<p> This hypothesis-generating study initially sought to understand teacher and student supportive interactions within a literacy classroom. The researcher began with a thorough examination of three reading instructional methodologies that purported to be based on teacher support. Questioning the Author, Reciprocal Teaching, and The Scaffolded Reading Experience were reviewed, because the researcher had anticipated witnessing such scaffolds within literacy lessons. Data were then gathered in a small group, fourth-grade, reading class. Following data collection and analyses, however, the researcher recognized supportive instructional interactions derived from teacher and student academic discourse rather than predetermined reading programs purporting to be based upon foundations of teacher scaffolds. Due to this finding, the researcher narrowed the study's focus and questioned the nature of student and teacher supportive interactions, namely academic discourse, while engaged in fourth-grade small group literacy time. Four episodes from this reading lesson were intensively investigated. Exploratory talk and presentational discourse were two primary talk types evidenced. Based on transcript analysis and triangulation of data, findings from this qualitative study generated two hypotheses that addressed classroom concerns. Analyses of data suggested supportive academic discourse may enhance student inquiry when reading challenging texts in class, and classrooms in which exploratory talk is prompted may lead to increased conceptual learning. The researcher proposes altering the nature of a traditional and hierarchical academic discourse pattern to one based upon democratic principles. A less structured discourse pattern consisting of the sequence <i>inquire, wait, think,</i> and <i>share</i> may offer students authentic learning opportunities that intrinsically inspire inquiry.</p>

<p> This thesis articulates the importance of the use of efficient and effective student data documentation systems as classroom teachers determine the next instructional steps to support their students' abilities to demonstrate independent proficiency within grade level academic material. While operating under the broader structure of a Response to Intervention (RTI) framework, action research methodologies were used to address the question: How can deliberate documentation systems enhance the ongoing performance of an RTI program in a K-4 elementary school setting? This research examines various student data documentation systems, tracks student academic growth, explores the opinions of highly experienced classroom teachers, and discusses the characteristics of effective student data documentation systems. This thesis introduces the pedagogical process of Student Need-Based Education, in which educational decisions are intentionally structured according to the current academic, social-emotional/behavioral, or physical needs of students.</p>

<p> This study examines how homelessness negatively affects the school attendance and academic performance of school-age children in elementary school grades 3 through 6. A secondary data analysis was conducted on data collected from an Orange County school district to determine how homelessness affects students in the school setting. Academic performance was determined based on STAR Reading and Math Test scores. Results suggest that school attendance and academic performance are not significantly affected by homelessness. Additionally, results indicated that school attendance affects academic performance and that age is related to academic performance as well. Further research must be conducted to better assess the influence homelessness can have on children in school.</p>

There is no abstract available for this thesis.

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

<p> This study examined the success of five elementary schools in their implementation of the 2011 New Jersey Harassment, Intimidation, and Bullying law (NJ HIB law). It also explored stakeholders' perceptions of school climate since the law went into effect. Fourth and fifth grade parents, students, teachers, and counselors in the district's five elementary schools were invited to participate in surveys, focus groups, and interviews. The study revealed that these stakeholders supported the spirit of the law but felt that there were unexpected obstacles in the law that impeded its effectiveness to support a positive school climate and eliminate bullying. The results of the study will aid the district's elementary schools to improve implementation of the HIB law and guide stakeholders as they move to create a positive school climate and eliminate bullying.</p>

<p> This study examined how stakeholders in one school district located in a remote town perceived the instructional improvement efforts of the district, as well as the constraints and enablers of implementing instructional reforms. A qualitative approach, consisting mainly of interviews with teachers, principals, district administrators, and other school-level staff, was used to examine the perceived effects of the district's instructional reforms in five areas: (1) adopting a set of goals to guide the district's actions; (2) implementing instructional reform; (3) improving professional development; (4) supporting district and school administrators to become instructional leaders; and (5) encouraging the use of data to diagnose student learning needs and guide instruction. School-level interviews were conducted within four of the district's elementary schools selected to represent the district on a number of demographic and academic variables. The overall findings for these five areas were as follows. Respondents spoke primarily about changes to reading instruction as the district's top priority. The district's efforts to reform classroom instruction resulted in all elementary schools implementing, in varying degrees, the structures the district established for teaching reading. These levels of implementation were achieved through a gradual process and were met with initial resistance from principals and teachers. The district's shift to providing job-embedded professional development proved to be a major support in establishing a consistent teaching approach. Literacy coaches represented the main source of job-embedded professional development and played an important role in providing teacher professional development. Principals strove to achieve the district's expectation for them to become instructional leaders in their buildings, although some struggled with the content expertise required to be an instructional leader, while others expressed difficulty in managing their time between being a building manager and an instructional leader. Finally, the district's instructional improvement efforts were informed by student achievement data and teacher observation data, as teachers used formative and summative assessments to monitor students' progress and to provide appropriate levels of intervention to students.</p>

The purpose of the study was to evaluate a six weeks pilot summer elementary school program as a basis for making decisions and modifications regarding future elementary summer programs in the Marion (Indiana) Community Schools. As a related part of the research, the study attempted to determine if pupils enrolled in improvement classes designed especially to strengthen skill areas made more gain in basic skills than did students enrolled in summer enrichment classes organized to provide supplementary educational experiences without stress on skills.The dissertation consisted of two major parts--a subjective evaluation of the program by students, parents, and teachers and a statistical study designed to determine effects of the program on achievement of third, fourth, and fifth grade pupils in reading, vocabulary, and arithmetic. Subjective data were provided by parent questionnaires, teacher evaluations, and by pupil opinionnaire surveys administered at the beginning and close of the summer program.For the statistical study related to pupil achievement, experimental and control groups were selected on a stratified random basis and matched according to sex, grade level, and school district. Effects of the experimental conditions were judged in relation to scores on the Iowa Tests of Basic Skills administered prior to summer school, in September following the program, and again in the subsequent spring. The analysis of covariance with pretest scores and intelligence quotients as covariates was utilized to test the four null hypotheses. The F test was then applied to determine if there were any statistically significant differences between the adjusted posttest means of experimental groups of summer school students and control groups of nonsummer school students.The experimental population was divided into two subgroups on the basis of enrollment in enrichment or improvement classes. This was done to compare the achievement of enrichment class students and improvement class students to that of nonsummer school students. Comparisons were also made between the enrichment and improvement subgroups of the experimental population. The following general conclusions seem justified on the basis of data and information described in the dissertation:1. The elementary summer school was a worthwhile program and should be continued and expanded in the future.2. The stated objectives of the summer school were achieved to a high degree.3. Children in the summer program showed growth in social and emotional development in addition to learning many new things.4. The enrichment classes seemed more likely to satisfy the objectives of the program and facilitate growth in the basic skills than did improvement classes.5. The improvement classes of the program need further while for students enrolled. To subject students to more experiences similar to the ones with which they had difficulty during the regular school year, as was done in this program, seems a questionable practice. An enrichment program for students needing remedial help could possibly result in a better program for these pupils.6. The summer school appeared to be a significant factor in facilitating change and professional growth among teachers.7. Modifications, as recommended by students, parents, and teachers, of the summer program should be considered by.8. The summer program seemed to permit or encourage teachers to do more experimentation than did the regular year program.9. A six weeks summer program in remedial reading and arithmetic when emphasis is directly upon skill development cannot be expected to show demonstrable results in achievement the following autumn or spring.

<p> This study investigated yard-spaces as artistic sites that are created and maintained through design processes involving aesthetic choices. The field of art education has grown to consider everyday objects and places worthy of exploration as important signifiers of cultural views, values, and expectations. Yard-spaces, as everyday places, are often taken for granted, and aesthetic choices that conform to social norms often have detrimental effects on the environment. This study investigated conformist and non-conformist aesthetic choices, the environmental effects of these choices, and the influences affecting design and maintenance choices for yard-space appearances. </p><p> A gap in knowledge was discovered for recognizing socially conformist aesthetic choices and social expectations for yard-space appearances. This gap was addressed by implementing a researcher-developed place-based environmental art curriculum with fifth grade students from my own teaching practice. Changes in students' attitudes and perceptions of the aesthetic choices affecting yard-space appearances indicated growth in aesthetic understanding and environmental concern. Introspection on the ways social norms are communicated through visual messages was transformational to my teaching practice as I developed a heightened awareness of social influences on my students. Therefore, the curriculum developed for this study is offered as an example to art educators interested in raising students' social and ecological consciousness and also for art educators interested in raising their own awareness of the social influences affecting students' aesthetic choices. </p><p> Barriers to enacting change due to aesthetic attachment to appearances and psychological ownership of property impeded the willingness of participants to consider aesthetic changes for their yard-spaces. Research of these barriers is recommended for student learning to move beyond understanding of environmentally beneficial aesthetic choices to enacting these choices. New knowledge that was generated through this research revealed strategies for encouraging aesthetic and environmental understanding of yard-space appearances, but further research is necessary to understand the barriers that impede the enactment of social and ecological change.</p>