Although a limited body of research has supported the positive impact of the Tools of the Mind curriculum on the development of self-regulation, research supporting a direct relationship between Tools and academic achievement is extremely limited. The purpose of this study is to evaluate the effectiveness of the Tools of the Mind curriculum implementation in improving math and reading scores in Kindergarten by comparing scores obtained before and after Tools. This study also seeks to investigate the effects of SES on student achievement. Finally, this study seeks to identify contributions and challenges perceived by teachers during implementation. Participants included 93 students in the before Tools condition and 97 students after Tools. Students who had Tools scored statistically significantly lower on reading scores than students who did not have Tools. While students also scored lower on math after Tools, this difference was not significant. Differences were found in student scores based on SES. Qualitative results are base interviews of six Kindergarten teachers, and revealed teachers' experiences with implementation. The findings of this study are intended to increase the understanding of the effectiveness of Tools and its implementation.

Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references (leaves 27-30).

"Socializing influences in the elementary school have been a major concern of educators in all ages. It is universally accepted that during the first six grades of a child's life in school that his patterns of interaction with his home, with other children in the community and in the classroom, and with the adults who guide him, as well as his health and study habits are formed. Years of observing, reading, and studying the factors and influences in the lives of boys and girls and their teachers and principals have served to increase the interest in and the appreciation for those activities, conditions, and characteristics which bring about desirable socialization and individuation of the learner"--Introduction. / "August, 1950." / Typescript. / Advisor: H. W. Dean, Professor Directing Paper. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under the Plan II." / Includes bibliographical references (leaves 52-55).

This study investigated the impact of School Improvement Councils on the attitudes of principals and teachers in ten selected Leadership and ten selected Non-Leadership site elementary schools. The sample (N = 233) was drawn from selected schools in southeastern Massachusetts, and included all 20 principals of the schools surveyed, and a random selection of teachers from each school totalling 213. A 68 item questionnaire was distributed, which asked the respondents to indicate how they felt School Improvement Councils met their objectives. The findings in this study reveal that principals and teachers strongly support the work of School Improvement Councils in their schools. There was overall agreement that Councils had increased enrichment opportunities, provided appropriate learning experiences for children, and had made for a better school.

No description available.

published_or_final_version / Education / Master / Master of Education

<p> This thesis reviews literature researching creative thinking and applies the findings in a curriculum designed to develop creativity in elementary age students in the U.S. Educators and business leaders recognize creativity as a key need for 21^st century success, but creativity scores have been going down. Since current research shows correlations between creative thinking, questioning strategies, and contextual connections, teachers need to weave these processes into instruction. The National Coalition for Core Arts Standards recognized the importance of creativity and proposed new national standards which include 4 key components: creating, responding, presenting and connecting. This six-unit curriculum synthesizes the new National Visual Arts Standards (NVAS), questioning strategies, and contextual connections to increase creativity in elementary school students in the United States. </p>

<p> This qualitative multiple case study sought to discover third-grade teacher perspectives of the strategies used when effectively implementing Cognitively Guided Instruction (CGI). Five exemplar third-grade teachers were purposefully selected based on recommendations from their principal and instructional coach. The purpose of the study was to learn how the implementation of the essential elements of CGI affected planning of mathematics lessons and how those elements were implemented into mathematics instructional practices. </p><p> The study utilized triangulation of data sources, including semi-structured interviews, observations, and document analysis. Based on the results from the first research question, planning for CGI lessons was found to be more difficult compared to planning for traditional mathematics lessons. The teachers spent more time developing word problems due to the lack of resources, because CGI is to be customized to meet the needs of the students. For the second research question, five themes emerged as strategies the teacher used for implementing CGI during class: 1) conceptualizing, 2) articulating, 3) using multiple strategies, 4) questioning, and 5) scaffolding. These strategies were employed by all teachers, but were differentiated by each teacher to best meet the needs of the students.</p>

<p> This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestr&ouml;m&rsquo;s (2001) framework of cultural-historical activity theory (CHAT), the Arboretum&rsquo;s outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers&rsquo; expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.</p>

<p> Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining the specific role of the instructional coach within the professional learning community is nearly nonexistent. This mixed-methods study investigates the role of the instructional coach within the setting of the professional learning community, what coaching skills teachers find most helpful within this setting, and what impact instructional coaches have on teacher perceptions of the professional learning community. Themes from semistructured interviews, observations, and open-ended survey responses revealed that teachers and instructional coaches perceive multiple roles and coaching skills within the professional learning community. The instructional coach serves as a bridge to guide teachers to new learning through providing specific supports, manifesting the partnership principles, showing availability and trust, and sharing instructional strategies and ideas. Utilizing the PLCA-R survey, descriptive statistics identified the impact instructional coaches have on teacher perceptions of the professional learning community.</p>