<p> The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard to RtI. The building's implementation scores were compared to academic achievement to determine if there was a relationship using a Pearson product moment correlation coefficient (PPMC). Academic achievement was determined by students' MAP index scores relating to the 8th grade Communication Arts test, as well as the percentage of students who scored below basic. The PPMC determined little to no relationship existed between implementation levels and MAP index scores, as well as the percentage of students scoring proficient. Quartile tables were developed to determine which surveyed buildings had the highest academic achievement. The survey responses were analyzed to determine what essential components of RtI they were implementing. The essential components being implemented were determined to be universal screening, professional development, establishing clear goals and expectations, and administrator participation.</p>

<p> Outcome-based report cards represent teacher judgments about student progress as determined by comparing the student's work against curricular outcomes. The outcome-based report card has become an important tool for student assessment, evaluation, and reporting. Because parents have an important role to play in supporting student learning, parental support and understanding of this new educational tool is critical. In 2009, the Yellowknife Education District No.1, in Yellowknife, Northwest Territories in Canada implemented the outcome-based report card to report assessment data of students in kindergarten to Grade 8. This qualitative research single case study explored parental support for and understanding of the outcome-based report card in this rural Canadian educational district. Data was collected using four focus groups, each made up of 4-6 parents of students in Grades 4-8. To confirm and validate the results, data from focus group process was triangulated with relevant historical/archival descriptive summaries and qualitative data retrieved from parent surveys in Yellowknife Education District No.1. Results of this study show that parents have a desire to know about the outcome-based report card and how it connects to formats of which they were more familiar (like the letter grade or percentage systems). Parents described a need for plain language alternatives for complex educational terms, phrases, and references. Parents expressed the need for personalized comments to describe individual student capabilities, and they desired grading level system that indicates student progress. Results from this study converge on a number of recommendations, including one that encourages leaders within the Yellowknife Education District No.1 to support additional research on the parental acceptance of the outcome-based report card once the recommendations for the practical applications of this case study have been acted upon. Further research could focus on the application of the outcome-based report card to engage students in self-assessment, increase motivation, and goal setting. This case study on the topic of parental support for and understanding of the outcome-based report card could be considered the starting point for future studies around how to realize the full benefits of formative assessment as it relates to grading and reporting.</p>

<p> This research project was a study that was based on a prior dissertation study that analyzed student success, as measured by achievement tests, within local communities with high poverty rates. Two Title 1 Reward high schools in the Phoenix area were examined through qualitative case studies to determine what had been implemented to help eliminate the perception of students coming from low income socio-economic backgrounds to achieve success on standardized tests. Five research questions were answered through classroom observation, interviews, and artifact collection and analysis to determine what efforts ensured student success. The aim of this dissertation study was to have provided other high schools whose student populations included low-socioeconomic backgrounds to implement and foster success for their students with possible replication. </p><p> Findings from this study included five research questions. Results from research question one outlined evidence that helped to explain how EHS was successful in helping their students be effective on standardized tests. Next, question two results exposed that EHS nurtured a culture of trust amongst teachers and administrators. Thirdly, question three illustrated for the reader more commonalities amongst the schools. Research question four results included that EHS and WHS worked hard to build student attitudes/attributes to have enjoyed success on standardized testing. Finally, question five results indicated that EHS used a shared leadership model having consisted of a principal, federal programs director, and counselor.</p>

<p>Abstract This research was designed to develop an instrument to evaluate how use of the Classroom Focused Improvement Process (CFIP) affected teachers' perceptions of using student data. The CFIP process requires that teacher teams regularly analyze student data, to strategically plan, reevaluate, and re-plan. Teams own achievement for all students. Ainsworth (2006) asserted teams must use collaboratively created short-cycle assessments to ensure common student growth. Data guide team-adjusted teaching, and professional development. Teacher belief in interim assessments' potential derives from formative assessment research, particularly studies demonstrating formative assessments and daily classroom feedback can improve teaching and student performance (Goertz, Olah, & Riggan, 2009). Engaging in this process, perhaps teachers can shift data perceptions from an accountability tool, to a means to improve student learning. The No Child Left Behind Act stipulated every child should test on-grade-level in reading and mathematics by 2014, evidenced by state standardized tests. Federal funding formulas required states to decrease achievement gaps, increase graduation rates, and prepare students for careers or college. The March 2010 draft Reauthorization of the ESEA stated teachers believe colleague collaboration is imperative to improve student achievement (USDE, 2010, p. 5), and Daniels (2009) testified that school structures must exist for teachers/administrators to analyze data and set goals. Additional research noted achievement gains when teachers examined student data in Professional Learning Communities (Aylsworth, 2012; Gallagher, Means, & Padilla, 2008; Galligan, 2011; Goddard, Hoy, & Hoy, 2000; Roberts, 2010). This research developed an instrument to discern CFIP's use in improving instruction and learning. The research design was a mixed methods concurrent design using survey research with quantitative analysis and open-ended qualitative questions, and qualitative structured, teacher interviews. Participants included 81 teachers from four CFIP and four non-CFIP elementary schools in two U.S.A. Mid-Atlantic suburban school systems. Conclusions indicated that value exists in pursuing research to discern if teacher teams using data literacy methods consistently and frequently can improve classroom instruction and student learning. Surveyed teachers identified the need and desire for more time for team data analysis and data literacy coaching. Educational leaders must consider providing this time and training for all teacher teams.

<p> This participatory action research needs assessment was to empower the students in a large urban research university to explore and to identify the strengths of the program, to identify the needs, and to identify the barriers to student success during their first year of college. Using qualitative methods of Group Level Interviews (GLA) and personal success narratives, low-income first generation college students engaged as advocates for improvements to a residential student support services program to benefit future first year students. Constant comparative analysis with open coding was used to analyze the data. The analysis of data revealed: (strengths) <i>self-efficacy relating to self-confidence, reaching out, proactive planning, support, community, and personal effort; </i>(needs) <i>empathic leadership, support, and community; </i>(barriers) <i>stress pertaining to their grades, obstacles and distractions, time management, and transition to college.</i> Overarching themes emerged as 1) community, 2) empathic leadership, 3) self-efficacy, and 4) time management.</p>

<p> The purpose of the study was to explore the current perceptions of adults who were enrolled in the gifted program of the St. Louis Public Schools in the fall of 1959 or spring of 1960. At this time in history the Cold War was a reality and the U.S. enacted the National Defense Education Act (NDEA) to find talented young people and give them the opportunity to excel academically. The program in this research was already in place when the NDEA was put into effect. A pool of 62 potential subjects was identified and 33 accepted the invitation to participate. The research question was, "How did the St. Louis Public Schools gifted program contribute to the lived experience of the students who started in the program in 1959 and 1960?" </p><p> A multiple case study method was determined to be the best fit for this study. Interviews were conducted in person, by telephone or by e-mail. From the interview transcriptions, the story of each case contributed to a bigger story of all the cases. </p><p> After completing the interviews and data analysis, seven themes emerged: expectations, social, label, spiritual/religious, impact, lack of high school support, and lifetime well-being. Another significant finding was that approximately 90% graduated college with at least a two-year degree at a time when less than 52% of high school graduates even attended college, albeit the enriching primary school pull-out program experience was followed by a less-than-enriching secondary school experience that lacked academic and college advising. </p><p> The participants had an overall positive opinion of their lived experience of being labeled gifted. The most salient finding was their life satisfaction, with an implication that positive labeling and a subsequent self-fulfilling prophesy contributed to it. Further research should be conducted on the relationship between positive labeling and life satisfaction with students not identified as gifted.</p>

This study investigated challenges encountered by schools in the implementation of inclusive education in the Eastern Cape. It was a Survey Study carried out in Ngcobo District. School principals of randomly-sampled mainstream schools and special schools participated in this research project. The key research question that the study sought to answer was: What are the challenges encountered by schools in the implementation of Inclusive Education in the Ngcobo District of the Eastern Cape Province? The following were the sub-research questions: (a). How does the lack of specialized or in-service, trained human resource personnel challenge or hinder the implementation of Inclusive Education? (b). How is the implementation of Inclusive Education affected by available infra-structure? (c). How do the attitudes of stake holders such as learners, educators (ILST) and parents (SGB) affect the implementation of inclusive education? The findings of the study revealed that: There is a gross shortage of educators qualified in inclusive education or related streams, and in some schools none at all. Institution Level Support Teams (ILSTs) in some schools have not been established and some of those that are established are not functional. Needed specialists such as psychologists and occupational therapists are not available in special schools. Workshops or in-service training for educators generally are held for to ILSTs only instead of all educators and SMTs. School buildings and toilets have not been adapted for when inclusion is to be implemented and there are no specific, funded departmental projects to rectify this. Assistive devices for learners experiencing barriers to teaching, learning and development are rarely found. There are no clear departmental budgets to ensure the policy is implemented in ordinary schools. Negative attitudes of some parents, teachers and learners toward inclusion still exist. The following recommendations were made for consideration in order to facilitate the smooth implementation of Inclusive Education in the schools. There should be adequate provision of human resource training and development Educators have to further their studies in Inclusive Education. There should be provision of a specific budget for buildings. Maintenance funds ought to be used to renovate school buildings so as to be Inclusive Education friendly. Advocacy and awareness programmes for different stakeholders should be conducted.

As a fairly new and emergent construct, there remain many gaps in our knowledge about how to integrate notions of culture and cultural context into evaluation theory and practice, as well as gaps in our knowledge about how to conduct and implement evaluations in immigrant and indigenous communities. This research explores how culture influences the evaluation and the program setting, and how it mediates the relationship between evaluators and diverse community stakeholders. Through an interconnected three-phase study (a comprehensive literature review, interviews with scholars and practitioners and focus groups with community-based program managers), this research develops a six dimensional framework (relational, ecological, methodological, organizational, political, and personal) depicting the inter-related dimensions and components that surface in interactions between evaluators and community-based stakeholders in cross-cultural program and evaluation contexts. The findings suggest that culture and cultural context influence every dimension of the evaluation, including the relationships we develop with stakeholders, the evaluation and program context, the methodologies and methods that we select, the politics and power dimensions surrounding the program and evaluation setting, the organizational constraints, and the evaluator's personal values and biases. The findings also suggest that relationships have far-reaching consequences, particularly given the predominant use of participatory and collaborative approaches in cross-cultural settings. While the findings also suggest that a participatory approach to evaluation cannot alter the broader social, economic, political and cultural systems that continue to create and sustain inequities in our society, understanding the dynamic, unfolding and ongoing connections and relations between evaluators and stakeholders is essential.

"The primary purpose of this paper is to study the Adult Education Program in Liberty County. Since adult education in the county is confined primarily to veterans, this study will attempt to make a correlation between the present employment and the academic achievement of these adult veterans who are students. It is hoped that a better understanding of the scholastic and financial status of the veteran may be obtained by giving a fuller perspective of his potential and ultimate working objectives. Briefly, it is a study of the socio-economic status of the veterans enrolled in the Liberty County Adult School in relation to their academic standing"--Introduction. / "August, 1955." / 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 (leaf 22).

No description available.