<p> The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.</p><p> Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.</p><p> Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.</p><p>

M.Ed. / In 1995, a year after the African National Congress (ANC) came into power in South Africa, Adult Basic Education and Training (ABET) became one of the government’s priorities in redressing the imbalances of the past. The new Government’s ongoing policy work resulted in the adoption of a National Adult Basic Education and Training Framework as interim policy which created the over-arching vision for implementation and agreed curriculum goals for ABET (Booysen, 1999:1). This vision was primarily based on measures to eradicate illiteracy and to equip South African citizens with the necessary skills and knowledge which would allow them to access further learning and employment and allow them to participate in political life and social activities for the benefit of individuals, their families, and the country (Department of Education, 1997:7). According to the United Nations Education, Science and Cultural Organisation (UNESCO) report (1997:7), the society that would establish the twenty-first century was being shaped by new and powerful forces that included the globalisation of economic activities, the growing importance of knowledge as a prerequisite for participation in fundamental human activities and increasing democratisation and political systems. Within this context ABET’s successful implementation in South Africa is imperative in order to incorporate the historically disadvantaged and marginalised South Africans into a new form of citizenship and democracy. / Mrs. N.F. Petersen

The Principalship has received increased attention since the 1983 report, A Nation At Risk: The Imperative For Educational Reform and the 1986 Carnegie report, A Nation Prepared: Teachers For The Twenty-First Century. These reports challenged the Principal to become a strong, effective leader for school reform. The challenge called for the Principal to become a change agent, to affect the culture and climate of a school, to empower others, and to motivate staff and students. Emphasis on leadership suggests the potential of this position. The Principalship has not always been a position of leadership. The evolution of the Principalship is traced from the first system of public education documented in the United States, in Massachusetts, in the mid-seventeenth century to its growth into the twentieth century. During the twentieth century, the Principalship sustained itself through World War I, the Depression, World War II, the radical sixties and seventies, and through the reform minded eighties and nineties. The evolutionary stages, School Master, Head Teacher, Teaching Principal, Building Principal and Supervising Principal set the stage for present curriculum supervision, vision maker, "building based management", and climate and culture caretaker. The Principalship did not develop by any plan, rather it emerged in response to population growth, grading, and administrative requirements. The Principalship's evolution is cited from primary source materials, a survey and interview of Principals, the National Association of Elementary School Principals, and leading educators. It is projected that the role of the Principalship in the twenty-first century will be influenced by the commitment of citizenry for public education, preparatory programs offered by universities and principal organizations, potential of the individuals who will become principals, and the reform efforts undertaken toward excellence in public education.

This qualitative study focused on ten middle school dropouts, and their personal experiences. Ten middle school dropouts were interviewed to examine their personal experiences rather than from the vantage points of teachers and the educated professionals. Two major findings were found: (a) the causes that underlined the subjects actions and (b) methods to rectify the problem. Our technologically advanced society requires many years of schooling for its citizens. The present job market requires students to obtain an education that is equivalent to a high school diploma in order to compete in the work force. The focus of this study as forementioned was to examine the students personal experiences before making a decision to drop out of school. The data was intended to bring about an awareness of the existing dropout problems among teachers and educators. The findings indicate the characteristics and causes of the middle school dropout problem, as well as preventive measures, which revolve around greater flexibility and understanding of the needs of at-risk students in the public school system. Research indicates the need for educators to rethink and restructure the curriculums and teaching methods as well as teacher training to meet the needs of at-risk students. Research further suggests that endeavors be made to counter the dropout problem; and then attempt to prepare students for a successful and productive adult life. According to research the lack of sensitivity and preventive measures among educators have caused widespread dropout problems in public schools. In addition the dropout problem is compounded by teacher-student conflicts as well as tension and humiliation among students. The dropout population accepts unemployment as normal. Furthermore, they treat dropouts as normal, and in many circumstances, even positive. The preventive measures found in this study emphasize (a) small class size, (b) common planning and meeting time for staff, (c) collaboration with at-risk students, (d) a partnership with the outside community resources, and (e) an intimate home/school communication in an attempt to deal effectively with the dropout problem.

This study examined the effects of cross-age tutoring on the reading achievement of thirty second graders and their tutors' levels of performance. Additionally, the study assessed whether the role of tutors raised the academic performance of those younger students in the tutoring program. Participants in the study were academically, economically, and socially deficient. This study involved African American students from an urban public school in an after school tutoring program for two months. The students were paired during the tutoring sessions. They were administered the Morrison-McCall Diagnostic Spelling Scale pretests and posttests. Analysis of variance was used to compare and assess the levels of performance of the tutored and untutored groups. Overall, participants in the cross-age tutoring study produced remarkable gains of mastery in their reading achievement performances. This achievement was determined through the use of the Morrison-McCall Diagnostic Spelling Scale Test, which was administered to all students prior to the beginning of the program and at the end of the tutoring sessions. The results indicated significant gains made by the tutored group of students. Students in the study improved their reading, spelling, writing and comprehension skills. The effects of cross-age tutoring on the achievement level of the tutored group was successful. The posttest findings regarding level of reading improvement were increased. The results were used to make recommendations relative to the efficacy of cross-age tutoring as an instructional strategy for improving and measuring the achievement levels of "underachieving" African American students. Previous findings suggested that cross-age tutoring programs have been a positive choice of intervention for underachieving students in some school districts. As a result of cross-age tutoring, students elevated (independent or in a group setting) their level of academic performances. Thus, the study determined that cross-age tutoring has provided students with the academic tools to "carry over" to the daily mastery of skills at school to enhance accomplishments.

This study proposes that students and teachers make use of various social, intellectual, and material tools or resources in order to engage in classroom reading and writing. Furthermore, how resources are used for instruction defines and teaches students about reading. This study examines second grade students' perspectives about resources for classroom reading instruction. Theoretical constructs supporting this study were derived from ethnography of communication, social semiotics, and social interaction theory. Data were collected during twice-weekly classroom visits beginning with the first day of school in August of 1994 and ending in February of 1995. The data collection includes: (1) participant observation notes, (2) interviews, (3) students' interpretations of statements made by other students about reading instruction, (4) video and audio tape recordings of classroom interactions and interviews, and (5) photocopies of students' written book reviews. There are four principal findings about resources for reading. First, the term "reading" serves as a resource which students and their teacher draw from in order to (a) indicate what readers should do and (b) indicate who readers are. Second, students use time as a resource to tell what activities are considered reading and to mark changes in the ways they use reading resources. Third, learning what to do with reading resources leads to a unique series of interactions between students and teachers which define reading for them. Fourth, students use resources to evaluate their progress with reading. Implications are drawn for teachers' roles in the classroom, ways that reading lessons are planned, and ways that reading is evaluated. Suggestions are made for future research.

This exploratory study proposes to help new bilingual classroom teachers and administrators of new teachers to overcome problems related to discipline in the bilingual classroom. In this study, the respondents are experienced elementary teachers with two or more years in the targeted district's schools. The researcher was unable to locate any studies dealing directly with bilingual classrooms and student discipline. The literature review looks at the related issues of dropouts, absenteeism, rules, beyond rules, teacher burnout, parent involvement, the role of the administrator, the role of culture, cultural differences, bicognition, and teaching practices. All of the above mentioned are germane to the issue of student discipline, directly or indirectly, in American schools in urban settings. A 28-item bilingual (English/Spanish) questionnaire was responded to by 48 of 50 experienced bilingual elementary teachers solicited in this urban school district in Western Massachusetts. Each year, this district experiences a bilingual elementary teacher turnover of about 20% to 25%. The experienced bilingual elementary teachers in this study reflected on their first two years of teaching and described their attitudes and positive strategies for success. Their responses emerged to the researcher as a framework to develop a college course on creating a positive classroom ambience and/or teacher training workshops on classroom discipline and/or training, for the more effective involvement of school administrators. Chapter II should be given to teachers (bilingual or non-bilingual) as a handbook for guidance.

The purpose of this work was to create a framework for the design of a hands-on approach to explore environmental issues in Puerto Rico with emphasis on endangered species. The product of the action research is a curriculum for children, ages seven to eleven consisting of fourteen formal lessons and twenty-three informal lessons that focus on ten chosen endangered species of Puerto Rico. The framework created in this study is based on the Environmental Education Goal developed in the Belgrade Workshop that took place in Yugoslavia in 1975. A theoretical framework for the curriculum design was presented as Chapter III of the dissertation. It included a description of the historical background of the island of Puerto Rico. It also presents a general historical review that identified specific moments in the history of education in Puerto Rico and general information about the science curriculum on the Island. The hands-on curriculum in Spanish for Puerto Rican children, ages seven to eleven, was developed as part of the study and was presented as Chapter IV. The chapter addressed environmental issues pertaining to ten specific endangered species from Puerto Rico and included fourteen formal lessons and twenty-three informal. The ten endangered species included in the study are the following:(UNFORMATTED TABLE OR EQUATION FOLLOWS)$$\vbox{\halign{#\hfil&&\quad#\hfil\cr$\underline{\rm Scientific\ Name}$&$\underline{\rm Common\ Name}$\cr\cr Amphiphous:\cr {\it Eleutherodactylus jasperi}& Golden Coqu\'\i\cr\cr Birds:\cr {\it Falco peregrinus tundrius}& Arctic Peregrine Falcon\cr\cr {\it Pelecanus o. occidentalis}& Brown Pelican\cr\cr {\it Charadrius alexandrinus-}\cr {\it tenuirostris} & Piping Plover\cr\cr Plants:\cr {\it Cyathea dryopteroides} (Fern)& Helecho Arb\'oreo del Bosque\cr & Enano\cr\cr {\it Stahlia monosperma} (Tree)& C\'obana Negra\cr\cr {\it Ternstroemia luquillensis} (Tree) & Palo Colorado\cr\cr {\it Cassia mirabilis} (Shrub)& $\surd$\cr\cr Reptiles:\cr {\it Chelonia mydas} & Green Sea Turtle\cr\cr {\it Cyclura stejnegeri} & Mona Ground Iguana\cr}}$$(TABLE/EQUATION ENDS) ftn$\surd$ = Some species do not have common name.

Educational researchers concur that meaningful teacher development is an essential ingredient for educational reform. One professional development model, the Learning Network, provides in-depth, job-embedded mentoring support for teachers by trained teacher leaders. The program developers maintain that teachers who are exposed to a reflective, constructivist learning process centered around literacy will eventually generalize the understandings and practices to other content areas. The purpose of this qualitative case study was to examine whether the theories and practices of learner-centered teaching in literacy (i.e., the Learning Network) transfer to mathematics during the implementation of a new constructivist math curriculum (Investigations). Two second grade teachers from a suburban school district, one at an early career stage, the other in a late stage, participated in the study. Data were collected from six sources: initial personal data surveys, stimulated recall interviews centered around videotaped mathematics lessons, semi-structured interviews, classroom observations from two different researchers, self-reported classroom practices, and formal classroom documents. Analysis of the data was triangulated across data sources and among an external researcher, the research participants, and this researcher who independently coded the transcribed stimulated recall interviews. The theoretical underpinnings of the Learning Network model (Vygotsky's Zone of Proximal Development, Brian Cambourne's Conditions of Learning, and the Teaching and Learning Cycle) provided the framework for the study. Results indicated that each teacher had transferred aspects of the Learning Network model into her practices, although the depth of transfer differed. The early career stage teacher referred to the theoretical basis of her actions in vague terms. Much of her self-reported transfer centered around methodology, efficiency, and organizational issues. The veteran teacher expressed specific references to the theoretical basis for most of her actions. Her mathematics practices reflected transfer of most of the Learning Network components. Results of this study suggest that teachers need and desire continued, long-term, individualized support to transfer constructivist theories and practices from one content area to another. The frequency of mentoring support is not as critical as the skillfulness of the mentor. Finally, implementation support meetings need to be regularly scheduled to provide teachers continued development through collegial discussions.

This year-long ethnographic study focuses on six Spanish dominant, English as a second language learners in an English mainstream kindergarten classroom. The study is based on a theoretical framework which views language as the site of social meaning construction and power negotiations (Fairclough, 1989). Four broad research questions address the local meanings of bilingualism, gender, and friendship and how the ideologies, identities, and social relationships relevant to these socially constructed discourses impact language learners. Broad, mid, and micro level analyses are conducted using standard interpretive analytic procedures. Findings are presented regarding the meanings of the local discourses of bilingualism, gender, and friendship and their implications for the English as a second language learners in the study. Findings indicate that: (1) Bilingualism was not highly valued in this setting and provided no status, and possibly reduced status, to the Spanish dominant students within their mainstream English dominant peer group, in spite of the classroom teacher's efforts to the contrary. (2) The children's gender ideology, which emphasized gender segregation and gender differences, limited the children's relationships, participation in whole class events, and interaction with opposite gender peers. Boys dominated public discussions and constructed themselves as superior to girls. (3) Friendship was highly valued among all the children. Friend relationships were less accessible to the Spanish dominant children due to a variety of contextual constraints. As a result they were not always able to claim the high status identity of close friend in the mainstream classroom. (4) The differing identities related to bilingualism, gender, and friendship had differing consequences for the children in the classroom. Implications of the study for second language learners, teachers, institutions, and the field of second language acquisition are presented. It is argued that a focus on effective second language instruction and language acquisition alone are inadequate for understanding and addressing complex learning environments and the needs of language learners. The consequences of the meanings of local discourses and their inherent power dynamics impact students' identities, classroom participation, access to relationships, access to knowledge, and ultimately their investment in school. A critical analysis of local discourses, their power relations, and meanings is suggested as a means of changing classroom practice when both students and teachers are involved in this process.