Engage in a thought-provoking series of tasks involving area and perimeter. With open-ended tasks, concepts of minimums and maximums will emerge, along with a worthwhile discussion of definitions. Finally, compare the task to the original from a traditional curriculum and discuss implications for modifying curriculum.

Using license plates as a context, we will analyze patterns. I will share a technique for graphing, and you will design your own license plates with given parameters. Our graphs will offer entry into transformational geometry, and a mapping from letters to numbers allows us to experience early algebra in context.

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School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMART[reg] professional development program that was implemented from 2005-2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMART[reg] and district administrators share about the sustainability of Teaching SMART[reg] practices in 2013? What teaching strategies do teachers who participated in the program (2005-2008) use in their science classrooms five years post-implementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005-2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005-2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both years (2008 and 2013). Additionally, a classroom observation was conducted with one of the interviewed teachers in 2013. Qualitative analyses were conducted following the constant comparative method and were facilitated by ATLAS.ti v. 6.2, a qualitative analysis software program. Qualitative findings identified themes at the district level that influenced teachers' use of Teaching SMART[reg] strategies. All the themes were classified as obstacles to sustainability: economic downturn, turnover of teachers and lack of hiring, new reform policies, such as Race to the Top, Student Success Act, Common Core State Standards, and mandated blocks of time for specific content. Results from the survey data showed no statistically significant difference through time in perceived instructional practices except for a perceived decrease in the use of hands-on instructional activities from 2008 to 2013. Analyses conducted at the individual teacher level found change scores were statistically significant for a few teachers, but overall, teachers reported similarly on the teacher survey at both time points. This sustainability study revealed the lack of facilitating factors to support the continuation of reform practices; however, teachers identified strategies to continue to implement some of the reform practices through time in spite of a number of system-wide obstacles. This sustainability study adds to the literature by documenting obstacles to sustainability in this specific context, which overlap with what is known in the literature. Additionally, the strategies teachers identified to overcome some of the obstacles to implement reform practices and the recommendations by district level administrators add to the literature on how stakeholders may support sustainability of reform through time.

Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's model for parental involvement and Hoover-Dempsey's model of the parental involvement process guided this study. The research questions focused on primary teachers' perceptions about parental involvement, the influence of parental involvement, and ways to engage parents in school activities. A case study design was used to capture the insights of 7 participants through 1-on-1 interviews, reflective journals, and artifacts in the form of parent contact logs. Emergent themes were identified through an open coding process and the findings were developed and validated through member checking and triangulation. The findings revealed that primary teachers want to engage parents in school activities, that teachers believe parent involvement is a positive motivator for students, and that teachers need more strategies to effectively engage parents. A project was designed to provide strategies to meaningfully engage parents in school activities. This study may influence positive social change by supporting teachers' and administrators' efforts to improve engagement with parents in school-related activities.

Many students who receive Response to Intervention (RTI) Tier II support at an elementary school on the east coast of the United States seldom reach grade level expectations based on end of year assessments. Parents of students who receive RTI Tier II instruction often do not take advantage of the opportunities for involvement at the elementary school. The purpose of this qualitative research was to investigate the perceptions of 34 parents who receive RTI Tier II instructional services about what inspires them to become involved in their child's education at home and at school. This study investigated the opportunities for involvement, recommendations for enhancing opportunities, and how existing opportunities for family involvement meet the needs of families. This study was guided by Hoover-Dempsey and Sandler's model of parent involvement, which states that parent involvement influences student outcomes. Epstein's framework defines 6 types of parent involvement and Vygotsky's theory states that learning is a social activity. A case study approach identified 4 themes: (a) parents preferred to communicate electronically; (b) parents were interested in getting expert advice on specific topics; (c) parents were able to identify problems with the current parent involvement opportunities and provide suggestions on how to make them better; (d) parents perceived community to be made up of the school, the parents, and the town. A policy recommendation was created based on the findings for the school to better assist parents in engaging with their child's learning. The policy includes home visits, weekly progress updates, parent training programs, electronic communication, and a public library-school partnership. This project study promotes positive social change by increasing family engagement at the school ultimately improving academic achievement.

Because of the fact that so little has been done to create a scientific, objective basis for a sound course of study in penmanship, it has long been the desire of the writer to develop some ideas that presented themselves several years ago. It has occurred that there is a real need for a basis of fact, rather than mere personal opinion, in the teaching of penmanship. While the great pen artists and the great penmanship teachers of the past and present have wrought exceedingly well and have made a wonderful contribution to the improvement of handwriting pedagogy, there still remains much to be accomplished in this field. Heretofore, penmanship texts have often been based too much on the personal opinion of the author concerning the order in which the letters should be presented. In too many cases this order appears to be a haphazard arrangement with no particular plan or purpose except to get all of the capital and small letters in the course somehow. But this order of presentation, and there are practically as many orders of presentation as there are authors, has been governed principally, in the writer's opinion, by the authors' ideas concerning the relation of one letter to another in form and possibly somewhat by their opinions relative to the difficulty of the letters. The easiest letters were presented first and the more difficult ones followed, being arranged in a progressive manner in the order of their difficulty. Little, if any, thought has been given apparently to the relative importance of the letters from the standpoint of the frequency with which they are used. As far as the writer knows, no attempt has been made to determine the frequency with which the small and capital letters are used. It is his belief that this information will be helpful to teachers of penmanship in placing the emphasis in their teaching more nearly where the need for such emphasis is greatest. Consequently, it is this problem which has been chosen as the field of investigation for this study. To this task the writer dedicates his best efforts to contribute something worth while, if he may, to the teaching of penmanship, without expecting the contribution to be in any manner revolutionary.

Mexico’s education system ranks among the lowest in terms of quality and achievement levels. Given the importance of education for a country’s economic development, it is crucial to understand how improvements in Mexico’s education quality can result in economic growth for the country. This thesis aims to create awareness about how the quality of learning rather than total schooling can result in improving Mexico’s economic development. First, a general literature review provides significant findings of the quality of education, the difference between learning and schooling, and educational equity, and its effects on economic development. Moreover, a detailed overview of the Mexican education system demonstrates critical aspects that distinguish Mexico’s public education system. Finally, various issues facing Mexico are introduced, including violence and corruption, that can impact Mexico’s economic underperformance by enhancing education quality. This thesis concludes with three policy recommendations for tackling Mexico’s poor education quality while being strategic on their potential economic benefits.

In a South Carolina school district, approximately 45% of 3rd-5th grade students performed poorly on the state mathematics test. K-5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K-5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction. Bandura's theory of self-efficacy framed this study. A representative sample of 160 K-5 mathematics teachers in 11 schools completed surveys. A purposeful sample of 9 teachers with high, medium, or low ARM index were interviewed. One-way ANOVA tests determined there was no statistical significant difference between teachers' ARM index and years of experience or grade level. Simple linear regression determined there was a statistical significant difference between teachers' ARM and past mathematics experiences. Interview data were analyzed thematically using open, axial, and thematic coding strategies. Teachers revealed that their perceived past mathematics experiences and collaboration influenced their ARM and instruction. Based on the findings, a 3-day workshop was created to improve teachers' ARM featuring reflection on teachers' past mathematics experiences and collaboration. This endeavor may contribute to positive social change if district leaders assist teachers to improve their confidence in mathematics instruction and instructional decision making; thus, improving student mathematics achievement.

Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of connectedness in schools. The purpose of this qualitative case study was to determine if elementary school personnel believe than an initiative called The Leader In Me has had a positive impact on student motivation and peer relationships. Underpinning this study were Perrin's student motivation theory and research on social and emotional learning, school/classroom climate, and character education. Interviews were conducted with a combined total of 18 teachers, administrators, and other staff members from three schools in the southeastern region of the United States where this initiative has been fully implemented. The data was analyzed and coded by common themes. The results confirmed that key elements of The Leader In Me including (a) a common understanding of and pervasive use of Seven Habits language, (b) student goal setting and data tracking, (c) leadership opportunities for students, and (d) a school culture that promotes student ownership of learning do indeed increase student motivation and promote positive peer interactions. A white paper was prepared and will be shared with Lane Elementary and others in the larger educational community who seek ways to increase student motivation and enhance peer relationships. This focused attention on improving the learning environment will better equip students to leave school systems college, career, and life ready thereby preparing them to be productive members of a global society.