Federal and local school system reports demonstrate an academic achievement gap in inclusive classrooms between students with and without disabilities, prompting attention to alternative instructional practices that support motivation and performance of included students. The purpose of this concurrent nested mixed method study was to fill a void in the literature and explore the impact of interdisciplinary thematic instruction on the motivation levels and performance outcomes of 6 included 5th-grade elementary students with special needs. A multiple case study design guided observations and interviews of 3 participants receiving interdisciplinary, theme-based instruction and 3 participants who continued to receive the traditional, single subject, textbook-driven instruction used prior to the study. Field notes and interview transcripts were analyzed using a coding system of pre-existing typologies derived from a constructivist theoretical framework. An academic content assessment was administered and analyzed with SPSS software using descriptive statistics to explore mean performance variation as an outcome of motivation. Individual and cross-case analysis revealed that participants receiving interdisciplinary thematic instruction had greater motivation for participation and better academic performance than participants receiving traditional instruction. Emergent themes of social integration, self-relevance, and cross-curricular connections identified collective factors that influence motivation and participation of included students, and provided implications for social change among school systems in instructional practices employed in inclusive classrooms. The researcher recommends training for administrators, educators, and parents to facilitate and support instructional delivery reformation among inclusive learning communities.

The racial and gender composition of elementary school teachers does not match those of the students and this may be contributing to an inequity of achievement scores between African American and European American students. This ex post facto causal comparative study compared three levels of elementary school diversity personnel staffing on Grade 4 African American student Criterion-Referenced Competency Test (CRCT) scores and differences between male African American scores and female African American scores in a suburban Atlanta county. Nine intentionally selected elementary schools were chosen representing 3 racial diversity personnel staffing levels including 39% to 50%, 25% to 27%, and 1% to 3% African American staffing. The analysis of covariance or ANCOVA and the analysis of variance or ANOVA served as the data analysis tool for both hypotheses. The results of the analysis indicated that when SES was used as the covariate, the students in the schools with a 39% to 50% African American staffing performed better than the 1% to 3% African American staffing on the Reading test while the funded Title 1 schools with 25% to 27% African American staffing had the highest reading scores. Efforts to close the student African American and European American achievement gap may be facilitated by addressing the SES issue as well as closing racial gap between teachers and students. This may support positive social change for all stakeholders of public education.

The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this qualitative study was to investigate a local after school math program to offer insight on the low math achievement for economically disadvantaged students involved in the program. Constructivist theories of math reform and education for economically disadvantaged students and English language learners guided this study of 10 teachers and 15 of their students in a diverse urban elementary school in the northeastern United States. Two questions guided this research: One on the mathematical achievement of economically disadvantaged students in the local after school math program; the other on the nature of professional development for teachers of supplemental educational service programs. Data from observations and teacher interviews were analyzed using constructivist grounded theory coding procedures. Data revealed themes centered on program structures, student attributes, instructional strategies, professional collaboration, curriculum, and professional development. Findings further revealed educational communities can increase student math achievement through strategic teacher training. The final project addresses social change with the creation of a research supported action plan for teacher professional development within the local supplemental educational math program. This research is significant to school leaders in the advancement of supplemental educational service math programs for academically diverse learners.

The kindergarten program at the study site transitioned from half day to full day, yet the curriculum was not updated to accommodate the full day schedule, or to include best practices. In order to prepare learners for their future in education, activities were implemented to determine how problem based learning can promote acquisition of the 21st century learning skills. The purpose of this qualitative study was to create and implement an effective, full day curriculum that promotes 21st century learning skills for kindergarten students. This project, rooted in constructivism which allows for active and social learning, supplements the existing half day curriculum and encourages collaborating, experiential learning, and problem solving. The question that guided this project study involved understanding how 21st century learning skills of collaboration, problem solving, effective communication, and decision making can be integrated into a full day kindergarten curriculum. A qualitative participatory action research framework was used to gather data in the form of field notes during observations and interviews were coded and analyzed to find themes and categories that emerged. The findings revealed that 21st century skills can be acquired by kindergarten learners when the role of the teacher changes into a facilitator and models appropriate behaviors and skills. The final project includes a teacher's guide to support teachers as they transition into a new role as a facilitator as well as sample lessons with suggestions and hints for implementation. This project contributes to social change by presenting teachers with a data driven curriculum that offers an authentic, experiential way of teaching to help students develop skills necessary to become successful members of their classroom.

Studies indicate the importance of supporting children's creative and social skills during the early years of their development, in part because children can develop low self-esteem when these skills are left unattended in preschool environments. However, as of yet research has not identified strategies preschool instructors used to prepare preschool environments to nurture the development of these skills. This qualitative case study examined how preschool environments nurture the development of preschool children's creative skills and relationships. Grounded in Vygotsky's sociocultural theory and Torrance's theory of guiding creative talent, the study used a purposeful sample of 9 prekindergarten and kindergarten teachers from 5 private preschools. Data were collected from 3 sources: (a) interviews, (b) online websites and school documents, and (c) student artifacts. Data analysis identified related themes, categories, terms, and key phrases using an adapted rubric, and open, axial, and selective coding. Findings showed that preschool environments applied 18 strategies to nurture the development of relationships and creative skills in preschool children. These themes included participation, establishing trust, acceptance/self-awareness, dramatic play, collaborative play, organization, open-ended materials, observation, creativity enhancing curricula, children's transitional processes, encouraging social skills, language application, understanding children's culture, cooperative learning, children's self-concept, teachers' pedagogy, nurturing creativity and preparatory exercises. The study has a positive social impact by providing preschool teachers and administrators with a framework for preparing environments that not only promote academic achievement but also to use to nurture preschool children's creative and social-skills development.

Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.

Due to recent waivers and current expectations of teacher performance, schools have been tasked to close their student achievement gaps in mathematics by 2014. Yet students still have not performed well in mathematics, which may be a direct link to teachers' instructional practices. Identifying a coaching model to improve student achievement and teachers' instructional practices is important to district leaders, school administrators, and teachers. The purpose of this study was to evaluate how a coaching practice with teachers affected student achievement in elementary mathematics. The theoretical foundation of this study was the coaching model, first used by Joyce and Showers, which theorized that teachers who participated in this type of professional development would improve their instructional practices in the classroom, and subsequently, student achievement. A quasi experimental design was employed to test the theory that teachers who were coached would improve student achievement in elementary mathematics. A total of 185 test scores from students were analyzed using an independent measures t test and a repeated measures t test. Findings suggested that the achievement scores of students whose teachers were coached were statistically higher on both state and local assessments. Fourth grade students showed improvement on both the local and state assessments, while 5th and 6th grade students demonstrated significant differences on the local assessments only, but not on the state assessments. This research contributes to positive social change by providing educators with a coaching model that demonstrates how teacher coaching can increase student achievement in elementary mathematics, Grades 4 through 6.

Elementary students in one school have shown a decline in proficient and advanced performance on statewide assessments. This decline increased for reading and mathematics achievement from 2003--2008, especially for disabled and minority students in grades 3--5. The purpose of this qualitative case study was to determine the extent to which differentiated instruction was implemented in instructional practices to increase student academic performance. Vygotsky's theory of constructivism, Bruner's theory of problem solving, and Gardner's theory of multiple intelligences provided the conceptual frameworks for this study. The research questions focused on the instructional strategies and resources used by teachers. Data included interviews, observations, and lesson plans from 2 third-grade, 2 fourth-grade, and 2 fifth-grade teachers. Data were coded using categorical aggregation through the use of inductive analysis to identify patterns. Results included the processes used to determine ability levels, methods used to differentiate instruction, and resources used to supplement instruction. Findings revealed that teachers differentiated instruction using a variety of strategies. It is recommended that a program that features differentiated math instruction could be offered, more time could be allocated for collaborative planning, and support could be offered for classroom management. This research has the potential to effect positive social change by equipping teachers, through professional development opportunities, to implement strategies relative to their students' learning needs.

Antisocial behavior has a direct impact on the public elementary school setting. While considerable research has been conducted on collegiality in postsecondary schools, this study addressed the gap in practice concerning the lack of attention in regard to the impact of antisocial behavior on collegial relationships in the elementary school workplace. The purpose of this phenomenological study was to examine the perceptions of elementary faculty members regarding the effect of antisocial behavior on collegial relationships using the conceptual framework of systems theory which focuses on relationships in organizations. The central research question asked participants about experiences and perceptions of antisocial or counterproductive workplace behaviors. Data were analyzed for common themes and patterns using NVivo software. Findings included that antisocial behavior existed in elementary schools where teachers experienced and exhibited antisocial behaviors. In addition, female participants expressed their perceptions regarding negative workplace behaviors from other female coworkers, and veteran teachers experienced more antisocial behavior from other colleagues. Recommendations for action included incorporating conflict resolution training and conflict coaching for student teachers and faculty members and minimizing the traditional industrial age hierarchical structure by encouraging teacher leadership. Social change implications included fostering effective employee communication to deter negative behavior and to create an inclusionary culture that decreases attrition.

The three tiered reading model and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are two initiatives being used to identify struggling readers of low socioeconomic status. While there is abundant information with statistical reports from various researchers, there is little research available as to what educators implementing DIBELS in the school environment perceive about the instrument, what it measures and what it fails to take into account. It is important to examine all aspects and views of an initiative being widely used across the nation to close the reading achievement gap. Educators working with students of low socioeconomic status will benefit from the insightfulness of this phenomenological qualitative research study investigating classroom teachers' perceptions of the two initiatives. Data were collected from K-3 teachers at three target schools located in a mid-southeastern state of the United States via surveys and interviews to establish teachers' perceptions of the strength and weakness of the two initiatives. The data were analyzed using open, axial, and selective coding. Participants indicated DIBELS should not be the only measure used to determine skill deficits in the struggling reader and that the two initiatives work well together to identify struggling readers and promote reading achievement in students of low socioeconomic status. Effectively educating students of low socioeconomic status will not only close the reading achievement gap but also break the generational poverty cycle by empowering the individual to be a productive member of society.