This research examined the possibility that personality traits play a part in career longevity and job satisfaction in the education field. The current study examined trends among the Big Five personality traits (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) and their relation to job satisfaction in the elementary classroom. This researcher hypothesized that some common personality traits that are shared by teachers who persist in the classroom for five or more years, who are satisfied with their jobs and do not intend to leave. This researcher hypothesized that more experienced teachers would be high in Conscientiousness, and Agreeableness. This researcher hypothesized that less experienced teachers would have Big Five personality scores that are more diverse than those of experienced teachers and that are more representative of the personalities of the general population. This researcher also hypothesized that teachers who score higher in the areas of Neuroticism and lower on Conscientiousness and Extraversion, would be dissatisfied with their jobs. The survey was completed by 202 participants. Experienced teachers (those working in the classroom for five or more years), and less experienced teachers (those working in the classroom for four years or less) completed the Big Five personality survey, along with additional survey questions that assess job satisfaction, and intent to leave. This research found no trend among personality traits in experienced teachers compared to inexperienced teachers. There was, however, a correlation between intention to leave and Neuroticism as well as a correlation between job satisfaction and Neuroticism, Extraversion, and Conscientiousness.

Science instruction in the early years of a student’s education career is essential to a student successfully continuing science in their secondary and postsecondary careers. However, the amount of high-quality science instruction students receive at the elementary level has been steadily declining for two decades, resulting in an inequitable imbalance in those who pursue STEM careers, a lack of critical science literacy in the U.S. populace, and a shortage of qualified employees entering the U.S. economy. Much of the lack of science instruction can be traced to decreased training of teachers to teach science during elementary credentialing programs or the complete absence of said training. This qualitative study sought to understand, through multiple-case study analysis, what makes one university “successful” at teaching science methods to their pre-service teachers and what makes another “unsuccessful.” Through interviews, observations, and an online document review, the author found that pre-service teachers entering the elementary school classroom need to feel they have the content knowledge necessary to teach science, feel they can overcome and work within barriers to high-quality science instruction in the K-12 system, and feel ready and prepared to teach science by their chosen Teacher Preparation Program.

With the implementation of the No Child Left Behind (NCLB), all schools are held accountable for student achievement. One southern US Title I school failed to meet NCLB mandated math standards for several years and was placed on program improvement. The purpose of this study was to compare math achievement of 34 students in fifth grade using differentiated instruction via Math out of the Box (MOOTB) and math achievement of 34 students in fifth grade using traditional textbook instruction. A second purpose was to determine if there was a difference between student attitudes toward math relative to confidence, value, enjoyment, and motivation. The theoretical base for this study is rooted in the works of Gardner's theory of multiple intelligences, Vygotsky's sociocultural theory, Bruner's psychological theory, Piaget's concrete operational theory, and Tomlinson's differentiated instruction theory. In order to examine the differences in math achievement based on the two instructional approaches, a quasi-experimental nonequivalent (pretest-posttest) control group design was implemented with scores analyzed using the one-way analysis of covariance. The univariate analysis of variance was used to compare the differences between MOOTB and traditional fifth grade students' attitudes toward math relative to confidence, value, enjoyment, and motivation. The findings from the study showed improvements in both instructional groups on MAP posttest, but differences between the groups on math scores were not significant. The main effect for socioeconomic status was significant. A significant difference in students' attitudes toward math relative to enjoyment was noted. This study has the potential to provide school systems with alternative ways to increase student achievement which is an important implication for social change.

Computer-based testing (CBT) in education is on the rise; however, researchers question the interchangeability of CBT and pencil-based testing (PBT). Educators and leaders need to consider test mode interchangeability and student assessment preference prior to adopting CBT in K-8 schools. Following the new literacies theory, this mixed methods study examined test mode preference, the effect on achievement, and factors that influenced student preferences. Research questions investigated participants' computer attitudes and use to determine test mode preference, the impact of test mode and test mode preference on achievement, and factors that influence testing preferences. This sequential explanatory within-group design included 2 online surveys and 2 reading tests in CBT and PBT formats. Paired-sample t tests were used to analyze reading test data preferred and nonpreferred test modes and across CBT and PBT test modes. Qualitative themes were generated and coded using an inductive approach, and patterns among data were analyzed. Findings revealed that all participants used technology regularly at home and at school, and most students preferred CBT over PBT. Quantitatively, there were no significant differences in reading achievement between students' preferred and nonpreferred test modes or between CBT and PBT test formats. Qualitative analysis indicated that students who chose PBT as their preferred test mode did so due to their familiarity with the format. Overall, results supported the idea that CBT and PBT were interchangeable. Implications for positive social change include increasing teachers' effective use of testing modes to improve student confidence, which may translate into improved student achievement.

Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.

Even though guidelines at a suburban elementary school in Georgia were in place for teachers regarding frequency and methods of parent communication, it was unclear if these methods were being used consistently and effectively. Research has shown that effective communication increases student achievement, but there is a lack of research examining communication preferences of teachers and parents. Therefore, this study evaluated current practices by comparing parents' and teachers' perceptions of what constitutes effective school-to-home communications. The researcher administered questionnaires to a random sample of teachers and parents of 3rd, 4th, and 5th grade students to compare their perceptions of the communication methods currently used between school and home, and to expose any need for modification to current practices. Data analysis using a t-test for independent measures was used to compare the teachers' and parents' mean scores computed from the Likert-scaled survey. Based on the results of the independent samples t-test, there was a significant difference between teachers and parents in communication scores for all parts of the survey instruments. Specifically, teachers rated themselves higher than the parents rated the teachers' practices. The results of this current study will be shared with the school's leadership team to determine the need for modifications to the current practices in order to communicate more effectively. A future qualitative study could examine the particular preferences of parents regarding communication. This study highlights the need to educate teachers about adapting their communication practices to meet parents' needs. The overall implications for social change include using this information to strengthen the partnership between school and home to increase overall student academic performance.

Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students from 2 Grade 5 classrooms were administered the pre and post MASC inventory. A repeated-measure ANOVA was used to compare the overall mean difference for each group. Key results revealed that students in the treatment group (cooperative grouping) had less math anxiety after 9 weeks than students involved in the control group (noncooperative grouping). Females in the treatment group had lower math anxiety scores than the females in the control group, while males in the treatment group showed no change in math anxiety levels when compared to males in the control group. A conclusion from this study suggests that cooperative grouping, especially for females, may have a positive impact on students' attitudes and overall mathematics performance. It is recommended that administrators schedule professional development on cooperative grouping to implement successful cooperative learning in the classroom. Positive social change could be realized by teachers incorporating strategies in lessons that promote a positive learning environment as well as support learning and academic achievement.

Researchers have connected student achievement to teacher collaboration; however, there is a paucity of studies conducted on how teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions to achieve better student performance, professional development, teacher effectiveness, and job satisfaction. The purpose of this case study was to investigate how rural southeast Georgia elementary school teachers use identified advantages and disadvantages of cross grade level collaboration to improve collegial interactions. The theory of collegial coaching provided the conceptual framework for this study. The research questions focused on improving teacher effectiveness and student learning via collaborative dialogue. Data were collected via interviews, observations, and archival records from 14 teachers and administrators (maximum variation used) and analyzed for overarching emergent and dominant themes, patterns, issues, topics, ideas, relationships, cases, cross-cases, and concepts. Hatch's typological analysis was employed to decipher the data. Ethnograph v6.0 and QDA Miner 4.0 were used to code the data for triangulation. Quality control and validation were achieved through triangulation and member-checking. The findings illustrated the merits of ongoing collaboration and effective collegial interaction for teaching and learning. They also highlighted the potential of meaningful discussion in achieving effective collegial interaction. This study can lead to positive social change by providing teachers, administrators, and collaboration facilitators 2 models that can be used as guides for planning quality collegial interaction opportunities and in justifying time to collaborate across grades.

There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers ELLs face in accessing the math curriculum. The interviews were recorded, transcribed, and categorized using typological analysis. Answers to the interview questions were segregated into the categories of professional development, needs of students, and base mathematics program materials. The central finding was that the base program was perceived as a barrier for ELLs. Evaluation of the existing mathematics curriculum for effectiveness is recommended. This study may contribute to social change by increasing educator and stakeholder awareness of the barriers ELLs face in accessing the mathematics curriculum. This study also provides guidance to policymakers and educators information to develop culturally competent mathematics instruction, thereby assisting ELL students in overcoming barriers to learning mathematics.

Currently some elementary students in large urban school districts are not able to perform well in school because they do not have strong reading skills. The recent No Child Left Behind (NCLB) federal legislation has supported the use of research-based instructional materials and strategies in reading to remedy this problem; however, qualitative studies exploring the specific nonquantifiable instructional factors that contribute to reading achievement in large urban school districts are still limited. The purpose of this multiple empirical case study was to explore the instructional factors that contributed to achievement in reading for students in Grades 3 and 4 at 2 urban midwestern elementary schools. The conceptual framework for this study was based on the philosophy of constructivism, which provided an understanding about how students learn to read in terms of creating meaning and constructing knowledge. The methodology of this qualitative multiple case study involved collection and analysis of data from multiple sources of evidence, including interviews, observations, and documents. The first level of data analysis used the specific analytic technique of category construction recommended by Merriam; the second level of data analysis used the general analytic technique of theory development as suggested by Yin and Merriam and, using that technique, a theoretical proposition was confirmed. Findings of this study indicated that direct and explicit instruction, including the consistent use of early literacy indicators and specific instructional strategies in reading, was the most significant factor in contributing to reading achievement for students. Implications for positive social change in education include improvement in reading instruction and assessment as well as improved district policies related to the development of high quality instructional reading programs.