<p> Young children attending high quality early education programs have demonstrated improved school readiness outcomes, with the most impact on low-income and high-risk children. The comprehensive approach to school readiness used in Head Start programs that includes ready children, ready schools, and ready families, facilitates transition and continued school success. However, gaps in school leadership efficacy around early education, family engagement, and a preschool through third grade continuum (PreK-3) have been documented in the literature. Unique to this study is the addition of the concept, ready leadership, inclusive of school leaders (district administrators, site level administrators, and teachers) and parents as leaders. Using a qualitative research design and Urie Bronfenbrenner&rsquo;s Ecological Systems Theory, the role of leadership in a PreK-3 continuum, around the integration of a Head Start preschool on an elementary school campus and on promoting and sustaining family engagement was explored. Key findings included: (1) experiences with early education impact self-efficacy for a PreK-3 approach; (2) teachers focus on the transition from preschool to kindergarten, with their perspectives depending on their grade level position on the continuum; (3) regulations can create barriers to integration, real and perceived; (4) intentional alignment and collaboration support integration; and (5) strong family engagement policies support parents as leaders, including redefining the role of the school volunteer, to include unique strengths and needs of today&rsquo;s families. Recommendations include policy and practice to respond to leaders&rsquo; priorities for a PreK-3 continuum, addressing barriers to integration, supporting parents as leaders, redefining the role of school volunteer; and capitalizing on transitional kindergarten as a link between early learning in preschool and the increased rigor now seen in kindergarten.</p><p>

<p> Bullying prevention in schools has arguably met with limited success in the United States. Diversity negatively impacts the success of bullying prevention programs. Furthermore, researchers do not agree upon intervention timing and appropriate grade-level to implement bullying prevention and social-emotional learning and skill-building programs. Urban schools faced with high poverty have an increased need for bullying prevention programs to alleviate bullying and aggression. The purpose of this study was to test for significant differences between urban elementary schools after a treatment group participated in a targeted bullying prevention and social skill-building program and to test for grade-level differences from fall to spring using a quantitative causal-comparative design. The sample included four urban schools in Ohio with 24 grade-levels and six time points each. The data generated were analyzed retrospectively in a causal-comparative research design. A two-way mixed ANOVA BBW was conducted on the summary totals of the number of students disciplined for bullying and aggression using six time points with three for fall or before treatment and three for spring or after treatment comparing a treatment group to a control group. Significant differences were not found between control and treatment or between grade groups (<i>p</i> > .05). Bullying and aggression started the school year and ended the school year slightly higher in the 4-6^th grade group. Significant differences were found from fall to spring (<i>F</i> (5,16) = 7.704, <i>p</i> = .001). Overall the study findings indicate the targeted bullying prevention and social-skill building program did not result in reducing bullying and aggressive behavior in the sample population.</p><p>

<p> As a result of the changing educational expectations and regulatory environment, there is a need for elementary school teachers to consider carefully curriculum development. The purpose of this research is to identify key transformational leadership strategies for curriculum development in elementary schools. Other than the requirements of credentials, teacher&rsquo;s deal with state- required policies and standardized testing. Study methods included interviews of retired elementary school teachers in California to discover transformational leadership strategies implemented in developing curriculum. A qualitative approach was selected to identify strategies implemented within the school setting and used within daily curriculum (Creswell, 2003). Validity was established through an expert panel and the data analysis included interrater reliability. </p><p> This study resulted in 6 common strategies (a) attending to students&rsquo; needs, (b) safe and comfortable, (c) listen, (d) showing you care, (e) group work, and (f) connection. These key transformational leadership strategies are relative for curriculum development in elementary schools through the theoretical framework of this research study: idealized influence, individualized consideration, inspirational motivation, and intellectual stimulation. </p><p> The findings of this study provide information to educational scholars who study curriculum development. The results of this study also assist elementary school teachers and elementary school administrators when creating curriculum. </p><p> This study was conducted in one state, thus further research with teachers in other states may add to the findings in this study. Additionally, a quantitative approach utilizing surveys comparing teachers from public schools and private schools may yield additional data.</p><p>

<p> This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.</p><p>

<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students&rsquo; academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.</p><p>

<p> The ability to read proficiently is a comprehensive skill necessary for success at all academic levels. Students who consistently read below grade level continue to struggle throughout their school years with little chance of recovery. The administrative leaders of the Ocean View School District (a pseudonym) noticed a decline in reading scores and recognized a need for a significant shift in its instructional practices to reach its struggling readers. </p><p> The purpose of this study allowed school leaders an opportunity to investigate the effectiveness of the Gradual Release of Responsibility (GRR) reading strategy within the structure of the Missouri Reading Initiative Program (MRI) regarding student achievement in reading at a small mid-western urban elementary school. During the study, the small mid-western urban school&rsquo;s Reading Specialists utilized two gradual release models, a Three-Step gradual release method and a Four-Step gradual release method in Grade 3 through Grade 5. The Primary Investigator collected secondary data in the form of reading and Missouri Assessment Program (MAP) scores, to evaluate student outcomes. </p><p> The implementation of Reader&rsquo;s Workshop at the Valley Breeze Elementary School (a pseudonym) led to a discussion of the effectiveness best practices, balanced literacy, and small group instruction on student achievement and reading levels. Increase in student reading levels was gauged by an increase as assessed by the Fountas and Pinnell (F&amp;P) Reading Assessment. </p><p> The Primary Investigator formulated two hypotheses organized around the following questions: (1) How do reading scores differ in comparison to the implementation of two different models of Gradual Release of Responsibility within the Missouri Reading Initiative program? (2) How do ELA MAP scores differ in comparison to the implementation of two different methods of Gradual Release of Responsibility within the Missouri Reading Initiative program? </p><p> Overall, the Primary Investigator determined the results of the study as inconclusive. However, trends in growth due to student moving levels during a given school year, as well as, a positive average growth percentage of reading scores was noted. The Primary Investigator recommended another form of assessment to validate the increased achievement of student readers.</p><p>

<p> This study examined principals&rsquo; perceptions of faith-based schools in Southern California. A 6-item survey was distributed by hard copy to 217 Catholic principals affiliated with the Archdiocese of Los Angeles and by e-mail to 218 Protestant school principals affiliated with the Association of Christian School International. The survey was completed by 148 principals (101 from Catholic schools and 47 from Protestant schools, 34% of population), suggesting that hand-delivered surveys yielded a higher return. However, the Protestant principals who responded exclusively online completed significantly more comprehensive written comments or transcripts to the survey. </p><p> Both groups of principals revealed high parent engagement in both types of schools and the selection by parents of a faith-based school was based upon personal values. However, highlights revealed that these administrators placed a high level of importance on open and consistent communication with parents and being visibly present on the campus. Principals were present at morning drop-off, visible on-site throughout the day, and at pick-up. In addition, the schools maintained a current website, frequent parent conferences by teachers and principals, and weekly or daily messages using various technological forms. Principals commented that they desired that every interaction with the school was positive and informative. Principals indicated that parent volunteer activity tended to be different in the two types of schools. Catholic school parents were expected to volunteer to work at the school, and participate in fund raising activities for the school. These parental expectations were vital to the school&rsquo;s financial base, as nuns continue to be replaced by lay teachers. In addition, Catholic school parents were required to supervise completion of a child&rsquo;s homework and support school rules, such as children wearing uniforms. Protestant school principals indicated that their parents were active in school-based activities such as sports, the performing arts, classroom support, as well as in school-wide activities such as open houses and fundraisers. Although the Catholic and Protestant schools provided opportunities for parents to participate in the school decision-making process, few principals reported all parent school boards or parents making the primary decisions beyond participation in the selection of the school principal.</p><p>

<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>

<p> Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students&rsquo; reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examined the possible relationship between the increase in students&rsquo; literacy skills and fidelity of implementation of LLI. Finally, the researcher examined the perception of LLI teachers and School Leadership Team (SLT) members on the implementation of LLI. The researcher selected a mixed-methods approach and analyzed qualitative and quantitative data, including LLI teacher survey data, LLI teacher and SLT member interview responses, fidelity of implementation tool, and pre- and post-STAR reading scaled scores to determine a possible increase in struggling students&rsquo; literacy skills. The results of the study showed no statistical difference between the LLI students and the non-LLI students. Furthermore, the study indicated no relationship existed between student outcomes and fidelity of implementation. However, the study revealed teachers who implemented LLI with fidelity, LLI teachers, and SLT members believed students&rsquo; literacy skills improved. As a result, the researcher recommended further studies on the implementation of LLI in urban settings.</p><p>

<p> In this mixed methods study, the researcher analyzed three school years of third through fifth-grade students&rsquo; reading scores on the NWEA MAP reading test to determine possible differences in students&rsquo; reading growth relative to the instructional delivery model used to provide Corrective Reading as supplemental reading intervention. Students received Corrective Reading intervention with the classroom teacher, the after-school teacher (both large groups), or in small-groups with the Title I Reading Teacher. </p><p> Five elementary school principals and 15 teachers answered interview questions related to experiences with Corrective Reading, perceptions of student academic and behavioral outcomes, and perceptions of the three instructional delivery models. Teachers and principals agreed Corrective Reading improved students&rsquo; academic and behavioral outcomes. Classroom and after-school teachers believed students demonstrated greater reading growth in small groups. Title I Reading Teachers agreed, but desired the ability to show academic gains with a larger number of students. </p><p> The researcher conducted an Analysis of Variance (ANOVA) test on reading growth scores from the three groups. The <i>p</i>-value of 0.0026 indicated a significant difference among the means, so the researcher rejected the null hypothesis. Students in all the reading intervention groups showed some reading growth. However, both the Tukey and Scheffe post hoc analyses revealed the mean of the Title I Reading Teacher group was significantly higher than the mean of the after-school group. As a result of the findings, the researcher recommends educational leaders staff buildings with reading intervention specialists to provide small-group intervention to struggling readers.</p><p>