<p> This dissertation seeks to investigate the term <i>joyful learning </i> as it applies to the learning process. Using methods of narrative inquiry, the collected stories of students serve as the nucleus around which the understanding of joyful learning is built. This inquiry is grounded in the literature of joy in the learning process, whole child learning theory, deep learning, agency in learning, and educational wounds. In this narrative inquiry, 15 students ranging from kindergarten to twelfth grade were asked to tell the story of their experience with learning. A domain analysis was completed on the stories of wounds and celebrations in the interviewees&rsquo; varied learning experiences and the identification of commonalities served as a catalyst for an enhancement of education theory and laid the foundation for future research on the importance of joy in the learning process of human beings. The themes emerging in this narrative inquiry were joy, engagement and disengagement in learning, connected learning, motivators and de-motivators, peer influence, positioning, relationship between the student and the teacher, agency, forced learning, standardized assessment and meaningful assessment, educational wounds, and the significance of education. Evidence of educational wounding surfaced in all 15 stories, illuminating a connection between the wounding and the replacement of student-centered learning practices with compulsory, standardized reforms.</p>

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challenges that children who live in poverty face. The original and abiding goal of Title I is to meet the special educational needs of disadvantaged students by providing supplementary funding to the schools that serve them; this funding purchases additional programming and resources that should, in theory, enable disadvantaged students to achieve at levels comparable to their more privileged peers. Despite its noble intent, more than forty years of research on the effects of Title I shows that it has had, at best, little effect on the achievement of disadvantaged students and, at worst, no effect at all. In an effort to determine why Title I has not measurably impacted the achievement of disadvantaged students, this research turns to the international community to understand similar policies employed in other countries. After classifying and describing the most common international policies for targeting financial and other resources to disadvantaged youth, the author attempts to link, via regression analysis, three different models of targeting funding and resources to student outcomes on the 2003 Programme for International Student Assessment (PISA) examination. Citing a lack of sufficient data to establish a relationship between prevalent models and student level outcomes on PISA, the author goes on to present case studies of the policies in place in three different countries, each of which represents a particular model of targeting funding and resources to disadvantaged students. The three case studies focus on The Netherlands, England, and Spain. Drawing from an analysis of policy documents and survey and interview data, each case study describes 1) how a particular international model of targeting resources looks in implementation and 2) the extent to which policies employed within each model align with documented best practices for the education of disadvantaged students. The research concludes with an assessment of what the United States can learn from each of the countries studied and with a comprehensive set of recommendations for the reauthorization of Title I. / 2031-01-02

<p> The purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases. </p><p> Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score. </p><p> In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate. </p><p> The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.</p>

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. Adviser: Fred Rodgers. Includes bibliographical references (leaves 116-121) Available on microfilm from Pro Quest Information and Learning.

The purpose of this study is to determine middle school teachers' thoughts on ability grouping. Specifically, this study identifies the reasons that teachers retain (R group) or eliminate (E group) ability grouping practices. Data from thirty-one teachers were categorized through the use of qualitative research methodology. This study focuses on three research questions: (1) What do middle school teachers perceive to be the advantages of ability grouping? (2) What do middle school teachers perceive to be the disadvantages of ability grouping? (3) What alternative grouping practices do middle school teachers utilize to replace ability grouping? Teachers who support ability grouping do not believe what they read and hear about ability grouping. For them, ability grouping may not be the best way to work with young adolescents in schools, but it works reasonably well and they do not believe another way of grouping is worth the effort, or works any better. They may not want to change for a variety of other reasons. Their beliefs may limit thinking or they may not want to invest the time, energy, and thought necessary to alter ability grouping practices. These ideas, coupled with the notion that teaching ability grouped classes is easier and change is difficult, form the basis for their perceived advantages of ability grouping. R group teachers state as many disadvantages of ability grouping as they do advantages. E group teachers are more adamant in their perceptions. They state fewer advantages of ability grouping, and many times more disadvantages. They believe that non-ability grouped methods, coupled with other teaching methodologies, are effective ways to teach middle school students. Sixteen of seventeen teachers interested in eliminating ability grouping had taught in both ability grouped and non-ability grouped classrooms. The opposite was true for the teachers who wished to retain ability grouping. Only one of the fourteen R group teachers had taught both ability grouped and non-ability grouped classes. This suggests that to be supportive of eliminating ability grouping in classrooms, teachers must use both types of instruction. Teachers who have chosen to eliminate ability grouping in their schools and classrooms have bridged the gap between acceptance of the status quo and taking action. Their actions are based upon a strong belief that they can be successful and benefit all students, both academically and socially.

<p> The purpose of the exploratory research study was to identify the practices that school principals in the state of Pennsylvania utilize to best support students, parents and school personnel before and during the transition to a middle level school. Research questions were designed to assist in determining what transitional practices schools are using, which practices principals&rsquo; rate most successful, to what extent transition program activities are aligned to the developmental needs (physical, cognitive, social-emotional) of young adolescents, how transitional practices compare between middle level schools that have and have not been identified nationally as a <i>School to Watch </i> and how practices vary by the grade configuration of middle level schools.</p><p> Quantitative and comparative coding qualitative analysis was used in the study and results indicated that transitional practice usage is valued by principals, yet implementation of transitional practices varies among schools. Time was reported as the most significant barrier to implementing transitional practices. The majority of practices used by schools are with students, yet practices lack in addressing students&rsquo; social-emotional needs. Practices aligned to cognitive needs of young adolescents are used more frequently and ranked most successful by principals. Principals indicated self-reported success and that the most common practice used with students prior to transition is an orientation day to the middle school and having an assembly about building rules, procedures and information is most successful and common during transition. Regardless of grade configuration, transitional practices used with school personnel remain the least frequently implemented by schools. Furthermore, student practices aligned to the physical developmental needs of young adolescents are more frequently implemented by schools that have been designated a <i> School to Watch.</i></p><p> I used a web-based survey to gather data to examine the extent to which the transitional practices were implemented in schools. A sample of 96 middle level principals in Pennsylvania responded to the survey. Results from the study support the use of transitional practices with students and parents and educating staff about transition to build a stronger school community and foundation of educational excellence. Implications for professional development and future research are offered.</p>

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: William C. Sayres. Dissertation Committee: Maryalice Mazzara. Includes bibliographical references (leaves 252-263).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 159-164).

The purpose of this study was to conduct field research to analyze actual outcomes for students with moderate to severe disabilities educated in regular educational settings. This study sought to determine if students with moderate to severe disabilities were successful after implementation of an inclusive model. Both qualitative and quantitative methods were applied in this study. A modified case study design was used including interviews, observations, questionnaires, record analyses, and surveys. The results indicated that the four cases represent an overall successful program model with individual variations. Students achieved the highest rate of success as measured by the Individualized Education Program (IEP) progress, grades, and parent satisfaction. All four cases demonstrate the need for more peer friendships that carry over into after-school life. Definitions of student success varied across the groups surveyed. Over 75% of teachers surveyed felt that students in this study could be successfully integrated; yet only 45% actually felt successful. The most important three conditions teachers needed for teachers to feel successful were extra time for consultation, curriculum adaptation, and individualizing instruction. Teachers rated staff expertise, administrative commitment, and flexibility of professionals as most supportive of successful integration. Teachers felt that paid summer time and release time were least supportive of integration efforts. In spite of the positive findings, 53% of these teachers preferred a pull-out model of instruction. Parents were split more evenly between pull-out and inclusive models. Three of the four case study students and all of the peers interviewed chose an inclusive educational setting. Results of this study suggest that the school day needs to be reorganized to allow teachers more time to collaborate and plan. The role of individual aides for students with moderate to severe disabilities should be carefully reviewed and defined. Definitions of student's success should be clearly established. Special education documents such as the Individual Education Plan (IEP) and progress report need stable formats in order to perform longitudinal studies of student's success.

<p> Students&rsquo; low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10^th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state&rsquo;s high-stakes examination. This study used multi-year, successive 10^th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona&rsquo;s high-stakes, criterion-based examination scores. A two-sample, one-tailed <i>t</i>-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state&rsquo;s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state&rsquo;s high-stakes examination at a Title I urban high school in Arizona.</p>