<p> This research explored the nuances of co-creating and implementing a co-constructed and reconceptualized Kindergarten mathematics curriculum including innovative teaching practices such as number talks, math baskets, and counting collections to examine their impact on a student's mathematical identity, mindset, and content knowledge. The goal of this research was to provide a counter-story on mathematics curriculum in an early elementary classroom setting with a focus on social justice and equity. The project employed qualitative methodologies using a bricolage approach. A critical theoretical framework and related postdiscourses guided my research design, data collection, and analysis. Data sources for this study included a reflective journal kept by myself as a teacher-researcher focused on mathematical curriculum experiences, semi-structured focus group discussions with students, and electronic student artifacts collected over a twelve-week period in the late fall and winter of a school year. Data was analyzed using open and thematic coding. The major themes that emerged were used to create a community autoethnographic narrative via a bricolage of vignettes. The large and overarching theme of social justice and equity permeated the research findings in connection with students establishing a mathematical identity and mathematical mindset. Other themes included: (a) "growing our math brains"; (b) culturally relevant pedagogy (CRP); (c) operating as a community of learners; (d) students taking ownership of their mathematical learning; (e) teacher as ethnographer, facilitator and co-creator of learning; (f) making math meaningful and tangible; (g) play, enjoyment, and fun during math learning; and (h) meeting or exceeding standards with a localized curriculum in lieu of following a standardized curriculum. The vignettes and subsequent analyses are not intended to be a replicable mathematics curriculum for Kindergarten students. Rather, the vignettes are intended to inspire teachers to reconceptualize mathematics curriculums that influence their young students' mathematical identities. It is suggested that a reconceptualized and co-constructed mathematics curriculum will have a lasting influence on the mathematical mindset and identities of young students.</p><p> Keywords: reconceptualized mathematics curriculum; mathematical identity; mathematical mindset; number talks; math baskets; criticalism; social justice and equity; bricolage; community autoethnography; Kindergarten; early childhood education</p><p>

<p> The Effectiveness of Tiered Instruction in Elementary Schools Trident University International 2018 The purpose of this mixed research study was to explore the effectiveness of the tiered instruction and interventions for grades kindergarten through five at 2 elementary schools within a single charter school district in the Southern United States. The study is built on Swanson and Sachse-Lee&rsquo;s (2000) meta-analysis which identified the effects of Tier 3 interventions. The researcher requested secondary data consisting of pre-assessment and post-assessment results from the 2016 school year in the tiered instruction. A series of data points was used to determine if a student was successfully move from Tier III to Tier II due to the successful implementation of instruction. These data points were used to assess the effect of tiered interventions, including: NWEA MAP of Growth and the ACT Aspire for students in grades K-5. To gain a deeper understanding of teachers&rsquo; perspectives, a survey was distributed to 59 elementary certified teachers. A repeated measures ANOVA test was conducted for four dependent variables. When conducting this study, the researcher compared four groups in the multi-tiered instruction of the dependent variables and an expected medium effect (f = .25) based on the research. The Paired samples t-test and repeated measures ANOVA was conducted to test progress the participants in Tier 1, Tier 2, and Tier 3 made in their reading abilities. The power of .80% power (alpha = .05) was used to conduct the study. Of the 59 teachers, 55 teachers participated in the survey. The minimal sample size of the survey was 55 teachers. The questionnaire consisted of open-ended questions related to how teachers used the assessments to implement tiered instruction with fidelity, to have more targeted conversations during professional learning communities, become more strategic in the implementation of the targeted instruction, and effectively articulate to parents the skills the students need to improve on while providing simplistic ways to assist the students at home. The researcher used &ldquo;thematic analysis&rdquo; as a systematic process to formalize the identification and development of themes. The process consisted of coding text, developing descriptive themes, and generating analytical themes. The use of line-by-line coding enables the researcher to undertake what has been described as one of the key tasks in the synthesis of qualitative research: the <i>translation</i> of concepts from one study to another (Coffey &amp; Atkinson, 1996). This study provided district leaders, building administrators, and teaching staff empirical evidence to support the effectiveness of multi-tiered reading interventions at the elementary level. The multivariate analysis of the study showed: (1) Participation in Tier I instruction predicted student scores in Reading through the NWEA MAP of Growth and the ACT Aspire, (2) participation in Tier II instruction could not predict student scores in Reading through NWEA MAP of Growth, however; student scores could not be predicted in Reading through the ACT Aspire, and (3) participation in Tier III instruction could not predict student scores in Reading through NWEA MAP of Growth or ACT Aspire pre-assessment and post assessment. The findings support the effectiveness of multi-tiered instruction in elementary schools. When Tier I instruction is strong, Tier 2 and Tier 3 will be effective resulting in few students needing the extra support afforded in Tier 2 and Tier 3. Of the 172 students that moved from one tier to another, 28 students increased their learning and moved from Tier III to Tier II instruction. The researcher also discovered from the qualitative research conducted, regarding elementary needs, teachers desired to have smaller classrooms which would improve the effectiveness of implementing instruction. The smaller classroom size would not only increase learning for the struggling students, but also the students who have already mastered the essential skills being taught. The findings may give support for the educators who need empirical evidence to increase learning through multi-tiered instruction.</p><p>

<p> This study examined the effect of Math to Mastery and a randomized version of Math to Mastery at increasing digits correct per minute (DCPM) for three elementary-aged students. All three students received the standard and randomized version of the math fact fluency intervention, and progress was monitored using an adapted alternating treatments design. Data was collected and student progress was monitored to examine whether the randomized version of Math to Mastery would be just as or more effective than the standard version of Mast the Mastery. Results of the study indicated the standard version of Math to Mastery to be more effective than the randomized version for all three students at increasing digits correct per minute.</p><p>

<p> Cursive writing is a skill that contributes to learning, yet in the digital age it is no longer considered a necessary part of the curriculum in America&rsquo;s schools. Research demonstrates the importance of handwriting, particularly cursive, in the development of fluency, compositional complexity, and literacy skills. Because of the ever-expanding use of technology, it is necessary to understand the value that cursive brings to the thinking and writing process. </p><p> This study compared the differences in fluency and compositional quality between two modes of transcription (cursive and keyboard) among fifth- and eighth-grade students. It also examined the attitudes and beliefs of today&rsquo;s educators and students regarding cursive&rsquo;s value and benefits as compared with the value and benefits of keyboarding. Students from three private schools in the midwestern United States wrote two stories each, one in cursive and one by keyboard using the <i>Test of Written Language-4</i>. The researcher tabulated the total word count (fluency) for each story and compared the results by grade level and mode of transcription. The researcher also compared the standard scores for each story measuring compositional quality by mode of transcription, grade levels, and schools. The students and their teachers completed a survey expressing their views on cursive writing and the use of a keyboard. The teachers also participated in follow-up phone interviews. </p><p> The researcher conducted a series of parametric and non-parametric tests, and the results indicated that the keyboard-generated stories in both the fifth and eighth grade generally scored higher in fluency and compositional quality over the cursive stories. In contrast, the teachers and students placed a substantial value on learning and using cursive as indicated by the qualitative data. Future studies should focus on understanding this dichotomy and how cursive writing may enhance best practices in educating the next generation of digital natives.</p><p>

<p> Reading has been found to not only build student motivation but to increase community involvement in education (Hudson &amp; Williams, 2015). Children who grow into lifelong readers were less likely to be incarcerated, became more successful members of society, and created greater futures for themselves and their families (Obama, 2013). With exposure to early childhood education opportunities, children found a greater propensity to attain foundational reading skills; therefore, positive habits for education lead to thriving outcomes in the future (DeHaan &amp; Leuven, 2016). This study analyzed variations in preschool programs in order to detect curricular, facility, and instructor distinctions (DeHaan &amp; Leuven, 2016). Educators, parents, and community members were predominantly favorable of financing and supporting early childhood education (DeHaan &amp; Leuven, 2016). Globally, early childhood education is continually trying to maintain a more prevalent stature in society (DeHaan &amp; Leuven, 2016). Early childhood education can seemingly take an indirect step backwards in school districts due to to other educational necessities (DeHaan &amp; Leuven, 2016). In this study, the researcher analyzed early childhood education opportunities and the impact on students&rsquo; reading comprehension in third grade.</p><p>

<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.</p><p>

<p> Education policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background. </p><p> Just as it is na&iuml;ve to believe that all students learn the same, it is also na&iuml;ve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth. </p><p> This study focused on urban, public New England schools who received SIG funds between 2010 &ndash; 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.</p><p>

No description available.

Private elementary schools in Mexico are usually seen by wealthy and middle-class families as an alternative to public education. However, private schools have not been seen until very recently as an academic alternative for the poor. In my dissertation, I used data on students from poor families (beneficiaries of Oportunidades program) attending sixth grade of elementary school, who participated in the Quality and Educational Achievement Test assessment 2009 (EXCALE06-2009), to evaluate if there is a private school advantage for the poor in Mathematics in Mexico. I also investigated the extent to what achievement differential is explained by important features of private schools, such as physical resources, school management, teacher quality, teaching practices and classroom organization, and peer group composition. I used propensity score-matching to correct for bias arising from the self-sorting of students into type of schools. I concluded that private schools in Mexico offer a clear advantage for poor students in elementary education, even after accounting for selection bias. On average, private school students who are beneficiaries of Oportunidades program outperformed their public counterparts by 48 test points in Mathematics, or 48% of a standard deviation. The results passed different robustness checks and are technically reliable. The 0.48 sd effect size of private school is larger relative to much of the existing literature, especially if it is compared to the results of true experiments or quasi-experiments of private schools conducted in the U.S. I hypothesize that these large results might have to do in part with two factors: the use of the right counterfactual for this research: poor students attending private urban schools; and the fact that students in the sample attending private schools are all beneficiaries of Oportunidades, a comprehensive poverty alleviation program. This might mean that the treatment under study is more complex than just private schooling. After statistically accounting for selection bias, all of the remaining private school effect is accounted for by identifiable school factors. Peer group composition, school management, teacher practices and classroom organization, are the most important factors explaining the private school advantage in Mathematics in elementary schools in Mexico.

In urban schools that serve high numbers of students in poverty, setting high expectations and developing a cohesive and well-sequenced course of instruction are both crucial to students' success. Increasingly, schools are turning to instructionally-focused grade-level teams of teachers to concentrate on and coordinate efforts to improve classroom curriculum and instruction. However, although such horizontal, grade-level teams are common, few schools have vertical team structures that would allow teachers to collaborate between grade levels and contribute to school-wide improvement plans. Such vertical teams regularly convene elementary school administrators and teachers from all grades to discuss students' instructional needs and to plan strategies for addressing those needs in a coherent and coordinated way. Vertical teams have the potential to increase teachers' awareness of the interdependence of their work, to leverage human capital within under-resourced schools, and to engage teachers in developing school-wide improvement strategies. In this study of vertical teams in two sizable elementary schools in a large urban district, I sought to learn how administrators established the purpose and membership of their vertical teams. I wanted to understand whether and how they were able to support communication and coordination of teachers towards fulfilling school improvement goals. Using observations of vertical team meetings and individual interviews with teachers and administrators, I found that even though these two teams were still early in their development, they lacked a clear purpose, a carefully selected membership, and the dedicated leadership needed to make these teams feel supportive and worthwhile for teachers and beneficial for the whole school. Districts and schools that wish to use vertical teams for organizational improvement should strongly consider developing administrators' capacity to define and lead these teams before dedicating the time and resources that vertical teams require.