<p> The Chapel Hill-Carrboro City School District has engaged its staff members in various professional learning sessions related to race equity and culturally relevant pedagogy for almost 20 years. Despite these efforts, an academic achievement gap persists in math and reading between white students and students of color1. This qualitative study will focus on four teachers at one of the district&rsquo;s eleven elementary schools, examining their perceptions of such professional learning opportunities as well as the culturally relevant pedagogical practices they identify as implementing during instruction. Additionally, this research will include observation of interactions and analysis of classroom discourse in each teacher&rsquo;s setting. This study will contribute to the current bodies of literature related to institutional racism in public schools, culturally relevant pedagogy, and classroom discourse analysis. It will further propose actions for bridging future professional learning opportunities into classroom practice as a means to close the academic achievement gap between different racial groups. </p><p>

<p> Innovative instructional strategies, including online and blended learning, are meeting the needs of an increasingly technological environment. While effective in higher and secondary education, these approaches have not been adequately studied at the elementary level. This quantitative study was to understand whether differences existed in PARCC 2015 scores based on instructional modality, and the interaction between gender and instructional modality among fourth and fifth grade students. Using an ANOVA, the first main effect of modality was significant at the 95% confidence level, <i>F</i>(1, 166) = 7.05, <i>p</i> = .009, &eta;_p² = 0.04, indicating significant differences in 170 PARCC math scores by modality. This indicated a positive medium effect with the scores significantly higher in the traditional classroom modality (<i>M</i>= 743.29, <i> SD</i>= 25.11) than in the blended earning classroom modality (<i> M</i>=731.74, <i>SD</i>= 33.20). The second main effect, gender, was not significant at the 95% confidence level, <i>F</i>(1, 166) = 1.47, <i>p</i> = .227, indicating no significant differences in 170 PARCC math scores by gender. Finally, the interaction effect between modality and gender was not significant at the 95% confidence level, <i> F</i>(1, 166) = 0.01, <i>p</i> = .928, indicating that a medium effect of modality type on 170 math scores did not differ by gender. Additionally, the researcher explored the effects of separating by grade level. Using an ANCOVA, the researcher compared PARCC math scores and separate grade levels, since both fourth graders and fifth graders were included in the sample. Results of the ANCOVA indicated that in a test of effects by grade level, <i> F</i>(1, 165) = .620, and <i>p</i> = .432, a medium effect of grade level on 170 math scores held no statistical significance.</p><p>

<p> This paper examines the use of Khan Academy as a supplement to the math curriculum in a 5th grade elementary classroom. This is a qualitative case study in which the following research questions were asked: 1) What can Khan Academy do (and not do) for the students in my 5th grade classroom? and 2) What are the implications of using Khan Academy as a resource in my 5th grade classroom? Participants included students in a 5th grade classroom in an upper Midwestern elementary school. Over the course of approximately six weeks, Khan Academy was implemented into the math instruction block as one of two rotations following whole group instruction. Data was collected and triangulated from the following three sources and subsequently analyzed: direct observations, Khan Academy student progress reports, and focus group interviews. Data analysis revealed positive and negative outcomes, including student enjoyment of the gamification of the website, but also at times disengaged students who were passively receiving information with little opportunity for their own practice. This paper offers suggestions for more effective classroom implementation and implications for its use.</p><p>

<p> Recently in education, a new trend called flexible seating has emerged. Classrooms with flexible seating are redesigned to have a &ldquo;Starbucks&rdquo; atmosphere where students choose from a variety of alternative seating options and workspaces rather than sit at traditional desks. This study looks at the advantages and disadvantages of having flexible seating in an elementary classroom and determines what implications there are for teachers considering this type of arrangement. It also provides insight into how those involved in the classroom are experiencing flexible seating. Using teacher interviews, classroom observations, and student surveys, this mixed methods case study describes two 5^th grade teachers and their classrooms&rsquo; flexible seating experiences. Based on the results of the study, the researcher advises teachers to let the nature of the task determine the classroom seating arrangement. In addition, she suggests providing alternative seating devices for students regardless of the arrangement chosen as they allow for more movement throughout the day. And lastly, the researcher encourages teachers to consider their own teaching style and preferences when choosing an arrangement because they will be most effective when the classroom is arranged in a way that is pleasing and comfortable to them as well.</p><p>

<p> Scores on a state comprehensive assessment test showed that writing skills of 4th grade students enrolled in a K-8 magnet school in the southeastern part of the United States were below target. The assistant principal of the K-8 magnet school explained that a review of 3-year longitudinal data revealed that the number of students who met proficiency for the 4th grade writing assessment decreased by 1% each year. The purpose of this case study was to gain an understanding from teachers about the best practices on how to improve students&rsquo; writing skills. Denzin and Lincoln&rsquo;s constructivist theoretical concepts of accommodation and assimilation of learning were the basis of the conceptual framework. The research focused on how 3rd and 4th grade magnet school teachers described best practices to improve their students&rsquo; writing skills. Data were gathered from three sources: (a) semistructured interviews with 5, 3rd grade and 5, 4th grade literacy teachers, (b) review of 10 lesson plans and 10 students&rsquo; writing samples, and (c) 10 classroom observations. Based on the findings from the data, the following themes led to the professional development training: (a) oral activities to discuss as a class, (b) group discussions to gather feedback, (c) feedback to monitor progress, and (d) corrections. This professional development training is intended to strengthen the participating teachers&rsquo; abilities to improve the writing skills of their students. The implications for positive social change is training teachers how to effectively instruct diverse elementary students to communicate effectively in writing.</p><p>

Chapter One students have historically been at risk of failing to achieve at the elementary school level. Computer Assisted Instruction is one intervention which is likely to have a positive effect on the achievement of these children. This study evaluated the impact of the JOSTENS Integrated Learning System (ILS) on the achievement of Chapter One students. The JOSTENS ILS was piloted at four sites within a large urban school system in the Northeast. This special instructional system was utilized with Chapter One students in addition to their regular program and supplemental Chapter One instruction. The basic design of this evaluation followed that of the Quasi-Experimental Model with non-equivalent groups. Test score data from two administrations of the Metropolitan Achievement Test were collected from 800 Chapter One students in grades two through six at the four pilot and four comparison schools. Statistical analysis was carried out, by grade at each school and across schools, to determine the pre-test mean, the post-test mean and the difference mean for each dependent variable; vocabulary, comprehension, computation and problem solving. Questionnaires were developed and distributed to approximately 35 staff members at the pilot schools. These questionnaires were designed to elicit responses which rated the opinions of the respondents on a variety of issues related to Computer Assisted Instruction in general and the JOSTENS ILS in particular. Personal interviews were held with each of the Principals of the pilot schools to determine; the level of each Principal's commitment to CAI at the school level, the Principal's background and training in issues related to CAI and the administrator's opinion and perception of CAI and its potential to improve the educational achievement of students within an elementary school. This study found that students who were exposed to the JOSTENS ILS achieved significantly higher on tests of achievement than did the children who did not receive any computer assisted instruction. It was also found that the school which showed the greatest gain in student achievement was the school in which teachers and administrators expressed the most positive opinion of computer assisted instruction.

This descriptive study examined the current practices used by two hundred and twenty-seven elementary school teachers in 23 demographically different schools across the United States to work with the parents of their students. The examination of the perceptions of selected teachers and parents towards the effectiveness of specific ways that teachers work with parents was an additional objective of this research. Further, parent and teacher recommendations for improving parent and teacher collaboration were considered. It is the responsibility of schools to ensure that all children of all families have the opportunity to obtain a quality education. Unfortunately demographic and social changes have made it increasingly difficult for schools to meet that responsibility effectively. Educators are being forced to examine alterable school and nonschool conditions that will help them meet their responsibilities to create more effective schools. Attention has been turning toward the practices teachers use to encourage a parent's involvement in his or her child's education. The practices teachers use to communicate, inform, and influence parents can have profound effects on a parent's attitudes and actions towards working closely with teachers to help youngsters learn well. To understand the factors that affect parental involvement it is necessary to identify the types of practices teachers currently are using to involve parents in their children's learning, and examine how the parents and teachers perceive those practices. The data seem to support five major findings. First, the data show that written communications, conferences, telephone calls, involving parents at school, open houses, workshops, homework and home visits are categories that account for most of the ways teachers report working with parents. Second, parental involvement practices are more likely to be used in early childhood classrooms. Third, there are differences between teacher leaders and the other teachers in this study. Fourth, teacher leaders reported high levels of personal efficacy. Fifth, teacher leaders and their respective parents share markedly similar perceptions about the practices used by these teachers.

The purpose of this qualitative study was to use grounded theory and case study methodology to identify and describe the ways that an upper elementary school teacher makes students feel known and respected for who they are by creating a relationship-driven classroom community. Analyzing how a teacher uses a relationship-driven classroom community has the potential to improve upon existing classroom community models. Data were collected from a teacher questionnaire, student questionnaire, samples of student work, document collection, two formal interviews with ten students, two formal interviews the teacher, and descriptive field notes from observations. Results indicated creating teacher-student relationships that make students feel known and important has the potential to offset the issues resulting from the disconnect between teachers and students and could lead to greatly improved student achievement. The results also provide new directions in the following areas: (a) teacher-student relationships, i.e., making students feel known and important; (b) creating classroom communities that are formed around teacher-student relationships; and (c) accounting for the mismatch between teachers and students.

The primary purpose of this study is to explore student and teacher attitudes toward three types of bullying (physical, verbal and social-exclusion) in elementary schools. The secondary purpose of this study was to explore the role of gender and grade in attitudes towards the three types of bullying. An ANOVA design was used to investigate the research questions. The population consisted of third and fifth grade students and their classroom teachers in mid to large inner city school districts. The data sets are attitudes, i.e. seriousness and empathy toward three types of bullying (physical, verbal and social exclusion) and a personal data questionnaire was used to gather demographic information and additional information about the participants. Six vignettes were used to assess student judgment about seriousness of the incident and empathy for the victim. The ANOVA for the seriousness of the incident revealed significant differences with regard to grade level but not gender. There was no interaction between grade level and vignette and gender and vignette. With regard to empathy, there were significant differences with regard to gender and grade level. Again, there was no interaction between grade level and vignette and gender and vignette. A post hoc analysis revealed significant differences between the vignettes. Students in the study identified hitting and the threat of being hit as the most serious bullying incidents.

No description available.