Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 11, 2009). Includes bibliographical references (p. 165-184).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p. 22-25).

<p> This research study focused on how technology-based tools have changed the 21^st century education arena in elementary school mathematics classes. The research highlighted the inner city schools where many students in the class are achieving below state standards set for third grade level. The research question asked to what extent do students have a higher level of engagement in math classes in which iPads and other technologies are used? Technology continued to advance in 21^st century classrooms where students are daily participants in teaching and learning with acquired experience using technology tools to accelerate their learning experience. Children are technology users with a passion for texting, web surfing, playing interactive games, social media, and more. The research methodology was data collection of achievement levels, using a quantitative method. The quantitative process for the research project supplemented the greater understanding of student achievement growth from integrated iPads in a third-grade math class in inner city schools in Chicago. The test was completed by the students, and the scores were automatically updated on the public website. The students had two hours to complete the test, and the students&rsquo; information was kept confidential. The students that were taught using technology outscored the students that were not taught using technology. The recommendation was to implement technology in all schools and create a challenging curriculum. The final recommendation for teaching with technology included the beneficial factors.</p><p>

<p> Young children attending high quality early education programs have demonstrated improved school readiness outcomes, with the most impact on low-income and high-risk children. The comprehensive approach to school readiness used in Head Start programs that includes ready children, ready schools, and ready families, facilitates transition and continued school success. However, gaps in school leadership efficacy around early education, family engagement, and a preschool through third grade continuum (PreK-3) have been documented in the literature. Unique to this study is the addition of the concept, ready leadership, inclusive of school leaders (district administrators, site level administrators, and teachers) and parents as leaders. Using a qualitative research design and Urie Bronfenbrenner&rsquo;s Ecological Systems Theory, the role of leadership in a PreK-3 continuum, around the integration of a Head Start preschool on an elementary school campus and on promoting and sustaining family engagement was explored. Key findings included: (1) experiences with early education impact self-efficacy for a PreK-3 approach; (2) teachers focus on the transition from preschool to kindergarten, with their perspectives depending on their grade level position on the continuum; (3) regulations can create barriers to integration, real and perceived; (4) intentional alignment and collaboration support integration; and (5) strong family engagement policies support parents as leaders, including redefining the role of the school volunteer, to include unique strengths and needs of today&rsquo;s families. Recommendations include policy and practice to respond to leaders&rsquo; priorities for a PreK-3 continuum, addressing barriers to integration, supporting parents as leaders, redefining the role of school volunteer; and capitalizing on transitional kindergarten as a link between early learning in preschool and the increased rigor now seen in kindergarten.</p><p>

<p> This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.</p><p>

<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students&rsquo; academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary level are made by teachers and parents/guardians, the perceptions of parents/guardians as compared to teachers on the practice of retention has not been thoroughly examined. This mixed methods study collected quantitative and qualitative data on the perceptions of teachers and parents/guardians on student retention through an established survey and through personal interviews. The study revealed that there are significant differences in the perceptions of parents/guardians as compared to teachers on when retention is appropriate for students. There are also differences in what teachers and parents/guardians identify as factors to consider for recommending retention and their long-term concerns for students when considering retention. Revealing these differences and understanding that both parties have an overall concern for the well-being of the student will help to bridge the communication gap between teachers and parents/guardians and guide them toward making collaborative decisions for students. Although this study is a first step toward this understanding and collaboration, there are many factors involved in making decisions on student retention, so these findings will require further research.</p><p>

Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.

No description available.

<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>

<p> The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today&rsquo;s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging. </p><p> Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety. </p><p> The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.</p><p>