<p>Large numbers of novice programmers have been failing postsecondary introductory computer science programming (CS1) courses for nearly four decades. Student learning is much worse in secondary programming courses of similar or even lesser rigor. This has critical implications for efforts to reclassify Computer Science (CS) as a core secondary subject. State departments of education have little incentive to do so until it can be demonstrated that most grade-level students will not only pass such classes, but will be well-prepared to succeed in subsequent vertically aligned coursework. </p><p> One rarely considered cause for such massive failure is insufficient pedagogic attention to teaching a programming language (PL) as a language, per se. Students who struggle with acquiring proficiency in using a PL can be likened to students who flounder in a French class due to a poor grasp of the language's syntactic or semantic features. Though natural languages (NL) and PLs differ in many key respects, a recently reported (2014) fMRI study has demonstrated that comprehension of computer programs primarily utilizes regions of the brain involved in language processing, not math. The implications for CS pedagogy are that, if PLs are learned in ways fundamentally similar to how second languages (L2) are acquired, foreign language pedagogies (FLP) and second language acquisition (SLA) theories can be key sources for informing the crafting of effective PL teaching strategies. </p><p> In this regard, key features of contemporary L2 pedagogies relevant to effective PL instruction&mdash;reflecting the late 20^th-century shift in emphasis from cognitive learning that stressed grammatical knowledge, to one that facilitates communication and practical uses of the language&mdash;are: (1) repetitive and comprehensible input in a variety of contexts, and (2) motivated, meaningful communication and interaction. </p><p> Informed by these principles, four language-based strategies adapted for PL instruction are described, the first to help students acquire syntax and three others for learning semantics: (a) memorization; (b) setting components in relief; (c) transformations; and (d) ongoing exposure. </p><p> Anecdotal observations in my classroom have long indicated that memorization of small programs and program fragments can immediately and drastically reduce the occurrence of syntax errors among novice pre-AP Java programming students. A modest first experiment attempting to confirm the effect was statistically unconvincing: for students most likely to struggle, the Pearson coefficient of &minus;0.474 (p &lt; 0.064) suggested a low-modest inverse correlation. A follow-up study will be better designed. Still, a possible explanation for the anecdotal phenomenon is that the repetition required for proficient memorization activates the same subconscious language acquisition processes that construct NL grammars when learners are exposed to language data. </p><p> Dismal retention rates subsequent to the introductory programming course have historically also been a persistent problem. One key factor impacting attrition is a student's intrinsic motivation, which is shaped both by interest in, and self-efficacy with regards to, the subject matter. Interest involves not just CS concepts, but also context, the domains used to illustrate how one can apply those concepts. One way to tap into a wide range of student interests is to demonstrate the capacity of CS to explore, model, simulate and solve non-trivial problems in domains across the academic spectrum, fields that students already value and whose basic concepts they already understand. </p><p> An original University of California "G" elective (UCOP "a-g" approved) pre-AP programming course along these principles is described. In this graphics-based Processing course, students are guided through the process of writing and studying small dynamic art programs, progressing to mid-size graphics programs that model or simulate real-world problems and phenomena in geography, biology, political science and astronomy. The contextualized course content combined with the language-specific strategies outlined above address both interest and self-efficacy. Although anecdotally these appear to have a positive effect on student understanding and retention, studies need to be done on a larger scale to validate these outcomes. </p><p> Finally, a critique is offered of the movement to replace rigorous secondary <i> programming</i> instruction with survey courses&mdash;particularly <i> Exploring Computer Science</i> and <i>APCS Principles</i>&mdash;under the guise of "democratizing" secondary CS education or to address the severe and persistent demographic disparities. This group of educators has promulgated a nonsensical fiction that programming is simply one of many subdisciplines of the field, rather than the core skill needed to understand all other CS topics in any deep and meaningful way. These courses present a facade of mitigating demographic disparities, but leave participants no better prepared for subsequent CS study. </p>

<p> The purpose of this qualitative study is to understand and describe how culturally and linguistically diverse students who also may have exceptionalities in a Middle Atlantic community college perceive first year experience programs. This study explores the experiences of first year culturally and linguistically diverse community college students who also may have exceptionalities through a social constructivist lens (Creswell, 2007, 2013) and the theory of culturally relevant pedagogy (Ladson-billings, 1995, 2006, 2014). The methodology for this study was qualitative and the method was qualitative interviews to give voice to CLD/E learners to share from their perspectives of their experience in a formal first year experience program. Sampling was purposive (Lincoln and Guba, 1985; Maxwell, 1996; Seidman, 2006) with a focus on 10-12 CLD/E adult learners, 18+ years of age, male and females, who have completed one &ndash;two semesters of the first year experience program in a community college, and one semester of a credit bearing course. The results of the study yielded eight emergent themes. These eight themes can be examined in two groups: the first group of themes referenced learning and developing an understanding of higher education and the second group of themes revealed issues of individual growth and change.</p>

<p> Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of legal and economic battles, as well as the politicized nature of adolescent sexuality. This critical interpretive inquiry explored the long history of sexuality education through the lens of economics, law, and psychological paradigms and examined the way in which each of these lenses furthered the exclusion of nonheterosexual males in curricula. Using a framework comprised of critical feminist theory, critical pedagogy, and queer theory, this manuscript provides an understanding of the social structures of sexuality education and how they continue to marginalize students labeled as &ldquo;other.&rdquo; Using critical discourse analysis, this study reviewed legal and political documents, state and private curricula, and works in the sociology and psychology fields. </p><p> The outcomes of interpretive research do not lend themselves to specific answers, but to a greater understanding of the experience of marginalized individuals and the structures in place that keep this experience intact. Through a critical review of current programming initiatives, recommendations are made to continue moving toward a more gender- and identity-inclusive sexuality education curriculum. These recommendations, which are grounded in current legal and economic requirements, include teacher certification requirements, implementation of the Advocates for Youth 3Rs curriculum, utilization of a rights-based approach to program design, and adoption of national sexuality education by the Department of Health and Human Services, rather than by the Department of Education.</p>

<p> This project, Brothers for Life, is a curriculum of formation designed for seniors at an all-male Lasallian high school so they can join faculty in their efforts to facilitate retreats, prayer, and service activities for younger students. This project takes root in the writings of St. John Baptist de La Salle (the founder of Lasallian schools) which state that students in Christian schools should receive an education that moves the students toward full and abundant lives, not just an accumulation of numbers and facts. To give this project proper shape and direction, the unit design is organized through the Understanding by Design framework created by Wiggins and McTighe (2005, 2011). Through an organized structure that maintains authenticity to the Founder, this project opens the door to a fuller and more abundant life for the students enrolled in the course and by extension, the students and faculty to whom they minister.</p>

<p> Legislative advocacy efforts are increasingly becoming part of a counselor&rsquo;s professional identity, yet scholarly literature lacks studies about experiences of counseling students involved in legislative advocacy for the counseling profession. The purpose of this study was to gain an understanding of the meaning counseling students ascribe to their involvement in legislative advocacy for the counseling profession. Astin&rsquo;s student involvement theory was the conceptual framework utilized to explore the lived experiences of counseling graduate students and recent graduates who participated in a 4-day long American Counseling Association Institute for Leadership Training on legislative advocacy and leadership or in professional legislative advocacy at the state level. Convenient and snowball sampling yielded 8 participants who engaged in semistructured interviews. Using interpretative phenomenological analysis, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding as well as NVivo software. Themes included awareness, faculty mentor, involvement, incorporating legislative advocacy into the curriculum, lack of confidence, student learning and personal development, legislative culture, motivation, student obstacles to professional legislative advocacy, and problems in working with other professions. Findings may be useful for counselor educators seeking to integrate professional legislative advocacy into the counseling curriculum. Implementing a professional legislative advocacy approach into the counseling curriculum might contribute to counselor students&rsquo; developing a propensity for leadership, advocacy, and professional legislative advocacy beyond graduation.</p><p>

<p> The topic of this study is teacher support and professional development offered at urban Title 1 schools. This study compares the teacher support and professional development provided at an urban Title 1 traditional public school to the support and professional development provided at an urban Title 1 charter school. The purpose is to compare the schools and find out from a teachers&rsquo; perspective which school supports its teachers better. Teachers were interviewed in order to receive the data necessary to determine which school is more effective at supporting its teachers. The other significant purpose of this study was to suggest improvements that ether or both schools can implement. The results indicate that the traditional school teachers felt better supported and satisfied with their professional development, than the charter school teachers. The findings also present knowledge that can help improve both schools and other schools similar to them.</p><p>

<p> Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, &amp; Paul, 1997; Brown, Malfese, &amp; Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children&rsquo;s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, <i>Mathematics: A Creative Curriculum Approach, </i> which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group. </p>

<p> The existing literature indicates that the U.S. workforce is challenged in two significant ways: low college attainment rates and college graduates lacking the skills necessary to be successful in their careers (Wilkerson, 2012). Studies show that both of these factors are necessary to provide the innovation needed for companies to grow (Galagan, 2010; Morrison et al., 2011). Research indicates that faculty members have a fundamental impact on student success and persistence (Kuh, Kinzie, Buckley, Bridges &amp; Hayek, 2007; Taylor &amp; Haynes, 2008) and are also responsible for developing and reforming the curriculum. </p><p> Business education faculty are an especially important subset of higher education faculty due to the fact that business related majors have been the most popular majors for undergraduate students since 1980 (National Center for Education Statistics, 2012). </p><p> The research examined experiences with curriculum reform to address the skill gaps. Faculty experiences with curriculum reform efforts related to nontraditional students were also examined.</p>

<p> Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011&ndash;2012 school year, school systems across Georgia provided various professional development opportunities for teachers to learn about the Common Core State Standards. The purpose of this study was to examine teachers&rsquo; perceptions of their Common Core professional development and utilized a survey consisting of multiple choice and open-ended questions. Three hundred seventy-two educators from sixteen school districts across the state of Georgia participated in this study. Three main themes emerged: Teachers prefer working in smaller, collaborative groups in professional development; teachers were satisfied with their school and school district&rsquo;s training but did not receive consistent follow-up, modeling, or coaching afterwards; teachers utilized websites developed to support the Common Core State Standards and relied on their colleagues in order to learn more about the curriculum and to implement the standards.</p>

<p> This thesis examined graduate level students' experiences of (mainly gender) diversity in the online classroom. The philosophical framework for this study came from John Rawls' work utilizing the veil of ignorance as a strategy to create more objective determinations free from situational and circumstantial biases. Both critical pedagogy and the theory that individuals construct social and cultural meaning through communication provided the theoretical foundations for the thesis. The study analyzed experiences of the students via their contributions to the online discussion boards. The study also utilized interviews of current and former students to discuss their experiences with diversity in their online classrooms. The study came from an understanding that diversity represents a unique component of the online classroom and rests in the idea that students can all benefit from the diversity of other students' experiences. This work provides a jumping off point of analysis on how best to facilitate discussions of diversity in the online classroom. Facilitating these discussions can become a primary way to break down systemic and institutionalized inequalities that exist for minority groups. Thus, this research, while not the end point, can provide a continued impetus to discover ways to make the online classroom a place of equalized learning to maximize its purpose for all students regardless of their identity. Chief findings in the study indicate the following (not-exhaustive) items: students overwhelmingly report that they value diversity conversations; students do not seem to think that conflicting ideas represent an inherent negative; and student's see the role of the instructor in facilitating, but not inserting personal commentary into the diversity discussions.</p>