The disparity in test scores, known as the achievement gap, between African American and European American students has persisted despite research and reforms. The purpose of this qualitative case study was to examine what African American community members in a North Carolina school district perceived as the causes of the local achievement gap and what support they believed they could offer to close the gap. The theories of cultural-historical psychology, social cognition, learned helplessness, social disorganization, and the funds of knowledge concept, guided the data collection from the 3 focus groups from the local community. Each focus group contained 6 to 7 people who were below, at, or above median income. They included members of the local African American community such as business people, parents, educators, and clergy. Open and selective data coding procedures organized data into major themes. The major themes were past school experience, parental role, and community involvement. All focus groups identified the lack of support from the African American community as the primary cause of the achievement gap. They suggested that the local African American community would develop an academic community support system. These findings informed the design of The Village Builder's Project to establish a collaborative community mentoring system that offers a team of business people mentors, academic supervisors, and elderly advisors for each student. When assigned to low performing K-12 African American students, this network of mentors has the potential to reduce the achievement gap and produce positive social change in terms of improved academic achievement of African American students in a local community.

As military dependent students relocate, they enroll in multiple schools throughout their K-12 experience. Frequent mobility can create gaps in achievement. The challenge in the local setting is meeting the needs of military dependent students scoring below grade level standards in math. The purpose of the formative evaluation was to determine the effectiveness of the Personalized Education Plan (PEP) program and propose refinements. The conceptual framework included goal setting, motivation, engagement, and self-regulation. The concurrent multi-methods study included a central research question on whether a PEP increased student math scores. Questions about student motivation, engagement, self-regulation, and goal setting followed. Eighteen out of 30 teachers from 2 schools completed an online questionnaire about the PEP program and impact on students. Measures of Academic Performance (MAP) math scores were collected on all students. Quantitative data analysis included a paired samples t test which showed a statistically significant (p <.001) increase between math scores before and after implementation of the PEP. An independent samples t test showed military dependent student scores were slightly higher than for nonmilitary students, but not statistically significant (p > .05). Qualitative analysis of teacher questionnaire data revealed themes in student motivation, engagement, and self-regulation. Evaluation results recommended the district change the PEP program to support continued implementation. The findings contribute to social change by providing critical information that may assist other districts in creating effective goal setting programs for military dependent students.

Implementation of project-based learning (PBL) has contributed to increases in students’ retention of concepts, engagement, and academic success. The problem for this study is that teachers’ and administrators’ experiences and perceptions have not been sought regarding the integration of PBL in the classroom at the school district. The purpose of this qualitative instrumental case study was to gain a deeper insight into the experiences of teachers and administrators implementing PBL. Centered on the theory of constructivism, the research questions focused on 10 teachers’ and 5 administrators’ experiences integrating PBL. Face-to-face interviews with participants and 10 classroom observations were conducted. Inductive coding and thematic analysis were used with the collected data. Results indicated that teachers perceived several benefits with PBL such as improved students’ retention and engagement, academic success, and 21st-century skills and a few challenges such as time consuming lesson planning and delivery, and lack of resources and materials. Observations showed improvement in students’ behavior and engagement. Administrators also indicated similar benefits, agreed that there was lack of resources, and perceived challenges to be teachers’ lack of willingness and openness to implement PBL. Recommendations were that schools or district develop accountability measures, best strategies, and curriculum alignment for standards-based PBL. Findings may contribute to positive social change by bringing greater awareness to local educators of the benefits and challenges surrounding implementing PBL. School administrators can foster a school culture and environment for student learning in which teachers are supported and lesson planning and collaboration are prioritized.

Since 2007, many U.S. music education programs have been negatively affected by budget reductions at the local, state, and national levels. Although researchers have studied the effect of budget reductions on music education, they have not widely examined the perspectives of teachers who have experienced these reductions. The purpose of this study was to explore elementary music teachers' personal and professional experiences with budget reductions, and the perceptions of how their programs, students, schools, and communities have been affected by the budget reductions. The philosophies of Kodaly and Richards served as a conceptual framework for this qualitative case study. The primary research questions asked participants about their experiences with and perceptions of the effect of budget reductions on music programs at their schools and on their students. Interviews were conducted with 9 elementary music teachers. Data were analyzed using pattern coding to identify key themes. The 6 key themes identified were love for music and teaching music; pride in music programs and curricula; belief in the benefits of music education for all students, especially for low income students; senses of loss; adaptation and coping with loss; and sense of the future. Based on the findings, a professional development program was developed to assist music teachers to learn strategies to support music programs and become effective music education advocates. This project study may foster positive social change by encouraging teachers to collaboratively advocate for music education in communities and devise strategies that will allow for the sharing of scarce resources.

This program evaluation study addressed a critical deficiency in early childhood math proficiency for a local urban school district. To strengthen students' skills in mathematics, the district adopted the Common Core State Standards and piloted an inquiry-based instructional program called My Math. The purpose of this project study was to determine the extent to which My Math met the goals of improving Grades K-2 students' math proficiency. The conceptual framework was based on theories of multiple intelligences, social learning, and foundations of social development. The National Program Evaluation Standards were used to guide the program evaluation. The research questions centered on the implementation of My Math in terms of usability, lesson coherence, support provided by program materials and effectiveness of materials in enhancing students' mathematical processes based on teachers' perspectives. Data were collected from 57 teachers who completed an electronic survey and from 6 teachers who participated in focus groups and interviews. Survey data were descriptively analyzed and interview and focus group data were coded for development of common themes. Teacher participants reported gains in students' mathematical processes after using the My Math program. The program evaluation report reflected support for My Math as an effective instructional program for Grades K-2 along with recommendations for supplementation of the program with additional resources to address individual needs among students. Positive social change at the local level includes enhancing students' learning and achievement in mathematics, and assisting other districts in understanding the benefits of the My Math program on student achievement for early childhood students.

Dynamics between student teacher ethnicity and the practices of culturally plural curricula seeks to improve student performance and strives to minimize the achievement gap. This quantitative study explored whether there was a significant difference in the North Carolina Final Exam history-social science test performance between (a) African American and Hispanic students taught by a teacher from a different ethnic makeup and (b) African American and Hispanic students taught by a teacher from a similar ethnic makeup in 8th grade of social science classes. Student's performance is a key factor in evaluating the credibility of a school which is crucial to all stakeholders. The theoretical framework for this study centered around Tillmans' theory of culturally sensitive education which focused on variations of academic achievement based on student's engagements with teachers who share their cultural background or teachers who teach curricula that reflects their own cultures. Data were collected from a purposeful sampling of depersonalized archival records of 2,000 8th grade African American and Hispanic students who took the North Carolina Final Exam for Social Sciences. Data were analyzed using causal-comparative approach and focused on the fixed factor of race with 3 covariates and teacher race as the dependent variable. Results indicated that there was a significant difference in the students performance depending on the ethnicity of their teacher. Students with a teacher of their ethnic background, performed better compared to having a teacher from a different ethnic background. This study contributes to social change through the understanding of how teacher diversity and the need for relational teaching can promote greater academic achievement within their classrooms.

There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female participants in this qualitative interview study were required to have experience (a) as a general education classroom teacher for at least 1 year (b) using Web 2.0 technologies in the classroom to support ELLs, and (c) teaching ELLs within the elementary classroom environment. Qualitative analysis of transcripts from 1-on-1 interviews involved a coding and recoding process, revealed that the teachers saw Web 2.0 technologies as effective in supporting student learning, building class community, and differentiating instruction. Challenges and needs they experienced included lack of access to technology, needs for professional development, and administrative support. Further research could explore integration of specific Web 2.0 technologies. Results of the study may lead to better informed decisions by policy makers and leaders about professional development, support needs, and language services. Addressing the technology needs of educators may potentially lead to equity for ELL students in general education settings that would empower ELLs to experience successful academic transitions through schooling, while decreasing the academic achievement gap.

The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.

@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpFirst, li.MsoNormalCxSpFirst, div.MsoNormalCxSpFirst { margin: 0in 0in 0.0001pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpMiddle, li.MsoNormalCxSpMiddle, div.MsoNormalCxSpMiddle { margin: 0in 0in 0.0001pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpLast, li.MsoNormalCxSpLast, div.MsoNormalCxSpLast { margin: 0in 0in 10pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }.MsoChpDefault { font-size: 10pt; font-family: Cambria; }div.WordSection1 { page: WordSection1; } @font-face { font-family: "Times"; }@font-face { font-family: "ＭＳ 明朝"; }@font-face { font-family: "Cambria Math"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; font-size: 12pt; font-family: "Times New Roman"; }.MsoChpDefault { font-size: 10pt; font-family: Cambria; }.MsoPapDefault { margin-bottom: 10pt; }div.WordSection1 { page: WordSection1; } The central goal of elementary reading instruction is to teach students to make sense of the range of texts that they encounter during their school careers and lives. The issue of interest in this study is to better understand educational practice for upper elementary reading comprehension instruction. Using a case study design within the framework of symbolic interactionism, I studied four upper elementary teachers and examined the nature of their experiences with organizing, carrying out, and learning about reading comprehension instruction. Three weeks of classroom observations of each teachers’ language arts instruction and three interviews of each teacher constitute the major sources of data for this study. Results suggest that each teacher provided her students a different type of instructional experience around reading comprehension, despite having access to same kinds of instructional materials and assessment information. The instructional experiences offered by the teachers were contingent upon the teachers’ perspectives on the construct of reading comprehension and the factors that weighed most heavily in their individual decision-making processes about reading comprehension instruction. Several additional patterns emerged across the teachers. All four teachers made adaptations to their core reading program, utilized a small, consistent set of instructional routines in day-to-day instruction, and identified working with struggling students as an area of concern with which they felt unprepared to handle well. None of the teachers were observed or reported consistently employing direct, explicit, accountable ways of talking with students about texts or about ways of thinking through texts. These findings suggest future research and professional development efforts to improve reading comprehension instruction should begin with the ways in which teachers think about reading comprehension and the kinds of decisions teachers make as a result of their working definitions. In addition, more attention needs to be paid to supporting teachers in making thoughtful adaptations to their curriculum materials, in expanding the range of instructional routines employed on a regular basis, and in learning how to meet the needs of students struggling with comprehension. Finally, greater emphasis needs to be placed on fostering the kinds of talk amongst teachers and students that leads to the most robust reading comprehension development.

This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Results are presented as weekly growth rates. Growth rates were calculated from fall to winter, winter to spring, and from fall to spring. This study found higher growth rates in the lower grades and the lowest growth rates in fifth grade. Negative growth was found when examining winter to spring scores for students in third through fifth grades. Girls typically showed more improvement than boys. Results will be beneficial for educators to understand and monitor elementary student progress in written expression.