The purpose of this study is to look at how different preschool educators define Rough and Tumble Play (RTP). We want to examine through empirical studies-what approach educators have when confronted with RTP, how they acknowledge these games and what role educators consider they have when acknowledging these games. We also want to look at if educators work actively with RTP, if preschools have active discussions about RTP or a more preventative approach with the play. Our methods are semi structured qualitative interviews with educators from different preschools around the Stockholm district. The aim of our semi structured qualitative questions are to be able to ask follow-up questions for a broader perspective of the respondents perception. We used sound recordings of the respondents answers and transcribed it into a text format to be able to analyse it.   The studies we looked at are Scandinavian and international studies that examined what RTP is, what benefits it might have for children and if there are any disadvantages to children engaging in a more aggressive form of RTP.  Our results show that how research and RTP is perceived in practice varies. While studies and research point more towards different benefits for children engaging in RTP, our respondents do not perceive it as a real play but more as a dangerous activity that might eventually physically harm the children. The respondents also expressed worries for children who have difficulty interpreting social codes and engaging in RTP and also what values are encouraged if RTP is allowed in preschools.

This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners. / Educational Leadership

In this study, I examined the awareness, perceptions of required knowledge, and perceived competency of Texas secondary choral music educators concerning the new musician health objectives included in the revised Texas Essential Knowledge and Skills standards (TEKS). A secondary purpose of this study was to identify the activities and variables that promote the development of these characteristics and prepare educators to address the standards in their instruction. Using a researcher-designed web-based survey instrument, I gathered data from participants who were actively teaching choir in secondary public schools in the state of Texas (N = 183). As part of the survey, participants reported the highest degree they had attained and field of study, the completion of choral methods and vocal pedagogy courses during their training, participation in professional development, and years of teaching experience. Findings revealed that a majority of participants (53.01%) were not aware of the health-related standards prior to taking the survey. A majority also did not consider each objective as required curricular components (hydration: 69.95%, vocal health: 39.89%, body mechanics: 61.75%, hearing protection: 68.85%, hygienic practice: 69.96%). Participants did rate themselves highly for perceived competency, a measure including adherence to competent practices and views of personal ability. There were no statistically significant main effects observed for any variable on awareness and perceptions of knowledge. I did observe significant main effects of degree level and major, professional development participation, and completion of a choral methods course for measures of perceived competency.