Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Open access. Includes bibliographical references (p. 231-250). Print copy also available.

Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Prepared for: School of Education. Bibliography: leaves 83-95. Also available online.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 165-177).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 95-103).

M.Ed. (Educational Management) / Please refer to full text to view abstract

This study was conducted for the purpose of determining whether the size of school districts (in terms of the number of teachers they employ) affects the employment of the instructional staff with regard to their academic preparation, experiences, and professional interest. In question form the problem may be stated: What is the relationship of the professional status of the teacher to the size of the district in the elementary schools of San Joaquin and Stanislaus Counties?

The purpose of this study was to provide descriptive information about values education programs in Texas elementary schools for policy makers, curriculum directors, and educators. Insight into this contemporary issue is augmented by exploring (a) commercially or locally developed values programs that are in place in schools, (b) the relationship between student and school district demographics and values education programs, (c) the role that different interest groups have in the introduction of values education programs, and (d) the extent to which values education programs are accepted by different groups.

This study of the pupil-progress reports of the elementary school of the state of Utah came about as the result of an assignment of the late Superintendent Keith Wahlquist. In answer to requests of local teachers and principals, a committee was assigned to make an investigation and recommendations for a revision of our reporting system. The work with the committee led to further study, which finally led to the writing of this thesis.

New literacies within schools is supported by both education policy and research; despite this, new literacies have yet to enter and transform the classroom. The COVID-19 pandemic offered an unprecedented opportunity to study teachers' experiences as they are required to navigate new literacies while teaching online. Therefore, the purpose of this phenomenological study was to explore the lived experience of three upper elementary school teachers as they navigated the use of new literacies in a Title I school during a global pandemic. Data sources included three in-depth interviews and were analyzed through a thematic approach. Data analysis resulted in identifying the essence unfamiliar, and three essential themes which included unfamiliar space, unfamiliar pedagogy, and unfamiliar teacher. The findings indicate that the teachers experienced challenges to their teacher identities and pedagogical modalities as they navigated teaching online. Additionally, teachers continued to favor print-based reading and writing, rather than embracing a new literacies mindset. A key implication of this study is the need for professional development and teacher education programs that prepare and support teachers as they navigate new literacies in their classrooms.

Because elementary teachers are viewed as subject-matter generalists who are not specialized in teaching history, this qualitative action research project explored my practice as I designed, implemented, and evaluated a unit that utilized effective history teaching practices. The study took place in my fourth-grade classroom which resides in the Intermountain West. The data was analyzed with Cochran-Smith and Lytle's (1999) three types of knowledge as a priori codes. Inductive processes were then used to find patterns and themes. The study found that designing this unit involved engaging in historical practices and using traditional lesson planning techniques. Further, implementing the study involved engaging in disciplinary literacies through questioning and responding to student needs during the unit. Finally, the evaluation of the unit involved reflecting on mistakes and making plans for future units. These findings added to the research that has been done on history teaching by showing how I used historical practices (such as visiting historical places, finding primary source documents, and engaging in collaboration) to gain more knowledge for practice. These findings also showed that I used my knowledge in practice to generate questions that helped my students to utilize the disciplinary literacies of history. Finally, this study showed that going through the action research cycle was a meaningful experience for me and helped me to generate more knowledge of practice. Thus, the recommendation is put forth that preservice teachers are taught how to engage in historical practices and how to utilize the action research cycle in their practice.