<p> This thesis is directed toward teachers who work primarily with music degree students on the collegiate level. Pedagogy is simply too often "hit or miss" in a student's degree curriculum, and yet the reality is that most musicians will have to teach at some point in their careers, whether they realize it as students or not. </p><p> This thesis provides a model for how to holistically integrate pedagogy into all aspects of the performance curriculum, so that string performance students are provided with the necessary tools to be both excellent performers and teachers, regardless of whether they ever take a pedagogy class. This is accomplished through: the examination of survey results regarding how schools are incorporating the National Association for Schools of Music requirements and recommendations for the integration of pedagogy into course curricula; an overview of survey results reporting how string performers and educators feel about the quality of the education they received in regards to preparedness for artist string teaching; and a discussion of how to create a holistic curriculum for performance and pedagogy that encompasses the three main areas of most string performance curriculums (the private studio, chamber music, and orchestra). </p><p> The overarching goal of this thesis is to build on the rich tradition of string playing and teaching that already exists, by introducing a curriculum that will holistically educate the student as both performer and pedagogue. At the heart of this approach is the need for fostering a "see one, do one, teach one" mentality in students.</p>

<p> School district calendars built around a four-day week have been in existence for decades. Early research cited savings in energy and transportation costs prompting the increase in schools adopting the four-day week. In recent years, studies have focused on the instructional benefits of making the switch from a five-day to four-day school week. Effective use of time as an instructional resource plays a meaningful role in educational leadership activities of school district superintendents. </p><p> This multisite case study sought to describe the perceptions of 10 South Dakota superintendents employed in school districts using a four-day calendar regarding the quality of their professional development programs. Data were collected using a semi-structured interview based on the McREL Professional Development Audit. Additional data gathered by the researcher included school district demographics, professional development planning documents, school calendars, and district websites. </p><p> Superintendents believed the four-day school week calendar provided the time to make a positive impact on the vision and goals, planning, design, resources, and evaluation components of a high quality professional development program. The study supported current research that district planners should provide professional development time that is organized, structured, and purposefully driven. Common themes among respondents included (a) articulate and set as a strategic goal during the calendar adoption process the importance of implementing a high quality professional development program for teachers and set specific dates within the calendar assigned for professional development (b) incorporate student remedial activities into the calendar (c) provide fiscal resources to support the professional development program, and (d) demonstrate effective administrative leadership to ensure fidelity in the design and implementation of the district's professional development program.</p>

<p> Engagement with global children's literature is an effective way to introduce multiple perspectives into the classroom dialogue. Yet teachers are often unfamiliar with ways of helping students understand diverse cultural practices and beliefs. The result is that global children's literature continues to be an underused resource. </p><p> This action research study looked at 25 highly diverse educator study groups as they used global literature with pre-K - 12 students. The goal was to support the development of intercultural understanding. The study groups received $1,000 grants from Worlds of Words (wowlit.org) to fund their yearlong inquiry. The groups met face-to-face throughout the year to reflect on the interactions taking place in their classrooms. All groups met online on a members-only site. Data collected included proposals, reports, teacher vignettes, and interviews. The data was used to document range of study group structures and interactions with global literature. The study groups and online forum were supported by a grant from the Longview Foundation. </p><p> Through constant comparative analysis, new transformative understandings were identified. Key elements in the development of intercultural understanding included open inquiry, recognition of complexity and multiple perspectives, thinking about culture at a conceptual level, and engaging in open dialogue. Teachers reported an increased understanding of their competence as professionals, their student's competence as problem-posers and thinkers, and the parents' competence as important contributors to intercultural understanding. </p><p> The study concludes with implications for practitioners wanting to engage in classroom inquiries using global literature to support developing intercultural understanding. A second set of implications suggests ways in which the study group process can be made more effective. New questions are proposed for future research related to the use of global literature in various contexts, including classrooms, online professional development, and libraries.</p>

<p> The problem that this correlational quantitative survey research study sought to examine was whether perceived secondary school teacher self-efficacy, in terms of collaboration, was related to the level of implementation of inclusion practices within special education classrooms. The purpose of this study was to contribute to researchers' understanding of how collaboration takes place and whether shared leadership theory, as a means of measuring the amount of collaboration that takes place in an organizational environment, can help to explain these processes so that teacher education inclusion programs can be improved. The theoretical framework that guided this study was Bandura's (1977, 1994) self-efficacy theory. The study aimed to examine possible correlations between teachers' self-efficacy and the level of inclusion practices within teaching teams, perceptions of shared leadership in decision making, and perceptions of the level of stress these different teachers face in their jobs. A sample of 100 teachers were surveyed online using three pre-tested and validated quantitative instruments: the Inclusion Climate Scale, the Teacher Efficacy Scale, and the Collaborative Climate Scale. Regression analysis were used to determine if there was a correlation between the variables. Findings showed that there was no correlation between teachers' self-efficacy and the level of inclusion practices within teaching teams, no difference between general and special education teacher perceptions of shared leadership or decision making, no difference between teacher perceptions of positive inclusion practices, and no statistically significant difference between teacher perceptions of the level of stress they face in their job. Based on the findings from the study, it may be assumed that limitations on sample size and geographic scope of the present study were significant. Future research is needed in order to address these limitations and discover whether the results of the current study can be verified through an adaptation of the methodology or its scope. </p>

<p> Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors and nurses whom graduates served upon matriculation was also reviewed. Open coding of data resulted in emerging themes. Findings showed that instructors were unsure how to implement activities to promote critical thinking, active learning in the classroom, and decision-making skills for students. As a result of this research, a 3-day professional development workshop for college instructors was developed, focusing on critical thinking and problem-based learning activities. This study may contribute to positive social change when medical assisting students graduate with the ability to use medical terminology in context, think critically, and provide satisfactory patient care, thus bringing valued expertise to patient care and offsetting the national shortage of labor in this sphere.</p>

<p> Africans and people of African descent have always desired the best for their children and education has been seen as the key to success (Madhubuti &amp; Madhubuti, 1994, p. 4). When conscious African American teachers respect for students' cultural heritage and families are demonstrated in the classroom, and seen as an asset then students' ability to develop self-esteem and self-pride needed to support self in the world that we live in improves (Alim, 2014 &amp; Gay, 2010). </p><p> This study focused on how teachers at an African-centered school in East Oakland, California structure curriculum and instruction for pre-school-8 in a way that leads to highly successful outcomes for students especially in mathematics. The following research questions guided this case study of an African-centered school. First, what are the elements of an African-centered education and culturally responsive pedagogy that ensures the academic achievement of African-American students? Second, what occurs in teachers' classrooms where students strive for academic excellence? Third, what are the school practices that contribute to the academic success of all students? </p><p> The findings are as follows in this research is that school climate and culture set the tone and expectation for all students. When students and staff are respected and valued each contribute to the success of the students and school programs with strong support inside the school (staff) and outside (family and community). Students need to be able to identify who they are and be empowered to develop agency for themselves. </p><p> The start of the school day needs to focus and center students (for example breathing exercise, pouring libation and school pledge). The placement of mathematics at the beginning of the day is vital. The most challenging class is provided to students when most students have the most energy to focus, pay attention and stay on task. It is important for students to have extended time to think critically, to experience guided practice and independent practice. </p><p> In addition, teachers who check for understanding frequently throughout the lesson are better prepared to comprehend where students are in the learning cycle (engagement, explore, explanation, elaboration and evaluate). Cooperative learning is a communal process to learn and is beneficial to many students rather than working independently and/or competitively. Next, technology should be used in modern classes to prepare students for the real world. Finally, belonging is an essential part of this school. Students feel as if they are members of a team; the staff is the leader of the team and they ensure that all students feel connected to school through common routines and practices. There is success for all, students, staff, parents and community. </p><p> Key words: African-centered education; culturally responsive pedagogy, culturally sustaining pedagogy, mathematics acceleration program; African Americans; urban education, school practices, striving for excellence in education. </p>

<p> Early Childhood Care and Education in Ethiopia was revitalized after the initiatives of Education for All campaign were introduced with the intention of expanding access and improving educational opportunities to children living in disadvantaged communities. In the process of expanding access to Early Childhood Care and Education (ECCE) programs in Ethiopia, a greater need to grasp the meaning of early education in the context of children's historical, social, and cultural experiences emerged. </p><p> The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in ECCE programs in Addis Ababa, Ethiopia. Vygotsky's sociocultural theory in combination with Yosso's community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a university faculty member, and administrative personnel from Ministry of Education in Ethiopia. </p><p> Major findings uncovered that participants in this study associated language, <i> fidel</i> (the Ethiopian alphabet), traditional practices, and religion as core elements of Ethiopia's indigenous knowledge. However, when assessing the value of using indigenous knowledge, it was revealed parents' want for English and the personification English-speaking carries resulted in devaluation of Amharic and cultural practices in ECCE programs. Success with integrating indigenous knowledge by using native languages and culturally relevant materials was evident in schools serving low income families; but it was a challenge for these students when they advanced to all-English secondary schools. Other challenges to integrating indigenous knowledge were attributed to disproportionate numbers of private versus public schools, divergent education philosophy between rich and poor programs, lack of local resources, and absence of a stringent monitoring agency to enforce the national mandate of Amharic or mother's tongue as the medium of instruction. </p><p> The study bears important implications for ECCE programs, policy makers, educational researchers, and for Ethiopia. Recommendations include Ethiopia's adopting a three language system in primary grades beginning in ECCE programs. Further recommendations call for international and national support for developing indigenous resources, delayed introduction of English as a subject in elementary grades, and a comprehensive university-level ECCE teacher training program. </p>

<p> This mixed methodology study investigated the arts integration practices of music teaching artists participating in four selected elementary school arts integration projects in the United States. This study also explored the possibility that music teaching artists&rsquo; formal education, arts integration training and professional development, and their own attitudes as well as different stakeholders&rsquo; attitudes about arts integration and music education impacted their arts integration practices. The explanatory two-phase design of this study began with the collection and analysis of quantitative data and was followed by the collection and analysis of qualitative data, thus connecting the results from the former to those from the latter. The quantitative data provided information for purposefully selecting the interview participants who provided the qualitative data collection in phase two.</p><p> The data gathered in this study indicate that the music teaching artists shared similar beliefs about arts integration but that they believed their school leaders&rsquo; goals and objectives differed from their own. The data also provided evidence for concluding that the music teaching artists believe that the most successful arts integration projects are those that are collaborative partnerships between an arts specialist or classroom teacher and a teaching artist. A unexpected finding in this study was the teaching and exploration of <i>sound</i> in arts integration projects team taught between a sound teaching artist,&ndash;some without musical backgrounds or formal training&ndash;a music teaching artist, and a classroom teacher.</p><p> The statistical analysis in this study regarding the degree to which formal education, arts integration professional development and training, music teaching artists&rsquo; attitudes about arts integration, and the beliefs held by music teaching artists regarding school leaders&rsquo; and their arts organization&rsquo;s administrators&rsquo; attitudes about arts integration were predictors of the arts integration practices as self-reported by music teaching artists produced results that were non-significant.</p><p> The content analysis of curriculum documents and student products submitted by the study participants revealed information to support the findings from the interview and survey data.</p>

This study combines qualitative and quantitative methodological approaches in a microanalytic examination of discourse features found in the instructional interactions of six Inuit first language, two Inuit second language, and six non-Inuit second language teachers of Inuit children in northern Quebec. In particular, the study analyzes the discourse features that contribute to the formulation of differing forms of communicative competence required for successful performance in the classrooms of Inuit versus non-Inuit teachers as well as the potential effects of these differences on the classroom participation of Inuit students. The quantitative results are integrated with findings taken from participant observation and ethnographic interviews conducted with all teacher participants. The study attempts to separate those effects that might be due to second language pedagogy from those likely to be the result of underlying cultural differences. Variation in discourse organization due to teaching experience is also examined. The study is situated within a dialogical framework of discourse organization whereby participants socially construct meanings and interpretations of talk through communicative interaction. Results of the study have implications for theories of syncretism and adapted pedagogy in minority educational contexts, demonstrating how instructional interactions can be influenced by and adapted toward the learner, resulting in teaching practices that reflect an amalgamation of cultures.

<p> Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students.</p><p> The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.</p><p> <i>Key Words:</i> Praxis, critical pedagogy, conscientization, critical theory, Common Core, No Child Left Behind, standardized testing, high stakes testing, deskilling, ESOL, ESL, autoethnography, Freire, hope, poverty, racism.</p>