The purpose of this study was to investigate the extent to which multicultural education is included in the multiple subject training programs in California. A rating scale was developed and applied to the evidence presented in the Program Approval Review Documents and the External Assessment Reports of sixty professional preparation programs approved by the Commission on Teacher Credentialing to provide teacher-training. The overall results of this study indicate that approximately twenty-two percent (22%) of the institutions received a rating of "1". A rating of "1" means that these institutions restrict their multicultural training to activities such as cultural fairs and ethnic songs, thereby showing an inadequate commitment to provide multicultural teacher-training. Approximately seventy-six percent (76%) of the institutions received a rating of "2". A rating of "2" means that these institutions show an "adequate" commitment to provide multicultural teacher-training and indicates that there is at least a minimal recognition of the importance of diversity. Institutions that received a rating of "2" meet the basic intent of the Commission-mandated multicultural guidelines. Approximately 3% of the institutions received a rating of "3", demonstrating a strong commitment to provide multicultural teacher-training as evidenced by the presence of multicultural elements, such as a recognition of the strength of diversity and accurate presentation of facts, throughout the total training program.

The Back-to-Basics movement has gained substantial momentum in the public schools since 1972. Although it is not a new concept in education, it is an approach which involves a much more structured emphasis within the classroom than had been practiced during the innovative times of the 1960’s and the early 1970’s. The impact of Back-to-Basics programs upon students, particularly in the affective and creative areas, has become a concern to educators who are facing increased demands for accountability and alternative education programs within the public schools. The purpose of the study was to assess the impact of Back-to-Basics education upon creativity, affectivity, and achievement of elementary students enrolled in these alternative programs as compared to students enrolled in the regular school program.

No description available.

No description available.

No description available.

No description available.

This qualitative action research examines the effects, if any at all, the implementation of an interdisciplinary literacy unit in a fourth-grade classroom had on students' perceived writing self-efficacy. This study aims to inform the teacher-researcher to make actionable changes to current teaching. Additionally, this study continues the research and discussion surrounding how educators and stakeholders approach instruction. This research required participants to complete a pre-writing self-efficacy survey, participate in an interdisciplinary literacy unit and then complete a post writing self-efficacy survey. The interdisciplinary literacy unit took place during the distance learning environment that was a result of the global pandemic, COVID-19. During the interdisciplinary unit, participants used the disciplines of language arts, science, and math to learn about the concept of interdependence as it relates to the Eastern Oysters in Mosquito Lagoon, Florida. This research sought out to explore the Research Question (RQ): Does implementation of an interdisciplinary literacy approach affect students' writing self-efficacy? Findings of this study suggest that the implementation of an interdisciplinary literacy unit in a fourth-grade classroom maintains or increases self-efficacy for most of the research participants. Implications of this study affords educators training in interdisciplinary literacy practices, adequate planning time so that educators can collaborate with colleagues to plan for interdisciplinary literacy lessons and administering writing self-efficacy surveys multiple times a school year to gauge students' perceived writing self-efficacy. Beyond the classroom, this study offers opportunities of collaboration with families to inform them of their child's progress and self-efficacy levels to better support their child's continued learning.

No description available.

Purpose. The purpose of this study was to investigate the relationship of teachers' perceptions of territoriality and sense of efficacy to job satisfaction.;Method. A sample of 350 public school elementary teachers teaching in Virginia was selected to complete four instruments. The Teacher Territory Questionnaire was used to measure three factors, including control of resources, responsibility for students, and openness of teaching. The Teacher Efficacy Scale measured two efficacy factors, personal efficacy and teaching efficacy. Job satisfaction was measured by the facet scores of the Job Descriptive Index and the global score of the Job in General scale. Demographic data forms were completed as well. Results from a 73% mail return were analyzed using multiple regression analysis.;Results. Results support a significant correlation between openness of teaching and satisfaction with coworkers and between responsibility for students and satisfaction with the job in general. Significant correlations were also found between personal efficacy and satisfaction with present work and between teaching efficacy and satisfaction with present work and the job in general. An analysis of the data indicated that the demographic variables had little effect upon these relationships.;It was concluded that as teachers feel more secure concerning their own teaching methods and teaching style, satisfaction with coworkers increases. Teachers who feel responsible for students inside or outside of the classroom tend to be more satisfied with the job in general. Teachers who feel confident of their ability to bring about student learning, regardless of external forces, such as student home environment and parental influences tend to be more satisfied with their present work. Based on information garnered from mean scores, elementary teachers in Virginia tend to be territorial with respect to control of resources and responsibility for students. Teachers are satisfied with their present work, supervision, coworkers and the job in general, but report dissatisfaction with pay and opportunities for promotion. Implications for future research were discussed.

The investigation of Maury Elementary School in Richmond, Virginia addressed the establishment of a non-traditional model school in a conservative city not directly supportive or progressive education ideology. A case study approach was taken to investigate the interrelated questions of explaining the success and longevity of Maury School and of determining to what extent Maury School was a faithful implementation of the tenets of progressive education.;The study contributes to an understanding of the development of an innovative school, to progressive education, and to the diffusion and integration of educational theory and reform. Historical methodology was used; data were drawn from both published and unpublished primary and secondary sources and oral histories.;The progressive education movement was characterized by essential features and practices by which a school could be considered to be progressive. A description of the program developments at Maury revealed that the features of progressive education were established in the practical and philosophical functions of the school from 1934 until the school was closed in the summer of 1970.;The best explanation for the existence of Maury School was found to be an interrelated set of factors. The effective leadership of Principal Etta Rose Bailey was a key factor in the origin, development, and maintenance of the school. The long tenure of her principalship was a sustaining force in rooting and maintaining innovation. The school had an identity which separated it from the school system. The hierarchical structure of the system allowed the principal and the staff the autonomy to develop an innovative program. The innovations were not labeled as progressive education by the Maury staff, which enabled the program to outlive the movement itself. A unique culture was developed and sustained by the programs and practices.;From the case study of Maury Elementary School, where educational innovation was a local phenomenon limited to one school, inferences may be drawn regarding the effects of the progressive education reform movement in Richmond, Virginia. Additional study is recommended to determine if innovation can sustain itself without the continuity of strong leadership provided by a key figure at the location of the innovation.