarities and differences between the developmental process distortions (Wolff, 2004). The overarching question for this study is: What are common experiences of teachers in addressing the needs of students with Autism Spectrum Disorder?

The study was designed to investigate the effects of a parent intervention training program and its impact on reading achievement at the third grade level. Parents of grade three students in a suburban community west of Boston, Massachusetts were trained to use specific reading strategies to tutor their own children. The study attempted to show what would result when parents were trained as tutors to deliver specific oral reading strategies such as: (a) correcting miscues only when they disrupt meaning and after waiting for the child to self-correct; (b) using sustaining cues to encourage the child to use context to identify words; and (c) praising the child for self-correcting and using context. Parents participated in three training sessions that lasted approximately two hours each. Learning materials used were distributed at these meetings. As a screening procedure and to provide a standardized measure of instructional levels (pre-test and post-test) the Gates-MacGinitie Reading Test Level 3, Forms K and L, were administered to students in the parent intervention group and to their classmates as control subjects. Students whose parents participated in the parent intervention training program showed significantly more gain in reading scores than did their classmates (t = 13.50, P $<$.05). A second phase of the study involved using a thirty-item questionnaire to survey about one hundred parents of third grade students to identify their attitudes about parental involvement. Parents indicated that it was the responsibility of the school to help parents to increase students' reading achievement. They also wanted the school system to continue to provide programs to meet the needs of students at all levels of learning ability and to put more effort into this goal. The findings in this study suggest that a parent involvement program using individually prescribed, meaning focused activities for teaching reading was an effective means of improving reading comprehension skills of third grade students.

This study examined four research questions: (1) Are there group differences in working memory between students with ADHD and non-ADHD students matched for grade, reading and sex? (2) Are there strategy efficiency differences between a group of students with ADHD and a group of non-ADHD students? (3) Can a group of students with ADHD gain more on the Swanson Cognitive Processing Test (S-CPT) than a group of non-ADHD students when offered specific strategies to solve problems on the S-CPT? and (4) Can learning be improved for students with ADHD more than for non-ADHD students when teaching both groups specific learning strategies? The Swanson-Cognitive Processing Test (S-CPT) was used to measure working memory, strategy efficiency and gain scores. In Phase I, a between-subjects design, matching students by age, gender and CBM reading quartile level, was used to answer research questions one, two and three. In Phase II, a within-subject, baseline-treatment (A-B) design, was used to determine if students with ADHD who scored low on the Swanson-Cognitive Processing Test (S-CPT) could improve their classroom performance by being taught specific strategies in spelling and arithmetic to answer research question four. The independent variable for research question four was specific learning strategies and the dependent variables were curriculum based measures (CBM) in spelling and arithmetic which were administered three times a week for the eight week period of time the study covered. The results indicated that there was a significant difference in the working memory of students with ADHD, compared to non-ADHD students, in favor of the non-ADHD students, on the S-CPT. This finding supports Barkley's New Theory of ADHD (1997). There was no significant difference between students with ADHD and non-ADHD peers in terms of their Strategy Efficiency Index (SEI) scores on the S-CPT; however, there was a significant difference in their Gain scores on the S-CPT for students with ADHD. Finally, CBM data from Phase II were analyzed. Overall, there was no apparent gain for either the students with ADHD or the non-ADHD students between baseline and treatment phases. However, there were individuals who did have significant gains in the treatment phase.