This study investigated principals of low-SES urban Hispanic elementary schools to determine whether they have a sense of, utilize, or differ in their utilization of family and community resources in parent involvement programs. This study also explored the perceptions of parents in relation to the nature of parent involvement programs and the roles of the principals in developing those programs. Was there a "fit" between what the principals say is happening and what in fact is happening? This study also explored the concepts of family and community contributions to parent involvement programs to suggest ways to improve practice. The findings indicate that when elementary school principals understand and value family and community resources parents become more open to involvement in the schooling of their children. Further, when mechanisms are in place for parents to share these resources or knowledge in the classrooms, this involvement becomes an empowering experience which facilitates parent involvement on more meaningful levels. Parents who are empowered through the actions of principals and through their own actions become self-empowered to participate in school decision making processes. They then appropriate leadership roles wherein they become responsible and accountable for the education of their children. They have become empowered to be true participants and take ownership in the education of their children.

The potential advantages of year-round schooling include expanded enrichment, improved remediation, higher achievement, greater community satisfaction, increased pay to teachers and, depending upon the plan, reduced class size. Why then aren't all schools implementing such schedules? What influences the decision? Findings from this case study suggest that decision-making is influenced by the structure of the calendar choice, which includes the culture and climate of the setting, values, and individual circumstances. The data collected in this case study support the following conclusions: (1) People who selected the optional modified calendar (with 176 school days, two intersessions, and a seven-week summer vacation) were more likely to agree that: (a) additional time is needed for education, (b) the change in the calendar may reduce dropout rates and delinquency, (c) review time is reduced by the modified calendar, (d) the modified calendar reduces burnout in students and teachers, (e) seven weeks is sufficient for summer vacation, and (f) the optional/modified calendar is an improvement which allows study inside during the southwest's hot weather and play outside during the more comfortable weather. (2) Marked contrasts existed between values and environmental circumstances for parents who chose traditional and those who chose optional calendar plans. It appeared that optional calendar proponents emphasized value issues. (3) Child custody issues did not surface as a dominant factor in this case study of calendar choice. (4) Child care needs, while considered important, appeared to be a lower order concern, possibly due to the structure of choice presented in this case study (with a free Parks and Recreation Program offered and low-cost day care made available at the school site).

This study explored two areas: (1) teacher implementation of aesthetic and critical activities in the classroom; and (2) the nature of fourth and fifth grade students' responses during such activities. A series of lessons were designed and taught to fourth and fifth grade students. The study had two goals: (1) to solicit responses from the students that would illustrate their cognitive levels and their stages of understanding art; and (2) to provide a venue by which the researcher would assess her ability to design and facilitate philosophical and interpretive activities. Data from the study indicates that these students recognize expressive qualities of portraits, understand basic symbolism, apply the concept of figurative expression to their own abstract representations, and give clearly stated reasons for their aesthetic beliefs. Reflections on the teacher's participation in the study indicate need for fine tuning of questioning and facilitating strategies, and a greater historical knowledge of art and aesthetic theories.

<p> Programs and reforms have come and gone in the educational arena with little impact on student performance. The problem at the school of study was the students' perception of their sense of belonging and the sense of the school as a community and the students' academic performance did not show adequate growth. The study took place in a mid-western suburban elementary school serving 440 students kindergarten through fifth grade. </p><p> The significance of the study was to examine the impact of a Goal-Setting Worksheet, along with regular teacher-student conferences, as a strategy to improve the overall school climate and academic achievement as measured by climate survey results, standardized test scores, attendance rates, and office referrals. </p><p> The process allowed teachers and students in 3rd, 4th, and 5th grade the opportunity to work together to complete the Goal-Setting Worksheet by setting goals, establishing a plan of action, and providing feedback through conferences throughout the goal-setting period. Students assessed their progress and worked with the teachers to determine if the student needed to revisit their goal or establish a new goal. The purpose of this process was to increase the students' perception of their sense of belonging and academic achievement. </p><p> To determine if there was a change in the students' perception of school climate, students took the Caring School Community climate spring survey and the pre and post School Climate survey. Academic performance was measured by comparing scores on the Missouri Assessment Program Communication Arts and Math test and the Gates-MacGinitie Reading Test. Survey results and academic scores were compared over a four year period. </p><p> The results were that the implementation of the goal-setting worksheet and teacher-student conferences to school climate did not yield the desired change at the school of study in the areas of overall school climate or academic achievement. However, the understanding of the value of the two has influenced the staff to continue the desire, process, and pursuit to improve the students' perception of the school climate and increase academic performance. Because of the limited timeframe of the study, further investigation of this process is recommended.</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>

No description available.

<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>