The purpose of my research was to determine how the use of picture books during instruction would improve student word choice in writing. Donald Graves (2003), a renowned researcher in the teaching of writing, states, "All children need . . . to be surrounded with poetry, stories, information books, biography, science and history, imaginative and factual books." Graves' research presents successful classroom instruction when teachers incorporate literature as a fundamental part of their reading and writing instruction. Likewise, Susan Anderson McElveen and Connie Campbell Dierking (2000) conducted a study with their students using picture books as "precise examples" to teach writing. Their analysis of data showed that using children's literature, or picture books, served as a "bridge that linked the target skill with the reason for thinking, speaking, and writing like a writer" with their students. The subjects of my study were my fourth-grade students. I obtained data for this study from student writing samples, anecdotal records of my students, my daily reflections, class discussions, debriefings, and writing activities. I assessed students' writing samples using criteria for assessing word choice in the 6-Point Writing Guide in Vicki Spandel's (2005) Creating Young Writers. This study found that the majority of my students demonstrated improved word choice in their writing. Limitations of this study are discussed, as well as implications for future use of picture books during instruction.

This qualitative study explored fifth graders' perceptions of their mathematics learning within the context of a reform effort. Students' voices are the focus of this study due to the paucity of literature on student learning from the students' perspective (Erickson & Shultz, 1992), particularly the elementary student (Gentilucci, 2004). The participants of this study, who in the past have been given a variety of labels including "disadvantaged" or "at-risk," clearly articulated, even in nonstandard English, their perceptions of their mathematics learning. They passionately explained what helped them learn mathematics as well as what impeded their mathematics learning and were often incredibly insightful in their commentary. In an effort to hear and present the student voices, the data gathering methods used in this study included the use of focus groups, one-on-one interviews, and classroom observations as well as the use of a student survey. Several ethnographic methods and practices were employed to help ensure the credibility of this study, including triangulation and member checking. Data analysis involved a highly detailed, organic process which culminated in the emergence of a number of significant themes involving students' perspectives of mathematics, their mathematics experiences prior to fifth grade, and finally their perspectives of their learning during the first year of a mathematics reform effort. A number of valuable lessons learned as a result of this study are presented and translated into implications for the elementary mathematics classroom. These lessons, based on the students' own voices, urge teachers to prioritize mathematics instruction, effectively utilize manipulatives, games, and alternative algorithms as well as encourage classroom discourse about mathematics. If teachers would follow this outline, provided by the students' voices, students' mathematical power will be more deeply realized. Additionally, the promise of true reform due to the transformational power of students' voices is discussed and the possibilities defined.

The licensed character of DC Comics known as Superman has been a beloved pop-culture icon for nearly seven decades. This research examines the cultural and historical relevance of the character of Superman, as well as analyzes the character himself as he is portrayed in various comic books and graphic novels since 1938. Ten comic books featuring Superman as a central character have been examined from each decade starting from the l 930s through the 2000s for a total of 70 comics. The comics were read and analyzed to find possible changes in the character of Superman over time, as well as the roles of Lois Lane, alter-ego Clark Kent, members of Superman's family, emerging enemies, and other interesting aspects of Superman culture. The data collected showed that Superman remains relevant despite significant cultural and historical changes over the past seven decades. Further, much of his popularity lies in his ability to be retooled to meet the needs of the current culture while remaining true to his traditional values. Reviewed research also shows that Superman has educational value as a tool to be used by elementary school teachers.

The purpose of this research was to examine the effect on students' mathematics achievement and attitudes when children's literature was integrated into the mathematics curriculum. A major goal of the National Council of Teachers of Mathematics (NCTM, 1999; 2000) is for students to increase the amount and quality of their mathematical communication skills. This study researched how children's literature when integrated into mathematics might enrich the fourth grade curriculum and provide meaningful experiences for students to communicate their ideas and reasoning, thereby improving achievement. Through my research, I examined if infusing quality children's literature can improve student achievement and motivation in mathematics with three different treatment groups of fourth grade students. The children's literature treatment group received a mathematics lesson integrating children's literature, the textbook treatment group received a textbook-based lesson, and the control treatment group received no instruction. The results indicated that the students who received a lesson had an increase in student achievement and the children's literature treatment group had the highest student achievement in problem solving. Attitudes across all groups did not improve from the one lesson; thus, further research will need to be conducted to see if multiple lessons can change students' attitudes positively.

Education should provide the academic support to promote every child's potential. In my experience, schools often neglect the population of gifted students. One way to support any population is to provide books that include positive role models (Purves & Monson, 1984). Therefore, my study will attempt to answer the question: Are gifted students represented in children's literature? In particular, fictional Caldecott Medal books. The copyright dates range from 1938 to 2007. After creating a random sample of Caldccott Medal books, the selections were read and analyzed by the researcher for five specific traits of the gifted. As a means of analyzing these books, I created a schema to determine if the protagonists exemplified any of the gifted traits identified by prior research. My research revealed that out of 26 books, 14 characters were creative, 20 were intellectual, 6 were high achievers, 3 showed academic aptitude, and 4 were in the visual/performing arts. Next, the analysis revealed the protagonist characters were 17 males to 9 females; however, most surprising was the discovery that of all five characters identified as gifted, all were male and over the approximate age of eighteen. Certainly, the dominant educational implication from this study is the need for positive gifted role models that more equally represent both genders and that are school-age children.

Throughout secondary education, students are given opportunities to hone their leadership and collaboration skills with one another. Unfortunately, these opportunities are few and far between in the elementary school classroom. Since there are few leadership curriculum options available for teachers of elementary students, this study attempts to offer a fourth grade curriculum on leadership and collaboration within the context of the social studies curriculum. The study is comprised of a piece of historical fiction, journal prompts, and group activities. The text taught students about the colonization of Jamestown with a unique focus on collaboration between the Native Americans and Jamestown colonists. Small groups of students worked together to complete group activities where they were able to improve upon their ability to collaborate. This thesis provides insight toward the need for leadership curriculum in the elementary classroom and one curricular option with which to do so.

This project was designed to discover a possible correlation between the theories surrounding teacher efficacy and Abraham Maslow's Hierarchy of Needs (1943). Teacher efficacy is a sense of confidence that teachers have in knowing that teachers can truly make a difference in the lives of their students. Maslow's Hierarchy of Needs (1943) theory was a concept created which explores five levels of life needs. These needs are illustrated in the form of a pyramid and allow for the understanding and development of Self-Actualization, or one's greatest potential. The foundation for this research was the hypothesis that if teachers have a high level of efficacy as well as a focus on the desired level of achievement, known as self-actualization, found in Maslow's Hierarchy of Needs (1943), then they would have an optimal learning environment for their students. This study was conducted by administering two surveys to ten teachers located in Florida, Pennsylvania, and New York. The surveys were made up of approximately twenty questions each, with one in regards to teacher efficacy, and the other referencing self-actualization. The surveys were completed anonymously, and then analyzed to research if one's level of teacher efficacy and focus on self-actualization enhanced their teaching environment. The correlation for these two views relates to the attitudes and perceptions teachers have on themselves and their abilities. At times, teachers who have a positive . outlook on education, believe in the potential of their students, and create classroom environments that integrates the strengths of each child are also confident, optimistic individuals who focus on achieving their best life. The potential allows for a dedicated, encouraging, and respectable role model for students.

In the Florida Public Schools' Curriculum, there lacks a requirement for completion of foreign language credits in order for a student to graduate. However, many colleges and universities, as well as scholarship programs like the Florida Bright Futures Scholarship, require students to take a minimum of two consecutive years of a foreign language. In many schools, there is an abundance of Level 1 and Level 2 foreign language classrooms, but in the upper levels there seems to be a scarcity of students within those programs. Why is it that these few students are motivated to continue studying the language, even though it is not required of them? This study serves to show the variety of motivations felt by high school students during the 2007-2008 school year. After conducting several focus groups at Oviedo High School in Oviedo, FL, with Spanish 3 and Advanced Placement (AP) Spanish students, the researcher analyzed the variety of reasons given candidly by the students. Through the conversations with these students, a better understanding of the motivations of high school students can be attained. Through this understanding, educators can target other areas that might motivate students, and thus work to increase enrollment in classes and to ensure that students can see the benefits of learning a second language with fluency.

The Florida Department of Education's Next Generation Sunshine State Standards were adopted in 2008 as a means of increasing the rigor of mathematics learning and teaching mathematics to depth. In this study teachers' beliefs about developmentally appropriate tasks were examined through a web-based survey. Participants' responses to the survey were compared to the Florida Department of Education's Next Generation Sunshine State Standards. These standards were created in accordance to the 2006 National Council of Teachers of Mathematics Curriculum Focal Points in Mathematics Prekindergarten through Grade 8. This study included 25 teachers from a large metropolitan school district in Florida. Results demonstrate that a difference does exist between teachers' beliefs regarding when certain tasks should appear in the curriculum and what is advocated by the Next Generation Sunshine State Standards. Teachers' demographic information such as years of experience, employment by Title 1 school, and number of different grades taught, were not found to be significant predictors of their responses to prompts regarding developmentally appropriate tasks.

Teachers and students spend countless hours in the classroom focused on the task of learning how to read. However, successful readers do not simply know how to read, they practice reading regularly. With limited time in the classroom, it is essential that students extend their reading practice outside of school. In regards to students' reading, two things are certain. First, students must become effective independent readers in order to experience success in school. Second, students must practice reading regularly in order to become successful independent readers. These two ideas arc correlational; in order to become effective independent readers, students must first practice reading. The necessity for successful independent reading is clear, as academic achievement relies on the premise that students are able to read and comprehend independently. However, the means by which to achieve this end have been surprisingly under researched. This study examines at-home reading programs being utilized in elementary schools in six Central Florida school districts. We cannot change or begin to improve what we don't know. This study was designed to examine the current practices related to at-home reading programs. My hope is that this study will provide valuable insight into the successful elements and challenges posed by at-home reading programs currently being employed in some Central Florida elementary schools.