In Burkina Faso, French is the language of instruction at all levels of the educational system. / The most recent research in linguistics suggests that it is preferable to teach linguistic minorities in their first language. This is particularly applicable in Burkina Faso, where over sixty national languages are used by different minority groups. / This thesis outlines both the background and the problems of implementing such a policy in Burkina Faso. Using the contingency theory, and within the constraints of the local environment, it suggests possible scenarios for the introduction of instruction in national languages at the primary level. / The thesis demonstrates that the introduction of educational reform in Burkina Faso including the teaching in national languages would not only be innovative but would require implementation in a very uncertain environment. Given these serious limitations, an adaptive management strategy is suggested. This particular strategy requires a constant task adjustment based on the experience of the participants and within the context of decentralised decision making. (Abstract shortened by UMI.)

<p> This study sought to provide a preliminary examination of the relationship between the implementation of Guided Math and student achievement in Title I schools as measured by the percentage of students who met or exceeded the standard for the Georgia Mathematics CRCT. The study examined data from thirty Title I elementary schools in one suburban Atlanta school district. The percentage of students who met or exceeded the standard on the Math CRCT increased from 2010 to 2011, after one year of Guided Math implementation, suggesting that Guided Math is working to close the achievement gap in the area of mathematics among African American and Hispanic/Latino students as well as economically disadvantaged students. However, there was not a statistically significant difference in the percentage of students who met or exceeded the standard from 2010 to 2011, p = 0.435, where significance occurs at p &lt; 0.05. Because this study was a preliminary study to determine the results of implementing a Guided Math program after one year of implementation, the cohorts used for this study should be followed for several more years to see if their academic achievement continues to increase. Also, similar studies should be conducted on larger scale over longer periods of time in order to obtain a global picture of the effects of Guided Math on mathematics achievement</p>

<p>In the 21^st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs. </p>

<p>Throughout the history of Catholic schools in Los Angeles, the mission of Catholic schools and the Archdiocese governing its schools has been clear: Catholic schools must strive to serve children with varied learning needs. However, despite calls for inclusion from the Vatican, the United States Conference of Catholic Bishops, and efforts from trained administrators and professionals to help facilitate inclusion in schools, Catholic inclusive programs are not able to include all learners. </p><p> Using qualitative research with semi-structured interviews, focus group, and document review, this study uses the framework of ableism and disability studies to research and analyze the two questions regarding inclusive practices in one Catholic elementary school that has had a program running for five years. The research questions are as follows: 1) What are St. Mary teachers' beliefs, experiences, and perceptions about disability and inclusive education? 2) What do St. Mary teachers and administrators think are the best ways to foster acceptance of inclusive education in the school? </p><p> Despite the fact that Catholic educators recognize that Catholic schools, as a matter of social justice, should be teaching all children, it is challenging and frustrating for them. Due to a lack of resources and support, limited exposure and experience of people with disabilities, and technical special education training, even the most dedicated, talented, and sympathetic Catholic educators wanting to serve children with special needs have difficulty doing so. Reasons relating to inconsistent teacher training, beliefs and experiences that students with special needs are "trouble," limited resources, and teachers' perceptions of fairness, time, and equity, all contribute to teachers' frustration and limitations when including learners with special needs in their classrooms. </p><p> The significance of this research study lies in documenting a Catholic school's experience of developing, evolving, and establishing a working model of an inclusion program in one Los Angeles Catholic elementary school. To this end, this study provides larger contextual data to those in similar Catholic school settings across America about Catholic teacher training and the implementation of inclusive practices in Catholic schools. Also, this study hopes to further the discussion in the field of Catholic education about the right(s) of all Catholic children, regardless of ability, to a Catholic education, since, according to the Vatican, that it is a matter of human dignity that they receive a spiritual and emotional education as well as one that is appropriately academic. </p>

<p> Research studies of extracurricular activities have illustrated specific relationships between participation and certain student characteristics, such as higher grades, higher standardized test scores, higher attendance, fewer discipline issues, and increased positive school perception. Since so much of the previous research on extracurricular activities has focused on the secondary education level, the researcher questioned whether or not these same relationships would be present in elementary school students who participated in extracurricular activities. This research study was conducted at one elementary school in a large metropolitan area to determine what, if any, relationships among variables including length of time participating in the activity were evident amongst extracurricular activity participants. This study compared the MAP (Missouri Assessment Program) scores in math and communication arts, office discipline referral rates, and attendance rates of elementary school students who had participated in extracurricular activities to those students who did not participate in extracurricular activities. The researcher used both a mixed-methods approach to determine if there was a difference between those students who took part in extracurricular activities and those who did not. The quantitative part of the study demonstrated a relationship between participation in extracurricular activities and higher communication arts and math standardized test scores. A relationship was also evident between participation in extracurricular activities and higher communication arts standardized test scores for those who participated in extracurricular activities for a longer amount of time; however there was not a statistical difference in attendance or office discipline referrals for length of participation or participation in extracurricular activities in general. The study also examined relationships between extracurricular participation and students' school perception. The qualitative analysis, which consisted of data gathered by student (<i> n</i>=65) and parent (<i>n</i>=29) questionnaires, revealed more similarities between extracurricular activity participants and non-participants than differences. The researcher was able to conclude that certain relationships existed amongst extracurricular activity participants and standardized test scores. The study concluded with implications and recommendations for future implementation of elementary extracurricular activity programs. </p>

<p> Full inclusion of a student with disabilities in the general education setting has the potential to positively influence both students with special needs as well as their typical developing peers. One strategy to aide in this effort is the use of an ability awareness program to increase understanding and relatability amongst all students. This study will look at the effectiveness of an ability awareness program to evoke change in the attitudes of elementary school children towards their peers with disabilities. </p><p> The study consists of second grade students (<i>n</i> = 46), third grade students (<i>n</i> = 15), and observations of first through third grade students with autism (<i>n</i> = 8). Students' attitudes were measured through the use of an attitudinal questionnaire before and after the program. Qualitative data was collected through observation to document the frequency and duration of interactions between general education students and students with autism.</p>

<p> Reading is an essential skill taught during elementary academic years. The Sunny Day School District recognized the need of locating a reading program tailored to effectively meeting the instructional needs of students. A preliminary question was, "how do we increase the reading achievement of all our students?" In response to this instructional concern, the Sunny Day School District decided to implement the Missouri Reading Initiative (MRI), a state program created to assist teachers with scientifically research based reading instructional strategies. This study addressed the problem of a lack of a program evaluation for the MRI program as implemented within the elementary schools of the Sunny Day School District. </p><p> Qualitative and quantitative approaches added depth and authenticity to the data collection process and the intention was to triangulate the data in order to obtain a holistic picture of the MRI program in one school district. Design features were inclusive of the following study elements: administrative interviews, surveys, classroom observations, and MAP Scale Scores. Statistical tools used to analyze the MAP Scale Scores comprised of two <i>z</i>-tests for proportions calculated to find differences in opinions and an ANOVA to find any variances between MAP Scale Scores of grades 3-5 during the years of this research study. </p><p> An alignment of the research questions, observations, and surveys to the interview questions was completed then linked with the literature. Interviews and observations revealed valuable details of the implementation process of the MRI program. Emerging themes added data about the implementation processes and were reflective of management and classroom facilitation. Survey results did suggest MRI was beneficial for assisting teachers with research based instructional strategies. Two <i>z</i> tests for proportions of the survey results were in the critical range causing the rejection of the null hypotheses. An ANOVA of the MAP scores did not show a significant change in any one year over the five-year period. Before deciding on implementing an extensive reading program similar to MRI, other districts carefully consider the evaluation methods of teachers. Factors not considered in this study, such as evaluative measures (cognitive coaching versus traditional methods), may yield different program implementation results.</p>

<p>This dissertation suggests that metaphors are a powerful learning tool in education and a way to develop as a professional educator. The purpose of this phenomenological study was to gain a deeper understanding of how teachers utilize metaphors during reflection. I addressed their experience with metaphors, how they use metaphors, how metaphors play a critical role in their teaching, how students benefit from their use of metaphors, why they use metaphors, and if through technology they are able to use metaphors to reflect. I, individually, interviewed educators to understand the overall process and the emotions they encounter because they are teaching our students. My involvement in this project led me to discover that metaphors are a way of addressing social justice and expanding the following: (a) an ethic of choice, (b) an ethic of virtue, (c) an ethic of identity and above all else, and (d) an ethic of care. All of my participants expressed both literally and metaphorically that utilizing metaphors validated students individually, allowed them to connect on a personal level, and above all else showed an ethic of care towards student learning. Our educators are leading the way in a metaphorical world that must be taught literally as well. </p><p> <i>Key Words:</i> metaphor, reflection, educators, students, education. </p>

<p> Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional development offered to teachers has often been one day workshops where depth of content is not attained. Through this action science research, onsite professional development utilizing a coaching model was provided to K-2 teachers in a rural elementary school setting. This intervention lasted for three months and explored the <i> Continuum of Literacy Learning</i> by Fountas &amp; Pinnell (2007) and utilized the <i>Benchmark Assessment</i> system by Fountas and Pinnell (2007) for identifying reading levels while implementing Guided Reading. The teachers' sense of self efficacy included a modest increase in utilizing a variety of instructional strategies to better meet the various needs of the students but also revealed areas for additional professional development in the future.</p>

<p> This study investigated elementary school teachers' conceptions of their beliefs and expectations of African American students, their pedagogical practices, and the rationale for choosing the pedagogical practices for grades 3 through at Star Maker Elementary. The researcher employed a mixed methodology. The Math Teacher of African American Students Inventory (MT-ABSI) served as the quantitative method. Frequency analysis was employed to analyze the survey. Qualitative methods included two focus group interviews and lesson plans analysis. The researcher employed thematic coding to analyze the qualitative methods. Although the results from the MT-ABSI indicated that teachers had low level beliefs and expectations of their African American elementary students' ability in mathematics, the teachers professed to have high beliefs and expectations and communicate them to their students by using real world experiences in their mathematics classes, providing extra help outside of the mathematics class, and expressing their expectations verbally and non verbally. Further results of the survey indicated that teachers professed to implement some best practices in mathematics classroom than other. These best practices included the use of manipulatives and informing students of state standards. Overall, this is in agreement with the focus group interviews and lesson plans with special emphasis on differentiating instruction, professional development, and lesson plans cycle. There rationale for choosing the pedagogical practices included building background, learners' preference, and reinforcement and advancement of skills.</p>