<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>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>

<p> This study addressed the marginalization of elementary physical education and professional practice. This project applied proven surveys, scales, and qualitative processes; observations, interviews, and focus groups to measure and understand how physical educators can counter the impressions of stakeholders regarding the subject as inconsequential. Also, the research explained and recognized some cultural procedures in elementary physical education that promoted and inhibited proper student outcomes. The main settings for this study took place in two rural schools in small school systems. In addition, information was obtained through social media venues. The findings along with the literature review established the subject is marginalized; however, PE teachers can influence and combat the issues.</p>

<p> Social-emotional learning has gained much leverage in education reform discussions, but little research has been done on the effectiveness of SEL programs in rural classroom settings. This thesis studies the outcomes of one SEL curriculum, Project Happiness, in a rural project-based learning school, Teton Valley Community School. Additionally, this thesis aims to identify teaching practices that promote students&rsquo; SEL competencies. The data was collected in a split third and fourth grade classroom over a nine-week period from April 2015 to June 2015. The program led to student growth in social and emotional competencies, specifically self-awareness and self-management. Limitations of the study and implications for further research are discussed. </p><p>

<p> This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current definition for a dual immersion program states that students will gain bilingual, biliteracy and bicultural skills. While current research has examined the extent to which students gain bilingual and biliteracy skills in dual immersion programs, little exists on the third aspect of the triad, biculturalism. The research in this study examines the extent to which biculturalism exists within the dual immersion classroom and how it influences student engagement. Using the narrative inquiry approach, the researcher listened to the authentic voices of the participants and conveyed their story. Nvivo software was used as a tool to code and analyze emerging themes related to bicultural identity and student engagement. The researcher conducted semi structured conversational interviews with a preselected interview pool of elementary students, parents, dual immersion teachers and administrators. The findings from the research suggest strong ties between behavioral and emotional engagement with the development of a bicultural identity. Participants explained in detail how communication, trusting relationships and social networks impact the achievement as well as the identity of the students. Implications and recommendations for future research and practice are discussed.</p>

<p> Many students who receive Response to Intervention (RTI) Tier II support at an elementary school on the east coast of the United States seldom reach grade level expectations based on end of year assessments. Parents of students who receive RTI Tier II instruction often do not take advantage of the opportunities for involvement at the elementary school. The purpose of this qualitative research was to investigate the perceptions of 34 parents who receive RTI Tier II instructional services about what inspires them to become involved in their child&rsquo;s education at home and at school. This study investigated the opportunities for involvement, recommendations for enhancing opportunities, and how existing opportunities for family involvement meet the needs of families. This study was guided by Hoover-Dempsey and Sandler&rsquo;s model of parent involvement, which states that parent involvement influences student outcomes. Epstein&rsquo;s framework defines 6 types of parent involvement and Vygotsky&rsquo;s theory states that learning is a social activity. A case study approach identified 4 themes: (a) parents preferred to communicate electronically; (b) parents were interested in getting expert advice on specific topics; (c) parents were able to identify problems with the current parent involvement opportunities and provide suggestions on how to make them better; (d) parents perceived community to be made up of the school, the parents, and the town. A policy recommendation was created based on the findings for the school to better assist parents in engaging with their child&rsquo;s learning. The policy includes home visits, weekly progress updates, parent training programs, electronic communication, and a public library-school partnership. This project study promotes positive social change by increasing family engagement at the school ultimately improving academic achievement.</p>

<p> Mathematics is an indispensable skill. Mathematical reasoning occurs when a person is taught the basic foundations during the elementary school years. With the pressures following implementation of Common Core State Standards and Race to the Top, school districts are tried not only to raise their state test scores, but also to prepare, strengthen, and empower educators to feel confident in their ability to instruct mathematics effectively. The Singapore approach to teaching math was the innovative program that created higher math scores in school districts in the United States. The country of Singapore, after developing this approach became the world&rsquo;s leader in math scores. As more school districts attempt to use a Singapore math-type approach, the secrets of success for its implementation are important. Math in Focus is the authentic Singapore curriculum. This study attempted to document which aspects that encompassed implementing this new program worked most effectively by utilizing a mixed-method approach. This study documented and analyzed professional development training and collaborative teacher planning. The teachers in this study had five professional development workshops and met weekly for collaboration. Additionally, state testing scores were analyzed for the academic school years 2011&ndash;2012, 2012&ndash;2013, and 2013&ndash;2014.</p>

<p> The purpose of this single-case research study was to examine the use of process drama to improve the quality writing and increase on-task behaviors of students in a third-grade classroom. Four students diagnosed with ADHD participated in nine different process drama sessions. Quality writing samples along with observational data were collected on these four students. Social validity questionnaires were also administered to the students, two teachers, and four parents as a component of the research. Changes in students&rsquo; quality writing and on-task behaviors were examined using an ABAB withdrawal design. Visual analysis was employed to determine if there was a functional relationship between process drama and an improvement in the participants&rsquo; quality writing and on-task behaviors during process drama intervention. Results indicated that all four participants scored higher on their quality writing samples and had an overall increase in their on-task behaviors. These findings supported the use of process drama intervention to increase quality writing and on-task behaviors of students with ADHD.</p>

<p> In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading instruction in K-3 and Grade 3 Pennsylvania System of School Assessment (PSSA) Reading achievement in school districts in Northeastern Pennsylvania (NEPA). Research indicates that throughout the past decade, these same instructional practices were found to be effective. As educators in K-3 worked to prepare students for high-stakes testing in reading, the degree of implementation of these instructional practices were being examined. In this quantitative study, 132 K-3 classroom teachers in 20 schools completed the Revised Teacher's Implementation of Scientifically Based Reading Instruction (TISBRI) survey to determine the school-wide level of implementation of scientifically based reading instruction. Teacher experience within each school was also studied. The results of the survey were compared to the 2012 Grade 3 PSSA Reading mean scale score for each school. Inferential statistics determined that no correlation existed between the level of implementation of scientifically based reading strategies and Grade 3 PSSA Reading achievement. There was a correlation between years of teaching experience and level of implementation of scientifically based reading strategies. The study also concluded that scientifically based fluency instruction correlated to scientifically based reading instruction in phonemic awareness, phonics, vocabulary, and comprehension.</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>