The Individuals With Disabilities Education Improvement Act of 2004 (IDEA, 2004) now includes language that permits local education agencies to use a process that determines if a child responds to scientific, research based interventions as part of their evaluation procedures. This reauthorization of IDEA 2004 has led to an increase demand for rigorous research on the outcomes of various models of response to intervention (RTI). Many of the components of RTI have a thorough base of empirical support. However, little empirical work has gone into understanding the standardization of service delivery and implementation of RTI in schools. There are two purposes to this study. First, this evaluation aims to provide formative evaluation data which will aid in the improvement of the processes and functions associated with the Clark County (Las Vegas) RTI Model in their critical role of supporting student achievement. Additionally, observations are then placed into a broader context in how they might contribute to the research base regarding implementation and service delivery standardization. Program evaluation data were collected from ten designated RTI schools in the Clark County School District in Las Vegas, NV that included structured interviews, surveys, direct observation of meetings, and a review of student intervention cases. Overall, results indicated evidence of an effective use of assessment and intervention tools across schools in a prevention oriented model. Unique examples of intervention service delivery models are discussed along with future directions for research.

While there is preliminary evidence supporting the use of collaborative problem solving teams in schools (e.g., Telzrow, McNamara, & Hollinger, 2000) only a few outcome measures have been explored in relation to these procedures, and the results have been inconsistently demonstrated across projects (Burns & Symington, 2002). Additionally, it has been found that many school teams are inconsistent in their implementation of quality consultation procedures (e.g., Doll et al., 2005). Unfortunately the positive outcomes that have been associated with collaborative problem solving teams cannot be implied in practice until there is evidence that these procedures can be incorporated into real life situations (Telzrow et al., 2000). This research utilized an explanatory case study design to investigate the factors that contribute to quality team consultation procedures in applied settings. The analysis of the permanent products of cases seen by three Instructional Support Teams (IST) during the 2006-2007 school year, revealed that on average IST’s were able to implement five out of seven problem solving steps with fidelity. There was little evidence to confirm that teams provided detailed information on interventions that were implemented, or that treatment integrity data were collected regularly. Higher rates of implementation were found to be weakly associated with both greater goal attainment (r=.203, p=.044) and fewer referrals to special education (r=.230, p=.025). A comparison of mean implementation rates between academic and behavioral problems also indicated that teams implemented the process with greater fidelity when working on academic concerns (t (97) =3.387, p=.001). Focus group discussions revealed that team members and teaching staff considered the IST process to be more effective in addressing academic rather than behavioral problems. IST members identified the following factors as contributing to the success of their teams: administrative support, intervention support provided by specialists and Title 1 staff, participation of experts on teams, and teachers’ attitudes. Teachers and IST members identified time and scheduling to be the most significant barrier associated with the IST process. The supports and barriers to the IST process were interpreted in the context of the studies limitations, and presented with implications for practice and future research.

This qualitative research study examines the holistic experience of secondary classroom teachers who are changing their predominant instructional technique from a mostly traditional teaching method to a student-centered, problem-based approach to curriculum delivery. Using field notes, interviews, focus groups, observations of classrooms and faculty meetings and related document study in conjunction with, and as driven by, simultaneous analysis, the researcher inquired about the nature of implementing change in instructional delivery and those influences that both help and hinder the process. Data revealed four categories with related findings: practices of changing instructional delivery, a teacher focus on students, elements of working within a culture of change, and the personal experience of implementing a change in instructional delivery.

This study examined learning environments in middle school mathematics classes through the perspectives of high and low achieving students. The goal of the study was to determine which classroom learning environment factors are experienced differently by high achievers than they are by lower achieving students. The "What is Happening in Class" questionnaire and results of a standards-based mathematics assessment were used to identify participants with high mathematics achievement and relatively favorable perceptions of their classroom learning environment and students with low mathematics achievement and relatively unfavorable perceptions of their mathematics classroom learning environment. Participants were interviewed in focus groups and selected participants were also interviewed individually. Results revealed that four aspects of the mathematics classroom learning may impact achievement because they can be experienced differently by students who are high and low achievers. These aspects of the learning environment are teacher support, equity, student cohesiveness and task orientation. Teacher support was linked to perceived affiliation with the teacher. Both low and high achievers indicated that teachers seem to be more affiliated with students who are high achievers that answer questions correctly and with students who comply with classroom rules. The equity issues identified by students were related to the amount and type of support that learners get to meet their learning needs. Lower achieving students perceived that it was harder for them to get attention and support for learning needs than did higher achieving students because they perceive that much of classroom attention is directed at praising students for what they already know how to do rather than for new learning. Students described strong preferences for working in self-selected groups. High achieving students were more likely to be able to name and describe classroom processes, tasks, and expectations than were lower achieving students. This study affirms the need for teachers of middle school mathematics to be attentive to pedagogical choices, classroom norms, and the nature of classroom opportunities. The study identifies status issues that arise from certain types of mathematics pedagogy and calls for transparency in classroom norms and strategic grouping practices to improve learning opportunities for lower achieving students.

This dissertation studies the impact of two courses, “Rise Up” and “Leadership in Community Service,” at a Level Four high school in Massachusetts. The school, which had a higher than average level of student dropout, implemented the two courses developed by the researcher to address student retention, academic performance, and connection to school. Students in grades 9–12 took one or both of the semester-long classes, which used community building activities, group discussions, democratic teaching principals, community service-learning, and goal setting to address the needs of marginalized students. Students who participated in the classes showed increased connections to peers, teachers and community members, an improvement in indicators for school retention including grades, behavior, and attendance, and also an increase in their perceptions about their ability to persist in challenging situations.

How do oral deaf high school students experience Least Restrictive Environment policies as they participate in mainstream classes with hearing teachers and peers? This study focused on three oral deaf students who did not use sign language. In classes that privileged uses of spoken language, the focal participants communicated with their hearing teachers and peers by speaking, speechreading, and listening with their aided residual hearing. Ethnographic data were collected during semester-long participant observations of two math and two English classes. Data collection methods included audiotaping and videotaping classes, informal interviews, and Interpersonal Process Recall (IPR). During IPR meetings, the researcher and the focal participants analyzed "rich points"—moments when "normal" discourse practices were interrupted, allowing hidden tensions to surface. These rich points were identified by the focal participants themselves and/or by the researcher. The construction of classroom power relations was analyzed using Microethnographic Discourse Analysis (Bloome et al., 2005). This study revealed that the focal participants had learning experiences that were qualitatively different from those of their hearing peers. In particular, they faced challenges that were overlooked by their hearing teachers and peers. During class discussions, the oral deaf students' participation was restricted because they had to visually access verbal exchanges. To make sense of interactions, they had to interpret a series of incomplete signals using speechreading, aided residual hearing, and visual/written prompts. Thus, their participation in discussions was limited. However, when the oral deaf focal participants had opportunities to interact directly with their hearing peers in small group work, they demonstrated their ability to communicate and learn by using personal and contextual resources to engage in language and literacy events with their hearing peers. This study concludes that mainstream classrooms do not automatically become Least Restrictive Environments when oral deaf students are placed in classes with hearing students. Rather, the creation of Least Restrictive Environments for oral deaf students requires the active collaboration of their hearing teachers and peers. Otherwise, mainstream classrooms may become settings where oral deaf students' differences are highlighted, and the goal of mainstreaming—to respect and bridge differences in a diverse classroom—is not achieved.

The purpose of this research was to ascertain and describe the status of work ethic instruction in Vermont vocational schools and Vermont vocational educator attitudes regarding teaching work ethics. Work ethics has been identified as an issue of concern that has not been addressed in a practical fashion. The research study was based on a model developed by the Illinois Vocational Ethics Infusion Project. The Vermont study administered a questionnaire to all educators employed in Vermont vocational centers. The questionnaire was composed of three sections. The first was related to attitudes toward teaching work ethics as well as attitudes toward appropriate teaching strategies. The second section asked teachers how often they promoted certain work ethic characteristics. Both sections used a Likert-type scale. The final section surveyed basic demographic information. Standard statistical procedures for ordinal and nominal non-parametric data were used. Results indicate that Vermont vocational educators considered work ethic instruction important. Most educators report that they currently include work ethics as part of the curriculum they teach. Vermont educators feel that their business or industry experience has prepared them to teach work ethics. Yet less than half felt that their college course work had adequately prepared them to teach work ethics. They felt the most support for work ethic instruction from employers and the least from parents. When asked which of 20 work ethic characteristics they promote they indicated a high level of support for all 20. Truthfulness was reported as the highest ranking characteristic. School and classroom policies were identified most frequently of 11 possible teaching strategies. The second highest is mentoring. Analysis of responses by demographic characteristics indicate possible significant relationships in areas of years of business and industry work and in highest degree earned to work ethic attitudes and teaching practices. Conclusions and recommendations were framed as guidelines to assist the Vermont Department of Education for policy making in vocational curriculum and professional development.

The purpose of this study was to assess the Stages of Concern of southeastern Massachusetts elementary administrators and regular classroom teachers toward cooperative learning. Of the eighty school districts surveyed, thirty-four systems indicated that they were using cooperative learning. A stratified random sample of twenty-four school districts was selected using the Massachusetts Department of Education's kind of community classification system. Forty-six elementary administrators and eighty-five classroom teachers participated. Two data-gathered instruments were used: one to measure the seven hypothesized Stages of Concern about cooperative learning and one to gather personal information. The Stages of Concern Questionnaire (SoCQ) was used to gain insight into concerns of elementary administrators and teachers about cooperative learning. The dependent variables in the study were scores assigned by administrators and teachers to each of the 35 items on the SoCQ. Independent variables came from the Demographic Survey Instrument and included: role, gender, training, age, education level, and experience. Eleven null hypotheses were developed using a.05 level of significance criterion. Five hypotheses of difference were constructed around role, gender, and training. The t-test was used to evaluate each hypothesis and all five null hypotheses were accepted. Six hypotheses of association were built using age, education level, and experience. The Pearson r test was used to make a decision regarding each hypothesis and all six null hypotheses were accepted. Descriptive analysis revealed that 57.5% of the school districts have not initiated cooperative learning programs at the elementary school level. Systems using cooperative learning revealed that more than 70% of the respondents' highest concern scores were located at the early development Stages. The following conclusions were reached: (1) some students are being deprived of cooperative learning, (2) the majority of administrators and teachers have immature concerns about cooperative learning, and (3) leaders need to initiate actions or events that will resolve professional concerns about cooperative learning.

Advancing technology demands workers who are equipped with the higher-order cognitive skills of analysis and problem-solving. Opportunities for upward mobility are increasingly reserved for those who possess the ability to learn how to learn. Recent studies have shown, however, many of our students do not master these higher-order skills, and they graduate unprepared to meet the challenges of the changing workplace. Although traditional vocational education attempts to prepare students for work, high school shops are devoid of the vitality of real-life worksites. If vocational students became interns in their field, they would have the opportunity to serve as apprentices in the types of real-world problem-solving and decision-making systems they will enter as adult citizens. In order to create this environment for hands-on experiences, I initiated a school/business collaboration between the Culinary Arts Department of a large, urban vocational/technical high school and a large food services organization and reported the outcome of my efforts in the form of a case study. Throughout the process of establishing the partnership, I kept detailed fieldnotes and journals, which later provided the basis for analysis and assessment of the collaborative experience. Through interviews with student interns, the director of food services in the partner corporation, the culinary arts teacher, and the coordinator of cooperative education, I have attempted to examine the school/business partnership program from several viewpoints. Student interns reported their experience in the corporation made them feel independent and mature. Their supervisor noted employees enjoyed "taking the students under their wings." The Culinary Arts teacher and co-op coordinator agreed the partnership program cultivated essential life skills in student participants. Analysis of the project from the perspective of Dewey, Rousseau, or Pestalozzi, leads to the conclusion that apprenticeship-type programs, through their experiential nature, can contribute to the development of the kinds of cognitive and personal skills sought by employers in the 1990s. Although school/business partnerships cannot be regarded as cure-alls for the problems in our schools, they can provide young people with opportunities to develop values and skills through meaningful activities in internship or apprenticeship programs. For a summary of the lessons I have learned from this particular partnership, please see the first page of the appendix.

Forty-eight Algebra II standard level students were divided into two classes. One was taught using the traditional learning approach of lecture and test; the other was taught using a cooperative learning approach in which students were grouped into teams of four members of mixed ability. A case study approach was adopted for this comparison of cooperative learning and more traditional teaching methods. The case study covers two school years, from October 1991 until June 1992 (which was used as a pilot program) and then October 1992 until June 1993. The subjects were assessed on measures of grade improvement and evaluation. The time has come to change how we teach math. Math must be learned as an active process. New approaches in cooperative learning can increase the level of understanding and appreciation of mathematics and decrease student's anxiety levels. The findings point out clear differences between the cooperative learning classroom and the traditional classroom. The cooperative learning classroom is more flexible as well as creative. Students measure more positive attitudes and feelings toward mathematics in this environment. Results show that the cooperative learning group demonstrates stable gains in math appreciation and achievement as well as improved interracial relationships, some overcoming of math anxiety and improved discipline.