<p> The purpose of this project is to develop a school curriculum prevention program for elementary school students. The identifying school for implementation will be Garfield Elementary School. This prevention program aims to work with elementary school students by providing psycho-education on healthy behaviors and unhealthy behaviors. This project will consist of providing a social support group for students to feel safe when talking about any type of violence from home, school, and the community. The class will consist of providing different activities in order to provide the information to the students. Students will also be giving a pre-test and a post-test in order to evaluate their knowledge before and after treatment. The purpose of this prevention program is to decrease bullying, teen-dating violence, and school violence. As part of the goals and objectives to decrease maladaptive behaviors this program will focus teaching and increasing the level of healthy behaviors, which includes, asking for help, walking away, speaking up, and conflict resolution among others.</p>

<p> With the new goal of K-12 education being to prepare students to be college and career ready at the end of high school, education needs to start changing at the elementary school level. The literature suggests that teachers need reflective professional development (PD) to effectively teach to the new standards and to demonstrate change to their current instructional practices. This mixed-method multiple-case study investigated the impacts of a reflective professional development (PD) in changing elementary school teachers' instructional practices. </p><p> Teachers Instructional Portfolios (TIPs) were scored with a TIP rubric based on best practices in teaching mathematics problem-solving and science inquiry. The TIPs were also analyzed with a qualitative coding scheme. Case descriptions were written and all the collected data were used to explain the impacts of the reflective PD on changes in teachers' instructional practices. </p><p> While we found no predictive patterns in relation to teachers changing their classroom practices based on the reflective PD, we claim that teachers' desire to change might contribute to improvements in instruction. We also observed that teachers' self-assessment scores tend to be higher than the actual TIP scores corroborating with the literature on the usage of self-assessment to evaluate teachers' instructional practices.</p>

<p> The responsibility of ensuring that students are educated both academically and socially lies squarely on the shoulders of California K-12 public school district superintendents and the dominating presence of technology in everyday life necessitates that district superintendents lead a digital-age learning culture within their districts. The purpose of this survey study was to investigate and describe strategies utilized by California K-12 public school district superintendents to create, promote, and sustain, a digital-age learning culture as operationalized in the International Society for Technology in Education Standards (ISTE) for advancing digital-age leadership. A second purpose of the study was to investigate what these superintendents perceive to be the greatest challenges related to leading a digital-age learning culture and what they believe is needed to address the challenges.</p><p> A survey was administered online to the census population of 1,051 California K-12 public school district superintendents. The survey consisted of 3 background questions, 5 quantitative-based questions and 2 open-ended qualitative questions. Ninety two superintendents responded to the survey.</p><p> Analysis and interpretation of the data resulted in the following conclusions: (1) The superintendent's leadership for developing and stewarding a shared vision for technology-supported learning for all students is key. (2) Translating a vision for a digital-age learning culture for all requires superintendents to: a) prioritize funding, b) provide educators with access to current technology, and c) promote continuing learning opportunities. (3) Promoting collaboration about the use of technology within the district is another key. (4) Superintendents need more funding than currently exists in order to provide current technology, access to technology services, and professional development for educators; and, (5) There is a need for a statewide vision among state leaders, district leaders, and technology industry leaders.</p><p> Based on the findings of this study, it is recommended that superintendents need to develop a clear vision, place heavy emphasis on professional development, and collaborate with the community to make funding the utmost priority.</p>

<p> Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley &amp; Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. </p><p> The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? </p><p> <b>Summary of Study Design and Findings</b> A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. </p><p> Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.</p>

<p> This study sought to better understand the phenomenon of Math anxiety as experienced by female elementary school teachers, teaching grades 2-5. Using qualitative research methods to collect and analyze data, ten participants were recruited for open-ended interviews designed to collect data in the form of verbatim statements. The analysis of this data resulted in qualitative descriptions of the lived experience of Math anxiety by focusing on <i> what</i> Math anxiety is and <i>how</i> it precipitates. In addition, a description of the meaning and essence of Math anxiety was constructed. Results of this study include teachers' descriptions of factors they associate with Math anxiety including frequently changing Mathematics curriculums, student and parental issues, mandatory statewide online Mathematical assessments, teacher evaluations that require statewide student Mathematical assessment scores and parental input, and budgetary decisions adversely affecting students and faculty. Participants described time restrictions, painful past memories, feelings of Mathematical inadequacy, and Mathematics/gender issues. In addition, participants described how Math anxiety may decrease with humor, greater Mathematical experience, and/or by understanding Mathematics on deeper levels due to the newly adopted Common Core Mathematical Standards. Up until the completion of this dissertation, the researcher has not been able to locate any studies describing the lived experience of Math anxiety in female elementary school teachers. Through the voices of the teachers themselves, it is hoped that this novel approach may increase the understanding of Math anxiety for educators, parents, students, administrators, and researchers.</p>

<p> The purpose of this exploratory study was to examine if any relationship exists between a cross-section of 48 fourth-grade elementary-school students in one suburban intermediate school, thirty miles from a large northeast metropolitan city, and their artistic judgments regarding the seven elements of art; color, form, line, shape, space, texture, and value. Each of these elements of art affects our senses and might offer a better understanding of an individual. This study employed a mixed methods interdisciplinary approach, to identify viewpoints that were shared among children, and the works of art. Four <i> Q</i>-models emerged from the data, and were identified as: (1) Colorful and Eye-catching; (2) Perplexity and Animals; (3) Multiple Components; and (4) Nature. </p><p> Q-methodology, a form of factor analysis, was utilized for its suitability in facilitating children's participation in research. The use of <i>Q</i>-methodology allowed participants to be competent contributors regarding their behavior without speaking. These findings lead to a better understanding of students' likes; which can increase awareness and engagement; strengthen motivation; and lead to better performance in school. </p><p> Participant characteristics included: gender, ethnicity (Asian, Black, Hispanic, and White students), socioeconomic status (SES), academic and artistic ability. Findings showed that each of these characteristics were salient factors. The results of this study support the visual arts in schools; can contribute to curriculum development; teacher education; policymaking; text book visuals; and to the field of neuroaesthetics. Keywords: behavior, fourth-grade students, seven elements of art, Q-methodology</p>

<p> The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help &ldquo;close the gap&rdquo; and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers&rsquo; perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners.</p><p> Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. </p><p> Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level.</p><p> The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process.</p><p> Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.</p>

Thesis (M.A.)--Ohio University, June, 2008. / Title from PDF t.p. Includes bibliographical references.

Thèse (D.Éd.) -- Université du Québec à Rimouski, en association avec l'Université du Québec à Montréal, 2002. / Bibliogr.: f. 248-268. Document électronique également accessible en format PDF. CaQCU

Thesis (Ed. D.)--University of La Verne, 1999. / Includes bibliographical references (p. 122-133).