<p> As educators grapple with the issue of eliminating achievement gaps that exist among student groups, instructing for students' diverse learning needs while effectively meeting the demands of the curriculum can be a daunting task. Arts integration (AI) is a research-based strategy that has been demonstrated to lead to positive effects in student achievement with the greatest effect being among students who qualify for federal meals benefits (FARMS) (Deasy, 2002; Catterall, 1999; Rabkin &amp; Redmond, 2006). This mixed-methods study evaluated state mandated reading assessment data for a cohort of grade three students for the years 2011, 2012, and 2013 within one school district in Maryland using a formula developed by the Maryland State Department of Education to determine student change scores. While analysis of covariance (ANCOVA) of AI and change scores for FARMS and non-FARMS students did not yield a positive relationship, further qualitative analysis of principal and teacher interviews and classroom observations at five public AI elementary schools revealed perceptions among educators of a positive relationship of AI to student achievement. Utilizing a grounded theory approach to examine emergent themes, a theory of effective models of arts integration was developed to include the elements of: shared vision, student engagement, rigorous instruction and teacher capacity. This study provided information regarding the optimal method of delivering arts integrated instruction that may lead to student achievement and reduce the achievement gap between FARMS and non-FARMS students. </p>

<p> Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.</p>

<p> The purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases. </p><p> Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score. </p><p> In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate. </p><p> The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.</p>

<p> The purpose of this study was to examine the differences between mathematics preparation and teachers' perception of self-efficacy for teaching mathematics at low- and high-performing schools. Bandura's theory of self-efficacy was the guiding theoretical framework. The study used a descriptive comparative method to obtain quantitative data regarding teacher backgrounds and teacher efficacy level. Self-reported data from the Mathematics Teacher Efficacy Belief Instrument was used to calculate two dimensions of teaching efficacy, personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Preparation was determined by individual calculations for successful completion of preservice mathematics coursework, completion of mathematics methodologies coursework as well as hours and types of teacher professional development completed. An analysis of 69 teachers, 33 from low-performing schools and 36 from high-performing schools, revealed statistically homogenous mathematics preparation and self-reported self-efficacy levels. Elementary mathematics teachers from high-performing schools demonstrated slightly higher level of preparation, PMTE and MTOE; however, differences were not statistically significant. Results were incongruent with prior research and indicate the need for future research supported by data collected from external sources, beyond self-reported data.</p>

<p> The purpose of this study was to develop a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom. By determining what influences attitudes, the needs of elementary general education teachers can be established to make educated decisions, develop meaningful professional development activities, or enable teachers to self-reflect thus improving attitudes of elementary general education teachers toward inclusion of students with ASD. </p><p> The study was guided by the following phases: Phase One: (1) Reviewed current literature and conducted a discussion with a focus group to determine the overall construct, (2) wrote and modified an initial set of items, (3) consulted a panel of experts to certify that items measure the overall construct intended for content and construct validity, (4) conducted a think-aloud with individual teachers to ensure questions are being interpreted as intended, and (5) rewrote and revised as needed. Phase Two: Conducted an Exploratory Factor analysis in order to determine common factor structures. Phase Three: Conducted a pilot test to establish reliability in a test/re-test format. The findings indicate evidence of a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom. </p>

<p> The purpose of this study was to design, pilot, and evaluate the effectiveness of a teacher-led intervention using karaoke to improve the reading skills. Elements from previous research (Biggs, Homan, Dedrick, Rasinksi &amp; Minick, 2008; Gupta, 2006) were adapted and integrated with the structure of Writer's Workshop (Calkins, 1991; Graves, 1983) to create an intervention referred to as Karaoke Workshop. The researcher, who also participated in the role of the after-school intervention teacher, adapted existing instructional and design methods and the efficacy of the adaptation of these methods in this context was part of the pilot nature of this study. </p><p> Two rounds of the design-based research cycle were followed to develop, implement, and evaluate a teacher-led intervention. The impact of the design on three key outcomes was observed leading to several key findings. The most significant finding validated the impact that karaoke has on oral reading fluency. Over an 8-week period, every participant experienced a significant improvement in oral reading fluency, with the average reading rate of participants increasing from 64 to 94 WCPM. </p><p> In addition, this study offers an instructional model for teachers who want to use karaoke in the classroom. The revised model includes separate instructional routines for teacher-led lessons and for student-driven activity. This model is based on teacher manipulation of three variables, the curriculum, the music, and the technology, which were also explored. </p><p> This study serves as an exemplar for the integration of music into the curriculum in a way that supports both the arts and student performance with core content. Given the current educational landscape, where arts instruction is often shadowed by an emphasis on the core curriculum and high-stakes testing, it is important for educators to identify ways to integrate the arts that contribute to these high-stakes outcomes.</p>

The purpose of this study was to empirically measure the effectiveness of a school-based intervention program for elementary children whose parents had been recently separated. Forty-nine third through sixth grade students in a northwestern Indiana county participated in the study. The sample consisted of twenty-six treatment and 23 control subjects; 30 females and 19 males participated.The hypothesis addressed was: Male and female elementary children who receive treatment will demonstrate a statistically significant different attitude toward their' parents' separation or divorce, school behaviors, and self concept when compared to children who receive no treatment.The independent variable was a subject's participation in a ten-week, school-based intervention program. The intervention program was based on a model proposed by the U. S. Department of Health and Human Services. The dependent variables were attitudes toward parental separation/divorce (Children's Attitude Toward Parental Separation Inventory), self concept (Piers-Harris Self Concept Scale), and school-related behaviors (Devereux ElementarySchool Behavior Rating Scale). Sex of the children was a moderator variable.The study employed a nonequivalent control group design using a pretest-posttest format. A 2 x 2 nonorthogonal factorial design was used. Multivariate and urivariate analyses of variance procedures were used to test initial (pretest) differences and the hypothesis of no difference between treatment and control groups.The multivariate analysis of variance of the pretest scores found no significant difference between the control and treatment groups pretest scores. In the univariate analysis of the pretest data, a significant sex difference was noted on one Devereux variable measuring inattentive-withdrawn behavior.In the multivariate and univariate analysis of the posttest data, no significant treatment or interaction of sex and treatment effects were recorded. In this study treatment did not significantly effect a child's self concept, attitudes toward separation/divorce, or school behaviors.

<p> The percentage of male teachers is at its lowest number in 40 years. The problem is that fewer males are choosing elementary teaching as a career choice. As a result, many elementary students rarely see a male teacher during their formative education years. This issue is a concern for superintendents, college of education deans, recruiters, school administrators, and parents whose children are not being exposed to a diverse teacher workforce that includes male elementary teachers. The purpose of this study was to better define and understand the unique experiences of male elementary teachers in today's classroom. The conceptual framework for the study incorporated Levinson's adult male development theory, Palmer's teaching landscape, and Mezirow's transformative learning theory. This qualitative study investigated the experience of 6 male elementary teachers in 3 different school districts in a southeastern state. This study followed Moustakas's phenomenological method utilizing criterion sampling. Data were collected, analyzed, and coded for preliminary categories and themes. Four themes emerged: (1) male role modeling, (2) readying students, (3) establishing mentoring relationships, and (4) mattering. The findings show that male elementary teachers are a crucial voice for some students, and they fulfill a needed role in the elementary school. This study addresses positive social change by providing a voice for the male elementary teacher, a diminishing but important teaching population, while also illustrating how the male elementary teacher's presence in the classroom can serve as a positive role model, mentor, and diverse elementary learning experience for the children. </p>

<p> The current case study was conducted to examine the perceptions of English learners (ELs) who have not been reclassified after attending a public school for at least 6 years, as well as the perceptions of their teachers. The research questions this study investigated were: (1) What do nonreclassified ELs in the sixth grade perceive as the challenges faced during the process of acquiring academic English? and (2) What do teachers of ELs perceive are the factors that impede ELs' development of academic English proficiency, preventing them from being reclassified by the end of six years in a public school? The conceptual framework consisted of five concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, (c) a description of ELs, (d) the problems of reclassification and the characteristics of long-term English learners (LTELs), and (e) teacher expectations. The theoretical foundation informing this study was critical care to counter deficit-based thinking. The goal of the study was not to critique individual teachers but to examine what was happening in the profession of teaching that was impacting some students' ability to become proficient in English. This study included focus groups and one-on-one interviews, as well as an examination of report card comments. The study utilized purposeful sampling. Five teachers and six students were interviewed. There were five themes derived from both teachers' and students' perceptions in reference to the research questions: (a) the EL profile, (b) teacher perceptions of parents (c) connecting to the learning and to motivation, (d) engagement in learning and teaching, and (e) instruction. Overall, the findings support that teachers' perceptions are grounded in deficit thinking, and the student responses indicated they had internalized these beliefs themselves. However, this study explained teacher and student perceptions using a strengths-based approach to demonstrate how to support ELs. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.</p>

<p> Educating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20^th percentile or below. Achievement scores for second and third graders in one urban school district were utilized to compare the scores of ECSE and non-ECSE students. The sample included the TerraNova and Performance Series assessment scaled scores of 30 ECSE students and 30 non-ECSE students for a total of 60 students from academic years 2008 to 2012 from the participating school district. A stratified sampling was utilized within the two groups of students' assessment scores. Standard calculations included means, standard deviations, and a <i> t</i>-test. When comparing the second grade achievement scores, ECSE students had statistically significant gains on the overall scaled scores than the non-ECSE students. When comparing the third grade Performance Series reading, language arts, and math scaled scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement scaled scores compared to the non-ECSE students. When comparing the third grade Performance Series reading and language arts standard item pool scores of the ECSE students to the non-ECSE students, the ECSE students had statistically higher achievement standard item pool compared to the non-ECSE students. The Performance Series standard item pool scores were not statistically significant between the two groups.</p>