Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: William Moore, Jr. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4292. Adviser: Janet S. Gaffney. Includes bibliographical references (leaves 189-208) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Currulum and Instruction, 2005. / Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2159. Adviser: William Harwood. "Title from dissertation home page (viewed Nov. 27, 2006)."

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, Mathematics Education, 2005. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0123. Adviser: Peter Kloosterman. "Title from dissertation home page (viewed Dec. 11, 2006)."

Thesis (Ph. D.)--School of Education and Dept. of Mathematics and Statistics. University of Missouri--Kansas City, 2006. / "A dissertation in education and mathematics and statistics." Advisor: Tamera B. Murdock. Typescript. Vita. Description based on contents viewed Jan. 29, 2007; title from "catalog record" of the print edition. Includes bibliographical references (leaves 165-172). Online version of the print edition.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Chairperson: Curtis J. Bonk. "Title from dissertation home page (viewed Nov. 2, 2006)."

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2499. Adviser: Karen Ferneding. Includes bibliographical references (leaves 192-203) Available on microfilm from Pro Quest Information and Learning.

<p> This qualitative single case study explored how general education middle school teachers implement the three tiers of the Multi-Tiered Response to Intervention (MTSS/RTI) model while delivering differentiated core curriculum instruction. The conceptual framework included the differentiated strategies of Fleming and Mills&rsquo; (1992) Visual, Aural, Read/Write, Kinesthetic (VARK) model; Vygotsky&rsquo;s (1978) concept of Zone of Proximal Development (ZPD); and Wood, Bruner, and Ross&rsquo; (1976) concept of scaffolding. The sample group consisted of 11 general education middle school teachers in a single Central Florida school district. The data sources included an online questionnaire, interviews, and one focus group session. The macro-level research question that guided this study was: &ldquo;How do general education middle school teachers implement tier one, tier two, and tier three of the MTSS/RTI model while delivering differentiated core curriculum instruction?&rdquo; The analyzed data produced four themes: (1) tiered intervention strategies, (2) tiered progress monitoring measurements and frequency, (3) tiered documentation of responsiveness to interventions, and (4) tiered delivery of differentiated core curriculum instruction. The findings provide insightful perspective to general education middle school teachers, leading to an increase in the successful implementation of the three tiers of the MTSS/RTI model. </p><p> <i>Keywords:</i> Multi-Tiered Response to Intervention (MTSS/RTI) model and differentiated core curriculum instruction</p><p>

<p> The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.</p><p>

<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>