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The purpose of this thesis was to explore in-depth the teaching method called teaching for understanding. The thesis shows examples of how this method is used in two different Florida elementary schools, Celebration School and Cypress Elementary School. The nine components of teaching for understanding, suggested by Linda Darling- Hammond, were used as the basis for the classroom observations. Evidence was found for all components during the observations. It was observed that some of the components of teaching for understanding are within a teacher's control and some are not. The research details forms of classroom management, assessment, and activities that worked well and allowed students to learn, and most of all, understand.

<p> This study&rsquo;s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.</p>

<p> If society recognizes that it is mutually beneficial for individuals and communities to invest in school interventions that will lead to a more productive society, then early investment in intentional self-regulation (ISR) attributes may be a cost-beneficial strategy in regard to subsequent secondary-, post-secondary, and career successes, especially when early investment is complimented by continued investment in ISR through secondary school. In Chapter 1, I explain why ISR attributes should be a focus of educational curricula and interventions. I review several studies that have identified measures and tools that can be used to evaluate and improve ISR attributes among elementary school-aged youth, and how ISR attributes relate to academic success in elementary school students. In Chapter 2, I discuss the rationale for using longitudinal data from 959 participants in the Character and Merit Project (CAMP) to analyze the characteristics of ISR, as operationalized by Selection, Optimization, and Compensation (SOC) factors, and the outcome of interest, self-perceived academic success. I describe the findings of longitudinal analyses aimed at evaluating the utility of the Chase (2014) two-factor model of SOC, and how this two-factor model related to self-perceived academic success across the elementary school years. I used growth mixture models, cross-tabulation analyses, and tests of the equality of means to determine how SOC factors related to self-perceived academic success trajectory class membership. Chapter 3 explains the implications of the findings, as well as potential limitations. I conclude with a discussion of the possibilities for future studies of ISR and academic success, as well as the implications for educational policy and practice, within and after the elementary school years.</p>

<p> Effective school to home communication encourages positive relationships that support student achievement. This study examines perceptions and preferences of teachers and parents to understand what constitutes effective communication between teachers and parents. Research questions examine the frequency of communication between teachers and parents, modes of communication, and the field and tenor of effective school to home communication. Data was gathered from teachers and parents of students in first through third grades, in a Southeastern Pennsylvania suburban school district. Two surveys were created aligning with current school to home communication literature focusing mainly on the field, tenor, and mode of language interactions. Each survey consisted of Likert-Type questions and included two open-ended responses. One survey gathered teachers&rsquo; perceptions and another, parents&rsquo; perceptions. The significance of this study stems from the importance of effective communication between the school and parents. Federal mandates require schools provide communication to parents. Previous studies indicated effective communication leads to parents being involved and engaged in a child&rsquo;s education that in turn increases student academic and social progress (Epstein, 2001; Murphy, 2008; Stuck, 2004). The findings of this study indicated that parents and teachers place high value on the necessary components of effective school to home communication. This study found that teachers and parents were largely in agreement in their perceptions about the value of school to home communications. Teachers and parents believe that effective home to school communication helps them work together as a team to improve student learning.</p>

<p> Parental Stress With Homeschooling K-6th Grade Children in a South Florida District. Jennifer A. Myers, 2015: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Homeschooling, Stress, Stress Management, Coping This applied dissertation study was designed to inform and advance knowledge by using a quantitative approach to determine if perceived parental stress in homeschooling parents varies as a function of age, income, education, and ethnicity. Previous research in the field of homeschooling has primarily been qualitative in nature, thus, leaving a gap in the research. </p><p> Home schooling parents of K-6 grade children in South Florida districts were specified as the sample for the study. A perceived Stress Survey and demographic questionnaire were administered to 102 participants. Parental participants were male and female, all ethnicity, and ages 18 and older, who were homeschooling K-6th grade children in South Florida. Inferential statistics were used to draw conclusions from the sample tested. The Statistical Package for the Social Sciences (SPSS) 23.0 was used to code and tabulate scores collected from the survey and provide summarized values where applicable. Logistic regression analyses of variance (ANOVA) were used to evaluate the two Research Questions and hypotheses. Analysis of the primary data indicated that age, income, level of education, ethnicity and number of children homeschooled had no significant effect on perceived stress. Implication from findings suggests that behavioral characteristics of the child may mediate the relationship between stress and parental characteristics. The study is a valuable addition to the homeschooling research community as it aligns with and extends findings from previous research. </p>

<p> The purpose of this research project was to determine the effects of literature categories on student engagement. The participants of this research project were selected from a third grade elementary class. They were selected at random. The class was heterogeneous containing twenty-one students. The dependent variable in this project was the student engagement while the independent variable was the literature category. Data was collected for two weeks in each category on student engagement and observational notes were also recorded. This research project determined that the literature category of nonfiction produced a high student engagement when texts were selected based on student&rsquo;s interests. This study was and is important because educators can use this information to help with classroom lessons and to reach students through literature. </p>

<p>This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs&rsquo; conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs&rsquo; progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students&rsquo; reflection on their multiplicative thinking. Introduction of more difficult numbers&mdash;any number for which the child was yet to master multiples&mdash;tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC. </p>