The problem of this study was to assess and compare selected student and environmental variables in seven open-area elementary schools carefully matched with seven traditionally-constructed elementary schools on eight different criteria. The hypotheses were formulated to carry out the following four purposes of the study: 1. To determine the differences between the achievement test scores in reading, language, and mathematics of students attending open-area elementary schools and scores of similar students attending traditionally-constructed elementary schools, as measured by the California Achievement Test and the Comprehensive Tests of Basic Skills administered in grades one, two, and three. 2. To determine if there was greater individualization of instruction in open-area elementary schools as measured by the Individualization of Instruction Inventory. 3. To determine if students attending open-area elementary schools evidenced a greater number of positive actions toward school, as indicated by attendance, number of acts of vandalism, and number of suspensions from school shown in official records of the school district.

A. What training are senior colleges giving students in Texas to prepare them for teaching music in the grades? B. What training are junior colleges giving students in Texas to prepare them for teaching music in the grades? C. What observations can be made on training now given? What recommendations can be made for improvement? D. 'What conclusions have supervisors of music in Texas reached concerning the ability of teachers trained in teachers' colleges? E. What is the reaction of teachers who are teaching music and who have had the six hours of music required by the state department?

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

A research report submitted in partial fulfilment of the degree of the Masters degree in Education at the University of the Witwatersrand, Johannesburg, 15th March 2016 / In Lesotho the development of the Curriculum and Assessment Policy is considered a crucial milestone in the history of education in the country as it is the first official curriculum document to be published post-independence. The policy advocates an integrated approach with a merge of eleven subjects that were taught at primary school into five learning areas. Integrated curriculum is adopted as a means to make education relevant in an attempt to address the socio-economic needs of the country. Curriculum revision towards integrated curriculum is done in phases, and the process of implementing the new curriculum is currently at primary school level. In 2013 implementation started in grade one, two and three, it has moved progressively such that in 2015 implementation was in grade five. The aim of this research was therefore to explore challenges primary school teachers face in implementing integrated curriculum. This study intended to find out how grade three and grade five teachers’ interpret and enact integrated curriculum. The study followed a qualitative case study method in which six teachers from three schools participated. The data was gathered through semi structured interviews in order to find out how teachers understand integrated curriculum. To further understand how teachers interpret the curriculum lesson observations were conducted. The study was informed by Bernstein (1971) concepts of classification and framing as they provided the language for description of their pedagogic choices. The lessons were coded and classification and framing values were designated. The findings revealed that in two of the three schools the teachers attempted to implement the curriculum, however in terms of classification and framing their pedagogic understanding was limited and varied. The teachers’ understandings of integrated curriculum across the schools varied. Teachers in School A understood the curriculum to mean making links between everyday knowledge while the understanding of teachers in school B was interconnection between concepts across learning areas. In the third school the teachers were not implementing the curriculum; findings showed that they lacked understanding of integrated curriculum as all their lessons were strongly framed and classified. In all three schools the findings reflected that teachers’ pedagogic choices were related to their understanding and interpretation of the curriculum. Given this, there is still a need for further teacher development and follow up in schools. Key terms Curriculum reform, integrated curriculum, pedagogy

This study examined the role that attributional style played in the academic achievement and school performance of a sample of 150 black primary school learners in grades 5 and 6 in an inner city school in the Johannesburg area. The Children’s Attributional Style Questionnaire (CASQ, 1984) was administered to determine the attributional styles. The questionnaire was comprised of 10 subscales and from this an overall level of optimism or pessimism was obtained. The academic achievement of the learners was measured by obtaining the end of year academic results of 1997 and 1998 from the mark schedules of each teacher. The results did not reveal significant correlations between attributional styles and academic achievement. This was contradictory to the existing literature. It appears that, in this disadvantaged group in South Africa, it is not attributional style that impacts upon academic achievement and school performance. However it appears that learned helplessness in terms of Seligman and Maier’s (1967) original formulation, rather than attributional style as in the reformulated theory of Abramson, Seligman & Teasdale (1978) may impact upon academic achievement in this community.

The mixed method study analyzed Florida’s 3rd grade retention policy found in F.S. 1008.25 for its rational and intended purpose. In addition, the study investigated the relationship and hypothetical impact of 3rd grade mandatory retention policy on school grades in elementary schools across the state of Florida. A critical policy analysis used policy document analysis through the lens of critical race theory. Correlation analyses investigated the relationship between the practice of holding students back in grade and the outcomes resulting from high stakes tests moderated by school characteristics of minority rate, free reduced lunch rate and Title I status. The findings show Florida Statute 1008.25 places some schools with high Minority rates, and high FRL rates in a paradoxical situation from which the schools cannot escape. All schools are obligated to enact the terms of education legislation, yet my study demonstrates a negative correlation for the “majority minority” schools (Darling-Hammond, 2010). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to investigate the understandings and meanings of ethnicity as constructed by preservice teachers within the context of a semester-long, junior level, multicultural education course and to develop grounded theory. The participants in the study included the researcher and 59 preservice teachers. / The methods implemented in this naturalistic, interpretive study included the collection of qualitative data through participant observation, audiotaping of selected class meetings, and document analysis of dialogue journals, reader response journals, and modified case studies of elementary school children. The theoretical framework consisted of constructivism (Von Glasersfeld), multicultural theory (Banks), critical pedagogy (McLaren), and transactional reader response theory (Rosenblatt). / The research questions that guided the development of this study were: (1) What understandings of ethnicity do preservice teachers bring with them to the course? (2) How do preservice teachers construct their understandings of ethnicity? (3) How do preservice teachers make meaning from course-related experiences and other identifiable experiences relating to ethnicity? (4) How do preservice teachers think that their beliefs about ethnicity will influence them in their roles as teachers? / Through inductive analysis three themes emerged: Responding, Understanding, and Envisioning. Responding addresses the preservice teachers' transaction with children's and adult's literature as a validation of their prior experiences, pre-existing beliefs, and personal value systems. Understanding and Envisioning presents a continuum of stages of belief of ascribed ethnicity. The continuum describes stages from Denying Differences to Accepting Differences to Valuing Differences. / It demonstrates a need for teacher educators to assist preservice teachers' understanding that multicultural education is not simply curriculum content, but it includes teaching for equity and the reduction of racism. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3028. / Major Professor: Kathryn P. Scott. / Thesis (Ph.D.)--The Florida State University, 1995.

Adverse childhood experiences (ACEs) influence student learning, behavior, and lifelong health and success. About one in four children have experienced at least one traumatic event (e.g., household dysfunction, neglect, and/or abuse) before the age of four, and that rate more than triples for children living in poverty. Trauma sensitive schools have been disseminated as a way to address this need, but there is little research on the topic. This study sought to improve understanding about adoption of trauma sensitive practices in a representative sample of the 77 elementary-level community schools in New York City and to identify facilitators and barriers to adoption of these practices. Thirty schools were randomly-selected, and interviews were conducted with 23 (76.7%) community school directors. Comprehensive Educational Plans were reviewed to supplement the interviews. The measurements and data analysis were informed by the Behavioral Health and Public Schools Framework (The Framework). Diffusion of Innovation Theory was used to classify facilitators and barriers. Data analysis comprised both deductive and inductive approaches. The findings indicated that community schools have adopted some practices aligned with the Framework, though services and resources are not delivered in strategic and coordinated ways. School cultures, priorities, and goals are not always well aligned with trauma sensitive practices. There is a wide range of experience among staff and agencies responsible for driving the adoption of trauma sensitive practices, and this is a barrier to adoption of coordinated school-wide approaches. Consequently, while community schools are a promising model, many social-emotional, mental health, and other needs of children and families persist. Schools are clearly an important social institution within society to foster upward social mobility and increase the chances for youth and children to develop in healthful fulfilling ways and contribute to the democratic society in which they live. But given the unequal and unfair distribution of access to educational resources, employment, housing, health care, income among other social resources, long-term efforts by communities as well as government policies, and investments are needed to ameliorate the traumatic experiences that continue to affect children and families and to prevent the intergenerational trauma that has occurred for centuries.

This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2018-11-12T12:35:08Z No. of bitstreams: 1 Bruna Zatorre Pereira Monteiro.pdf: 1250161 bytes, checksum: 99e8adef96aaa03cc555c8e26698343a (MD5) / Made available in DSpace on 2018-11-12T12:35:08Z (GMT). No. of bitstreams: 1 Bruna Zatorre Pereira Monteiro.pdf: 1250161 bytes, checksum: 99e8adef96aaa03cc555c8e26698343a (MD5) Previous issue date: 2018-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Esta pesquisa tem como tema central o papel formativo desempenhado pelas equipes escolares no Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Implantado pelo governo federal por meio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), e regulamentado em 2010 pelo Decreto 7.219. O Programa tem como propósito contribuir para o aperfeiçoamento da formação de licenciandos, elevando a qualidade da formação inicial dos futuros professores, promovendo a integração entre educação superior e educação básica, articulando teoria e prática. Para isso, propõe mobilizar os professores das escolas de educação básica, para que recebam os bolsistas e atuem como coformadores dos futuros docentes. Esta pesquisa, de abordagem qualitativa, valeu-se de entrevistas semiestruturadas com professores supervisores, diretores e supervisores de ensino, tendo em vista captar e analisar de que forma as equipes escolares percebem e assumem o desafio de participar do processo de formação de futuros professores, no PIBID. Os principais autores que nortearam a pesquisa foram: Paulo Freire (2007) ¿ Formação de professores e prática docente; Zeichner (2010) - Relação teoria e prática; Nóvoa (2009) ¿ Relação Universidade e Escola; Canário (1999) ¿ crise de legitimidades das escolas a partir de Programas e reformas. A pesquisa foi desenvolvida em três escolas públicas de ensino fundamental do município de Santos-SP e foi analisada a partir de três categorias, sendo elas: A relevância do estágio permeada pela subcategoria que diferencia estágio e PIBID a partir das falas dos sujeitos; a relação teoria e prática que permeia como subcategoria a relação da equipe escolar com o subprojeto do Programa; e formação contínua, que é um dos princípios norteadores do PIBID. Como resultado foi possível apontar que a equipe escolar não reconhece de forma satisfatória a sua responsabilidade de coformação dos alunos bolsistas, necessitando lançar um olhar mais crítico sobre o papel da escola na formação do licenciando. / This research has as central theme the formative role played by the school teams in the Institutional Program of Initiation to Teaching (PIBID). Implemented by the federal government through the Coordination of Improvement of Higher Level Personnel (CAPES) and regulated in 2010 by Decree 7.219. The program aims to contribute to the improvement of the training of graduates, raising the quality of the initial training of future teachers, promoting the integration between higher education and basic education, articulating theory and practice. To this end, it proposes to mobilize the teachers of the basic education schools, so that they receive scholarship recipients and act as co-educators of future teachers. This qualitative research was based on semi-structured interviews with supervisor teachers, principals and supervisors, with a view to capturing and analyzing how school teams perceive and take on the challenge of participating in the training process of future teachers, in the PIBID. This qualitative research was based on semi-structured interviews with supervisor teachers, principals and supervisors, with a view to capturing and analyzing how school teams perceive and take on the challenge of participating in the training process of future teachers, in PIBID. The main authors that guided the research were: Paulo Freire (2007) - Teacher education and teaching practice; Zeichner (2010) - Relationship theory and practice; Nóvoa (2009) - University and School Relations; Canário (1999) - crisis of legitimacy of schools from Programs and reforms. The research was developed in three public elementary schools in the city of Santos-SP and was analyzed from three categories: The relevance of the stage permeated by the subcategory that differentiates stage and PIBID from the speeches of the subjects; the relation theory and practice that pervades as subcategory the relationship of the school team with the subproject of the Program; and ongoing training, which is one of the guiding principles of PIBID. As a result, it was possible to point out that the school team does not satisfactorily acknowledge their responsibility for the training of the scholarship students, needing to take a more critical look at the role of the school in the licenciando formation.