This study is an attempt: 1. To present the supervisory program now in use2. To set up a proposed supervisory program (a) To improve the instruction of teachers in service that they may be able to direct the pupils' learning activities. (b) To train student-teachers in order that they may make better teachers. The scope of this study is limited to the effort of Bethel Woman's College to train teachers in service and student-teachers by the use of its supervisory program in the demonstration school. It is so limited in order to make a more thorough study of these factors. It does not come within the scope of a study of this nature to include all the factors that one might wish to include. The supervisory program includes only the first four grades of the demonstration school.

This phenomenological qualitative study involved 15 veteran K-6 public school teachers – each having taught a minimum of 24 years - from several districts in Southern California. It identified and examined what factors influenced the ongoing commitment and engagement of these teachers over the course of their careers. Factors mirrored the study’s theoretical framework and included: 1) the teacher’s challenges, 2) the teacher’s personal characteristics or attributes, and 3) the teacher’s professional life phases. A majority of the teachers interviewed spoke to the escalation of the environmental challenges they confronted while on the job, such as, student behavior, administrative and parental support, educational reform, work load, and instructional time constraints as well as individual factors, such as, family issues and personality. In particular, the increased aggressive misbehavior of some students along with an all-too-common lack of support from both parents and administrators left these teachers feeling disrespected, isolated, and even burnt-out at times. However, the study’s findings pointed to the affirmative power of the teachers’ personal characteristics – specifically, their passion for teaching and their students along with the teachers’ resilience – in helping them to combat the trying environmental and individual challenges they faced during the various professional life phases of their careers, and remain committed and engaged. Moreover, the study’s findings suggest that veteran teachers could benefit from recognition, growth, variety and interaction with colleagues in order to have a meaningful longevity in their careers as well as more robust support from both site and district administrators. The findings also recommend that teacher educators introduce their pre-service and beginning teachers to what it takes emotionally to stay committed and engaged in the profession in meaningful ways, thereby, giving these new teachers a deeper foundation of what being an effective and fulfilled teacher really entails.

The objective of this study was to explore the perceptions physical educators had of a phenomenon: professional development (PD). Specifically, the study sought to understand the following question: how do physical educators perceive PD? Said in the spirit of phenomenological research, this study aimed to explore the lived experience of PD from the perspective of elementary physical education teachers. Subsequent research questions included: (a) How do physical educators perceive PD in relation to their physical education program’s role in public health?; (b) What perceptions, including potential barriers and facilitators, do physical educators have of PD?; and (c) In what ways do physical educators use PD to improve upon both teaching practices and student learning? Participants included ten elementary physical education teachers employed in the same county in the Southeast United States. A lengthy, open-ended interview between the researcher and all ten participants was the only source of data. Data were analyzed using a phenomenological approach, more specifically Hycner’s phenomenological five-step data explication process. The data explication process revealed four common themes as well as a variety of sub-themes across all participants. The four themes were analyzed to gain a true understanding of the lived experiences of physical educators’ PD. Those themes were: (a) PD for Professional Growth – A search for meaning; (b) Accessibility, (c) I Matter!, and (d) Relationships. Overall the study highlights the integral and often-personal role PD has in the lives of the study’s participants. The insights from this study may inform education policy makers, school districts, school administrators, and designers of educator PD to improve the overall PD experience of practicing educators.

Public education in America today is a product of more than a century of reform. Innovators of each era have attempted to transform the education system to match their ideals and beliefs. Educational reform efforts to improve learning for all students have been an issue of debate since the founding of America – seeking for equality and quality of education. The most recent educational initiative an emphasis on accountability via high-stakes tests, many schools are now branded as “failing” and requiring program improvement. As such, leaders search for reform models that will save their school from further sanctions. Of the plethora of scientifically-based reform models available to schools, one urban elementary school in southern California chose to adopt and implement the Core Knowledge Sequence to bring new life to their school. This study explores elements of school culture necessary for a school reform effort to thrive. Research has indicated that teachers who work in a supportive culture are committed, collaborative, and are able to participate in significant decision-making maintain their motivation and satisfaction in teaching – which is at the core of successful school reform (Huberman, 1993; Helsby & McCulloch, 1996). This case study explores the experiences of teachers at one elementary school as they initiate a reform effort using the Core Knowledge program. Core Knowledge is based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education. It is not a curriculum per say, but rather the specific content taught. This study examines faculty members’ perspectives on their school’s culture as they begin the implementation process of this program. In addition to learning about how each participant defines, describes, and experiences the school culture, efforts were made to determine how and in what ways certain strategies were utilized to change, maintain, or contribute to the development of the current school culture—through the lens of how teacher commitment, collaboration, and shared leadership influenced its reform efforts. Further, the impact of external stressors on school culture was explored with a focus on the challenges to maintain a positive work and learning environment. The data in this study provides insight that can help other schools undergoing a similar reform effort.

Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be met. The purpose of this qualitative case study was to examine the policy discourse concerning teaching and learning gender and sexuality issues during early childhood at an elementary school in Virginia. Another purpose was to understand how educators perceive developmentally appropriate timing and content for these topics as well. A combination of critical policy analysis and critical advocacy research was utilized to compare and analyze the written policy discourse as presented within Virginia’s FLE policy to educators’ (teachers, counselors, principals) interpretation and enactment of these written discourses in their classrooms and schools. Findings revealed specific ways the written, spoken, and enacted discourses diverged and coalesced and how these similarities and differences inform future policy and practice. A critical analysis of the written discourses (and silences) suggest Virginia’s FLE curriculum and instruction maintains heteronormative undertones, while the spoken and enacted discourses indicates concern for expanding elementary students’ understanding and acceptance of LGBTQ and/or gender non-conforming children and non-normative family structures. Implications of findings include suggestions for future research and changes in policy and practice that aim to create more inclusive classrooms and schools.

Teachers are seeking effective teaching strategies to support an array of student learning needs. The arts hold the potential to transform the learning experience for students; however, the use of art integration is limited and unknown to many educators. The purpose of this qualitative case study was to interview and observe 8 elementary school teachers who were identified by the school administration as successfully having integrated art into the curricula, defined by teaching with and through the arts across all content areas. The intent of this study was to explore the participants' perceptions about the use of art integration in the classroom, effective practices for integrating art into the curricula, and the way art integration supports student learning and provides focus for student learning. Constructivist theory and the theory of multiple intelligence served as conceptual frameworks for this study by relating to the need for students to build learning from social engagement and experience, and to learn from different perspectives which can be facilitated through arts integration. Data collected from the 8 teacher participant pool through 8 interviews and 4 classroom observations were analyzed with open coding followed by axial coding to determine emergent themes. Results suggest that art integration enriches the entire learning experience. Teachers used art to make the curriculum visible to students. Students interacted with the curriculum through art making, and finally demonstrated understanding in an art form. Teachers credited the use of art integration for higher levels of learning due to increased student engagement through hands on activities, real life connections, document-based inquiry, and collaborative learning. The findings of this study suggest the expanded use of art integration may lead to social change in the classroom that will improve student learning.

Cyberbullying is a common form of harassment and aggression engaged in by today's youth. This phenomenon is affecting primary-school-aged children as technology devices are now made available to elementary school students in rural settings. Based on the framework of Bandura's social cognitive theory, this mixed methods project study included a survey to quantitatively investigate the associations between parental knowledge of the phenomenon of cyberbullying and children's grade levels, and a focus group to gather qualitative data from school principals regarding their perceptions of the extent and impact of cyberbullying in 4 rural elementary schools in Massachusetts. Due to highly skewed survey responses, basic assumptions for chi-square analyses were not met; therefore, frequencies were examined along with the qualitative data that were coded and analyzed for patterns and themes. The 4 principals reported ongoing concerns at the school level that cyberbullying was clearly affecting the school day, school resources, and peer relationships. Survey responses from 162 parents indicated they were not fully aware of the dangers of cyberbullying at all grade levels. In concert with the literature review, these findings were applied to the development of a 12-month online cyber training curriculum for parents and students. Social change implications include minimizing the effects of cyberbullying in schools by training parents to understand social media sites and associated dangers for their children.

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.