Developmental education and the surrounding issues of academically underprepared students have been an ongoing source of debate within American higher education. While secondary education systems are frequently blamed for failing to adequately prepare students, community colleges, state colleges, and universities offer developmental programs to aid students in need of remediation in the form of developmental courses. Reading, Math, and English are subjects that are often taught on a developmental level. These courses are designed to provide students with the basic skills needed to be successful in higher education. This research was designed to examine students perception of the effectiveness of developmental education programs in a community college setting in Louisiana. The data was collected through a qualitative study using student surveys and interviews. For this study, effectiveness was defined in two ways: in evaluating students perception of whether the developmental courses taken address their deficiencies in each developmental course subject and through comparison of components of developmental programs to established indicators that facilitate developmental program success. Theoretical framework for the study drew on Baxter Magoldas Epistemological Reflection Model. This study contributes to the discussion of effective developmental education pedagogy and the development of programs that enhance underprepared students transitional development into a postsecondary educational setting.

This qualitative single case study in a rural start-up charter school in North Louisiana explored the impact that professional learning from Whole-Faculty Study Group sessions had on teachers understanding of the most significant contributions of the Standards for Mathematical Practice in preparation of the implementation of the Common Core State Standards for Mathematics (CCSSM). The theoretical framework proposed that structured time for collaboration would enhance teachers understanding of the math practice standards. The literature indicated that collaborative job-embedded professional learning can lead to improvements in teachers knowledge and practice and that understanding the Standards for Mathematical Practice is key to the successful implementation of the content standards. According to the interview and questionnaire responses from the six teachers and leadership team members who participated in this study, along with an analysis of records and observation notes, participants collaborative professional learning in the study group sessions had a positive impact on their understanding of the value of collaboration and their perceived importance of the math practice standards. Themes about collaboration that emerged from the data analysis indicated that the purpose of collaboration was to empower teachers and establish common goals and that successful collaboration requires structures in place and supportive resources. Themes that emerged about the math practice standards were that the standards develop mathematically proficient students, deepen teachers mathematical knowledge, and change the teacher and student roles, with teachers assuming a more facilitative role and students taking a more active role in their own learning. The findings were supported by the literature, with the caveat that the scope of the study precluded following teachers as they applied their deeper understanding of the math practice standards to implementing the standards. Recommendations emphasize ensuring that CCSSM implementation leads to significant changes in teacher practice and student learning and that educators at all levels have the time and support they need work together collaboratively. Further research suggested includes expanding this study, more research on the impact of job-embedded teacher collaboration on teacher practice and student learning, and more research on implementing the CCSSM standards and assessments and assessing the results.

In this dissertation, I describe a narrative study in which five pre-service and in-service teachers read and re-read three young adult memoirs and discussed their responses in a series of book group meetings. The purpose was to examine how teachers discuss young adult memoirs, what they might learn about themselves in the process of reading and reflecting in book discussions and in a Commonplace Book they kept, and how they might use young adult memoirs in classrooms including, but not limited to English language arts (ELA) classrooms. Data was collected through transcribing a series of book group meetings, as well as collecting a set of books into which the participants logged their responses. Following the completion of the book group meetings, I conducted individual interviews with each participant. I found that the participants were willing to make personal and pedagogical connections to each text, but that including the texts in their curricula presented several obstacles. Nevertheless, I found that using a book group in teacher education research to be an efficient and effective way to answer multiple complex, qualitative research questions at one time in a semi-structured setting, low-risk setting

Ecological literacy in students has become an increasing concern for educators. Mounting environmental problems along with a growing amount of nature deficit disorder seen in children and adults alike provides the impetus for research in this area. Since many college biology classes are modeled around the same style and emphasis found in the textbooks used for those courses, this provided an avenue for an examination of these materials. This research involved the selection of five popular introductory, college-level biology textbooks for analysis. Three rubrics were created to assess the graphical components of the introductory and ecology chapters in each textbook. The Systems-based Rubric (SR) was created to quantitatively assess the systems-based components of each graphic. The Tuftian Rubric (TR) was created to assess how well graphics comply with Tuftian rules of good graphics. The Ethnographic Systems-based Rubric (ESR) was created to qualitatively assess the systems-based nature of each graphic. The results of this analysis revealed that all of the textbooks examined, based upon analyzed graphics, could be classified as strongly Tuftian in nature. The results of this analysis also suggested that none of the textbooks assessed could be quantitative nor could they be qualitatively classified as strongly systems-based. Even when examining individual chapters of each book, all of the chapters were classified quantitatively and qualitatively as primarily reductionistic.

Informal science education centers, including aquariums, are often tasked with educating the general public on conservation issues, natural environments, and general science topics. The public tends to see these centers as entertaining leisure destinations in which they have the opportunity to learn something about the presented information. It is widely accepted that learning in informal environments is shaped by the learners motivations, interests, background knowledge, and social interactions. However, these impacting factors are rarely studied in depth, particularly across different types of visitors. This qualitative case study project integrates original research on visitor interests, motivations, and self-reported learning into the design of an educational material that provides visitors with guidance but still aligns with the free-choice nature of the aquarium. To determine visitor motivations, interests, and self-reported learning, the researcher interviewed 122 visitors to an aquarium; these visitors encompassed a variety of group types. Information from this phase was used to create two novel, unique sets of educational materialsthe Visitors Interpersonal (VIP) Discussion Guidesthat contained open-ended questions designed to spark science-based conversations among family groups with elementary school-aged children (n=6) and social groups of college-aged young adults (n=7). Interviews, observations, and document analyses allowed the researcher to assess the impact of VIP Discussion Guides use on the groups visit experience and science-based conversations. Use of the VIP Discussion Guides increased the number and depth of science-based conversations among family groups with elementary school-aged children as well as among social groups of college-aged young adults. Visitors reported greater engagement in conversations and increased learning due to use of the VIP Discussion Guides. Additionally, all participating visitors stated that they enjoyed using the VIP Discussion Guides and would be interested in using a similar guide in the future. The results from qualitative studies typically do not generalize to different situations, but the methods, VIP Discussion Guides, and conclusions from this research could provide a blue-print for other institutions seeking to design educational materials to increase science-based conversations among their own visitors.

The study examined whether institution-driven programs improve persistence among Black male student participants. Using modified versions of Tintos Student Integration Model (SIM) as the theoretical framework, the researcher hypothesized that participants involved in institution-driven programs would be more connected to the academic and social spaces of the university. In turn, this would lead to improved persistence at the postsecondary level and ultimately degree completion. Using a questionnaire to assess measures of student persistence, an electronic survey was administered to 475 students at a predominantly White institution in the southeast region of the U.S. For the quasi-experimental research design, Analysis of Variance (ANOVA) was used as the primary statistical procedure to determine group differences in academic integration, social integration, perception of campus climate, institutional commitment, and goal commitment between program participants (treatment group) and non-participants (control group). Certain background variables (academic major, family socioeconomic status, and high school demographic type) were also used in the analysis to provide greater depth of insight into the educational experiences of Black male students compared to Black female students, White male students, and White female students. Further, Pearson product-moment correlation coefficient (r) was used to explore the relationship between the level of engagement and the measures of persistence (i.e., academic integrations, social integration, etc.) among the designated study groups. The findings showed no statistically significant differences between Black male students involved in institution-driven programs and other Black male students, however, differences between Black male institution-driven program participants and the additional comparison groups were found among the various persistence measures. Statistically significant differences in the persistence measures were also found when examining the influence of academic major, socioeconomic status, and high school within the Black male student group, and among the aforementioned comparison groups. Moreover, level of engagement revealed positive correlations for the majority of persistence measures for White male students. However, for Black male students, there was no significant relationship for the majority of measures except social integration. The results of this investigation could aid university administrators and student affairs professionals in better understanding the degree to which these programs empirically impact persistence among Black male students and their collegiate experiences.

Belief(s) and attitude(s) about education, moreover reading, can shape the way in which we respond to pressures to initiate instructional changes in schools and society. Recently, an enormous reform effort, known as the Common Core State Standards (CCSS) is underway in the nation. The implementation plays a critical role in how the CCSS will be received. In light of being received, how will they impact teachers, parents, and administrators belief(s) and/or attitude(s) related to reading? According to research, there is a need to consider teachers, parents, and administrators belief(s) and/or attitude(s) about reading, which may play a role in the implementation of the Common Core State Standards (CCSS) in reading. It is by looking at the belief(s) and/or attitude(s) held about reading that a picture of the implementation process concerning the CCSS in reading can emerge. This study was conducted at two elementary public schools. The purpose of the study was to explore teachers, parents, and administrators belief(s) and/or attitude(s) related to the implementation of CCSS in the elementary setting and how those belief(s) and/or attitude(s) were similar and different. All names and settings are pseudonyms. A qualitative approach using Spradleys (1980) Developmental Research Sequence was used to explore the implementation of the CCSS. The studied included: five elementary teachers (one from each grade level 1-5 chosen voluntarily), five parents (one from each grade level from the selected teachers classroom), and two administrators (one from each school, K-3 and 4-6). The ethnographic case study provided a glimpse into teachers, parents, and administrators belief(s) and/or attitude(s) held about reading and the impact these belief(s) and/or attitude(s) had related to the implementation process of the CCSS in reading.

This study explored the implementation process of five teachers and two administrators of the Common Core State Standards in Reading. This ethnographic case study investigates one groups attitudes and instructional practices. The researcher focused on three questions in order to provide an in-depth analysis of the data collected. These questions include: How do educators implement and develop reading curriculum from the Common Core State Standards? How does the mandated requirements of the CCSS impact the attitudes of reading teachers? How do primary grade teachers approach the CCSS in comparison to upper elementary teachers? The study followed an ethnographic analysis method detailed by James P. Spradley (1980) in his book, The Participant Observer. Data collection included interviews, observations, and documents gathered by the researcher. While this was a qualitative research study and not generalizable, the researcher sought to provide a detailed analysis of the data collected and suggests conclusions that can be inferred from the study.

The primary purpose of this study was to examine the impact of postsecondary transition programs on the college self-efficacy beliefs of first-generation college students. Postsecondary transition programs were developed to address the challenges that all first-time freshmen face, including all first-generation students. While there are a number of postsecondary transition program models, the three models examined in this study were Developmental Academic, Residential Colleges, and First Year Intervention programs. Although there is a great deal of evaluative research regarding how postsecondary transition programs impact students academic performance, there is a lack of research on how these programs impact students internal elements, such as self-efficacy. First-time freshmen students who participated one of the postsecondary transition programs exclusively were targeted for this research. The college self-efficacy beliefs of these students was the focus of this mixed methods study using the Social Cognitive Career Theory as the theoretical framework. The research questions addressed by this study were directed toward comparing students college self-efficacy beliefs based on the postsecondary transition program model and demographic factors which included first-generation status, gender, ACT scores, and income status. This mixed methods study was retrospective in nature given that second semester freshmen college self-efficacy beliefs were measured based on postsecondary transition programs that students participated in during their first semester. Surveys measuring students self-efficacy on seven different subscales were administered to all first-time freshmen and followed up by individual interviews with first-generation student participants from each postsecondary transition program. Overall, higher levels of college self-efficacy beliefs were reported by students who participated in the Residential College program. The Developmental Academic program participants reported lower levels of college self-efficacy beliefs. In addition, the study results revealed that there was not a significant difference in the levels college self-efficacy between First Year Intervention and Residential College students. Findings from this inquiry have the potential to contribute to policy, practice, and future studies of postsecondary transition programs and how they impact students college self-efficacy beliefs. Recommendations were made by the researcher from the studys findings included modeling Developmental Academic programs after Residential College programs and enhancing First Year Intervention programs

Over the last two decades, extensive research has been conducted concerning the legality and effectiveness of teaching opposing viewpoints on controversial topics in science education. However, one of the most important aspects of this dilemma has been disregarded: the effect it has on individual teachers in their unique environments. The purpose of this research was to analyze teachers comprehension of recent state legislation as well as how it impacts their instruction. This quantitative approach took place through an online survey of secondary science teachers in biology, which focuses on their teaching experience, understanding of the Louisiana Science Education Act of 2008, and personal views on how evolution should be taught. The research found that about one-third (31%) of biology teachers in Louisiana thought creationism should be taught alongside evolution. About 3 in 4 biology teachers knew what the Louisiana Science Education Act was, and 1 in 10 said it had an influence on their instruction. These data support the hypothesis that recent state legislation has little impact on the daily instruction of science educators.