<p> Asthma is an inflammatory disorder (Koterba &amp; Saltoun, 2012) and a common chronic condition of childhood (McCowan, Bryce, Neville, Crombie, &amp; Clark, 1996) that can cause children to experience poorer academic outcomes (Stingone &amp; Claudio, 2006), a lower quality of life (Everhart &amp; Fiese, 2009), hospitalizations, and in some cases death (Center for Disease Control, [CDC], 2017). This mixed methods study explored the relationship of asthma, school attendance, grades in mathematics and reading, and the quality of life in predominantly minority children with asthma and in those without asthma. Data for this study was collected at the Children&rsquo;s National Health Systems (CNHS) in the District of Columbia. A total of 36 children without asthma and 30 children with asthma enrolled in the study at the hospital&rsquo;s Emergency Department (ED) and the Improving Pediatric Asthma Care in the District of Columbia (IMPACT DC) clinic. The children were in grades three to five, 8 to 11 years old, and attended schools in the District of Columbia Public Schools (DCPS) during the 2015&ndash;2016 school year. Descriptive statistics, t-tests, ANCOVA, ANOVA, Spearman ranked order correlations, and hierarchical multiple linear regression were used to analyze the data. </p><p> The quantitative analysis indicated children with asthma visited the ED significantly more frequently than those without asthma (<i>p</i> &lt; .001, <i>d</i>= 0.8). The quality of life scores were lower for children with asthma compared to those without asthma. Further, as asthma severity increased, the quality of life scores decreased. In addition, children without asthma reported more unexcused days and absence from school than those with asthma. Lastly, children without asthma achieved a lower GPA in mathematics and reading than those with asthma. The findings indicate asthma impacts the quality of life scores in children, and that further research is warranted to determine how asthma impacts academic performance in children. </p><p>

<p> Understanding mathematics is an essential part of everyday life and can range from simple tasks such as using basic math skills to more complex tasks. Success in mathematics is a requirement for success in today&rsquo;s modern world. A gap in developing mathematical skills can create complications and interfere with job opportunities. Another basic essential for success in society is reading. There are important problems associated with students who cannot read successfully, such as higher dropout rates. Studies have shown that learning a foreign language during elementary school increases a child&rsquo;s ability to develop cognitive skills, and research has shown that proper development of cognitive skills improves a student&rsquo;s ability to read and perform mathematical skills successfully. Research studies involving dual-language/two-way immersion schools suggest that students at these schools obtain higher scores on achievement tests in both mathematics and reading. This study is a meta-analysis of studies involving dual-language/two-way immersion schools in an effort to confirm the hypotheses that (1) there are differences in student performance when comparing students who learn foreign language in elementary school versus those who don&rsquo;t, and (2) students score higher in reading, vocabulary, and/or mathematics if they learn foreign language in elementary school when compared to those who don&rsquo;t. The meta-analysis began with 51 quantitative research studies but was narrowed down to 17 after categorizing the studies. Using weighted effect sizes and Cohen&rsquo;s <i>d</i>, the results for the <i>d</i> values were .64 (medium) for vocabulary, .22 (small) for reading, and .11 for mathematics. Only homogeneity tests were calculated in each category. The Q values indicated homogeneity for the category of mathematics only. Therefore, additional research is suggested, beginning with heterogeneity testing.</p><p>

<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.</p><p>

<p> The current qualitative phenomenological research study was used to explore the lived experiences and perceptions of African American male elementary teachers who were between 22 and 35 years of age and their underrepresentation in elementary education. The study underpinned their need to influence African American boys. The study was guided by 5 research questions with data collected from African American males working at the elementary education level. Data were collected using interviews and observations. The findings of the study indicated African American males are underrepresented in elementary education based on: (a) low salaries of beginning teachers; (b) lack of a qualified pool of candidates; (c) perception of the career as a woman&rsquo;s career; (d) lack of respect; and (e) weak recruitment and retention strategies. The findings were used to identify 4 developing themes geared toward reversing the trend of underrepresentation of African American males in the elementary education field. The 4 themes were: (a) to provide increased salaries that match competitive and current economic standing; (b) promote the profession whereby it is viewed as not a &lsquo;woman&rsquo;s only&rsquo; career, so that African American males are comfortable applying for employment; (c) provide positive exposure for African American males; and (d) increased involvement by school district leaders in recruitment and retention strategies. The participants expressed the need to be highly visible in elementary education to employ their talents, skills, and abilities in the lives of African American boys, ultimately aiding in closing the achievement gap and their success. The research had some limitations, and further research on the topic of the underrepresentation of African American males in elementary education is recommended. </p><p>

<p> Research affirmed that instructional strategies that promote English Language Learners&rsquo; (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky&rsquo;s sociocultural theory and addressed to what extent Balanced Math instruction affected ELLs&rsquo; math performance in Grade 1 and Grade 2, as measured by STAR Math. This study examined the extent differences existed on STAR Math Scores and Student Growth Percentiles of ELLs in Grade 1 and Grade 2 based on exposure to Balanced Math instruction in a rural school district located in the Pacific Northwest. The Mann-Whitney <i> U</i> test examined the extent there were significant differences, <i> p</i> &lt; .05 of the dependent variable, Student Growth Percentile, based on exposure to Balanced Math instruction. The results of the Mann-Whitney <i> U</i> were not statistically significant, <i>U</i> = 1034.50, <i> p</i> = .062, and the null hypothesis could not be rejected. ANOVA assessed if there were significant differences based on the alpha level <i>p</i> &lt; .05 of the dependent variable, STAR Math Scaled Scores, based on exposure to Balanced Math instruction. The results of the ANOVA were not statistically significant, <i>F</i> (1,114) = 0.12, <i>p</i> = .729, &eegr;²_p = 0.00, and the null hypothesis could not be rejected. This study concluded there were no significant differences between ELLs who received Balanced Math instruction and ELLs who did not receive Balanced Math instruction.</p><p>

<p> This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of Hispanic/Latino teachers in rural elementary schools. The results of the study included lack of resources, lack of support, teacher isolation, heavy work load, and residency issues as barriers to Hispanic/Latino teachers&rsquo; retention in rural school communities. Suggestions to mediate the barrier included improving school leadership, utilizing alternative funding sources, such as grants, promoting collaboration through Professional Learning Communities, developing diversity programs, and teachers evaluating their professional and personal goals.</p><p>

<p> The enrollment and engagement of middle-class families in historically low-income urban public schools can generate school improvements, including increased resources and expanded extracurricular programming. At the same time, prior research has highlighted the marginalization of low-income parents as one consequence of middle-class parent involvement. However, there is a limited understanding of the factors that contribute to parents&rsquo; central or peripheral positions within school-based parent networks in this context. Drawing on theoretical literature on social capital and social networks, this case study combines quantitative methods including social network analysis and regression-based analyses with ethnographic methods to examine the school-based social networks of kindergarten parents in a Philadelphia public school experiencing an increase in the engagement and enrollment of middle- and upper middle-class parents. I explore how school-based social networks matter to parents&rsquo; access to information, advice, and social opportunities and how these networks are shaped by parents&rsquo; informal participation in school-based events and formal participation in parent organizations. </p><p> Four key findings emerge. First, informal participation in school events is not associated with an increase in network centrality. Second, formal participation in parent organizations is related to network centrality. In particular, the networks of parents who participate in these organizations include other parents who are well-connected themselves and parents who participate in parent organizations also have greater access to network resources overall. Finally, consistent with prior research on parent involvement, findings indicate that middle- and upper-middle class parents are more likely to participate in parent organizations than low-income parents. Findings suggest that while race or class-based social position may influence parent networks in some ways, participation in parent organizations plays a greater role in the connectedness of parents&rsquo; ties and parents&rsquo; access to network resources. Implications for this research suggest the need examine practices for family and community engagement in schools and how parent organizations might be made more accessible to and inclusive of low-income parents, parents of color, and limited English-speaking parents. Furthermore, this research provides support to arguments made in prior research concerning the complexity and challenge of relying on middle-class parent involvement as a mechanism of school reform.</p><p>

<p> An estimated 10-15% of students miss an entire month of school each year. Past research on students who are chronically absent finds that, relative to their peers who consistently attend school, chronically absent students are more likely to experience negative academic outcomes (e.g., grade retention, dropping out), to be under- and unemployed, to be incarcerated, and even to die prematurely. Although there has been a significant amount of quantitative research on patterns of chronic school absenteeism and on the student, family, school, and community factors with which it is correlated, surprisingly little research has examined parents&rsquo;/guardians&rsquo; decisions to keep their children out of school.</p><p> In an effort to address this gap in the literature, the present study interviewed 22 parents/guardians of chronically absent elementary and middle school students to understand their perspectives on chronic absenteeism and to discover what support they felt they need to ensure that their children attended school each day.</p><p> The results of the study reveal that the primary reasons parents/guardians identified for their children&rsquo;s chronic absenteeism include challenges related to the child&rsquo;s mental health, parent activities, interactions with other children at school, and transportation. Factors that parents/guardians identified that would help them to improve their students&rsquo; attendance include increased communication about absenteeism and family issues, expressed compassion and interest in reasons why students are absent, and specific provisions to help children make up missed instruction and school assignments. The study concludes with recommendations for chronic absenteeism policy and practice, and directions for future research.</p><p>

<p> Student-led conferences are an alternative method of reporting progress to parents. This qualitative phenomenological research study was conducted in order to examine elementary teachers&rsquo; perceptions of student-led conferences in comparison to traditional parent-teacher conferences in Central and Southern Illinois. Additionally, the study examined what professional supports, if any, teachers would need to continue implementing student-led conferences. The focus groups included a face-to-face audio-recorded interview prior to the student-led conferences where the study participant shared resources, then concluded with a follow-up exit telephone interview. The multiple data sources that were collected provided the researcher with information to support or argue in a triangulation strategy. During the initial face-to-face site visit interview, the researcher asked the teacher fourteen questions and the teacher shared resources used before, during, and after the student-led conference process. During the exit interview, the researcher asked five questions to the participants over the telephone. Data were then generated from both the pre and post audio recordings and analysis of resources over a 22-week period. Finally, the researcher concluded that there were four major themes that emerged from the data analyses: ownership, responsibility, preparation, and family involvement. The research indicated the various styles and formats to a student-led conference but key components included the preparation for the child and teacher, the conference itself, and portfolio artifacts and/or goal-setting opportunities within the conference. Finally, the researcher concluded the need for continuous professional development and/or supports when initially implementing and sustaining the student-led conferencing process.</p><p>

<p> A successful superintendent once shared that, according to his research, the primary reason people remain with a company or a school is they enjoy those with whom they work. The second reason they stay? They enjoy those for whom they work. These kinds of leaders stand out in the crowd. They inspire people to work harder and improve themselves. People stay at the company or school because of them. Initially, this dissertation began as a mixed-methodology study and emerged to be qualitative in nature. The study focuses on two styles of effective leadership&mdash;transformational and servant&mdash;and whether one style has a greater impact on staff retention in elementary schools. Given the percentage of teachers who leave the profession and the impact that loss has on student achievement, elementary principals need to know effective leadership styles and how the role of the principal impacts school climate, job satisfaction, and, ultimately, staff retention. Using two Likert-scale surveys, elementary teachers determined whether their principals led with tendencies toward transformational or servant leadership. The teachers then responded to open-ended questions and personal interviews to determine the reasons behind their desire to remain at their current schools. All participants perceived their principals to lead with more of a servant leadership style than a transformational style. This led to the focus of the study shifting from a comparison of two styles to honing in on only servant leadership. The qualitative data revealed that the elementary principals can encourage staff members to remain at their schools by focusing on building relationships with others, supporting them, and being an effective communicator. Trust was also identified as a key component on how those relationships are built and sustained. Trust was also tied to how effective the support and communication was between the teacher and principal.</p><p>