<p> The purpose of this study was to analyze School-Wide Positive Behavior Support (SW-PBS) and Behavior Intervention Support Teams (BIST) and their impact on managing student behavior in sample schools in Missouri by using methodological triangulation. Office disciplinary referrals (ODRs) and Safe School Act Violations during the 2012&ndash;2014 school years in the SW-PBS, BIST, and No Model (control group) sample schools were analyzed to determine if there was a significant difference in the numbers of ODRs and Safe School Violations. Teachers from the sample schools were given the opportunity to participate in a survey to gather their perspectives about the impact their school&rsquo;s respective behavior model had on student behavior outcomes. Teachers surveyed reported varied opinions regarding disciplinary models and the benefits these models have on student self-control and helping to reduce student discipline behaviors. While all perceived their models to have a positive impact, there were differences in overall perceptions. Teachers in SW-PBS schools responded more positively about how the SW-PBS model impacted student behaviors. The ODR data were analyzed using a paired t-test, showing no significant difference between the number of ODRs in the models studied. Safe School Act Violations occurred more frequently in schools that had no behavior models than in schools that had implemented BIST or SW-PBS. The BIST schools had the fewest reported incidents.</p>

<p> This research was designed as an autoethnographic study using the researcher's own reflections, observations, and experiences to determine if smaller high schools are better for inner-city students than a large high school learning environment. Autoethnography is increasingly used as a research method, pushing the boundaries of qualitative inquiry by focusing on a phenomenon in the life of the researcher as the central aspect of study (Fetterman, 2010). Based on interviews, student and teacher surveys, and personal journals and diaries, the study focused on my work as a teacher in a large inner-city high school in a California school district. The large high school was converted to three smaller schools in 2003. Told in vignettes that describe my perceptions and the perceptions of the other participants in my study regarding the conversion from large to small schools, selected stories document the factors that led to my conclusions. The key issue in this study, then, involved the perception of the stakeholders as to whether small schools were more advantageous for student success. </p><p> My study revealed some interesting facts about small schools. Small schools foster closer relationships between the adults and students and among the students themselves. As a result, students feel more engaged with the school community, and these close relationships are accompanied by greater mutual respect. It seems that it is difficult to be abusive to others who you know and value which the students themselves recognized. </p><p> For years, before the implementation of the small school concept, Clark High School's campus was riddled with crime. The student body lived in California, in an area plagued with violence and poverty and all the social ills that accompany this environment. Safety has always been an issue for parents, teachers, and students. I have clearly demonstrated that, when it comes to small schools, students in urban areas benefit from a safer environment. For example, I did not witness the number of fights or shootings that I did when Clark was a large school. Also, after Clark High School converted into three small schools, there was a decrease in student suspensions.</p>

<p> California's Beginning Teacher Support and Assessment program (BTSA) is a high stakes induction program; a new teacher's completion of a BTSA induction program leads to the California clear credential. The cornerstone of the BTSA induction program is the mentor, also known as a support provider. Mentors provide a variety of services to new teachers including individualized formative assessment of practice and ongoing reflection on teaching skills. Effective mentors are critical to the success of new teachers and foundational to the induction program. Although BTSA programs are mandated by state induction standards to assess the quality of services provided by their support providers, the standards do not define quality. BTSA programs are free to create their own assessment criteria and assessment methods. </p><p> This qualitative, descriptive study (a) examined the perceptions of BTSA program directors on the relationship between established forms of mentor criteria, methods of formative assessment, and formative feedback provided to mentors and (b) identified those components of mentor assessment that are perceived by BTSA program directors to be valuable in assessing mentor effectiveness. </p><p> The study found that BTSA directors placed import on assessing mentors for personal dispositions, such as attitude and responsibility, as well as the quality of their work with their novice teachers. Directors perceived that formative feedback from either the BTSA director or peers was important in increasing mentor effectiveness. The directors' perceptions of valued components of mentor assessment were shaped not only by the requirements regarding mentor assessment contained within Induction Standard 3 (California Commission on Teacher Credentialing, 2008), but by local culture, district goals, and existing models of educator assessments within each organization. </p><p> BTSA directors, who led programs in high performing schools, valued assessing a mentor's ability to build relationships with novices for the purpose of advancing the novices' teaching practice and were more likely to endorse mentor self-assessment and reflection as major components of assessment. Conversely, BTSA directors who operated programs in under-performing schools valued mentor assessment components that evaluated the mentor's ability to effect and advance the teaching practice of the novice. The latter programs perhaps provided mentors with more specific, explicit feedback.</p>

<p> This study is an examination of early intervention services for infants/toddlers with visual impairments, as related to home-based services and andragogy learning theory. Early intervention refers to therapeutic services provided to eligible infants/toddlers while andragogy emphasizes how adults learning. Research discussed the implementation of andragogical factors with parents of infants/toddlers appeared limited. The null hypotheses statements addressed four variables related to infant/toddler with visual impairments assessment scores, the number of home visit units authorized by the child&rsquo;s Individualized Family Service Plan (IFSP) and implemented by the early intervention service provider, responses on the family outcome survey, and service provider responses regarding the use of andragogical factors during early intervention home visits.</p><p> The researcher examined secondary data related to assessment scores of infants/toddlers with visual impairments, the frequency of home visits implemented by a Teacher of the Visually Impaired (TVI) and/or Orientation and Mobility (O and M) specialist, comparison of early intervention units, and results of a Family Outcome Survey. The researcher co-authored the Modified Instructional Perspectives Inventory for Teachers working with Parents of Young Children (MIPI-TPC) to measure the frequency in which early intervention service providers implemented andragogical factors during home visits. Participants of this study included 30 infants/toddlers with visual impairments receiving early intervention services from a TVI and/or O and M specialist. Seventeen families completed the Family Outcome Survey and three early intervention service providers completed the MIPI-TPC. The utilization and analysis of descriptive statistics, a <i>t</i>-test of dependent means, and the Pearson Product Moment Correlation Coefficient, Analysis of Variance, and <i>Chi-Square</i> test determined relationships among the variables.</p><p> The results demonstrated limited relationships with assessment scores, frequency of home visits, units provided and authorized in the infant/toddler&rsquo;s IFSP, and parent responses on the Family Outcome Survey. However, the MIPI-TPC results reported the service providers implementing andragogical factors within the category levels of above average and average. The prominent finding of the study supported the integration of andragogy learning theory during early intervention services. Future studies linking the two fields together may benefit the advocacy of early intervention service providers, empowerment of parents, and most importantly, infants/toddlers with developmental delays. </p><p>

<p> The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze &amp; Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood. </p>

<p> The workshop method of teaching in English Language Arts classrooms allowed teachers to be student-centered. Through the method, teachers taught for a specific amount of time and focused on one skill. Students always received independent reading time during the class period. In this mixed-methods study, the researcher investigated the use of the workshop method of teaching and growth in Lexile scores with middle school students. The study began January 2017 and took place in a suburban school district encompassing three middle schools. Thirteen middle school English Language Arts teachers chose to participate and 1,180 student scores were analyzed. The researcher utilized a teacher questionnaire to examine teacher confidence and knowledge of workshop teaching and SRI assessments, to gain the users&rsquo; perspective of the two variables examined in this study. Implementation was checked through the use of a classroom observation checklist, completed on each teacher twice, to ensure proper workshop teaching methods were taking place. Also, teachers answered a survey question determining how often they taught using the workshop method of teaching. Through qualitative data, the researcher found teachers positively regarded the workshop method of teaching; however, most teachers were not using all of the components of the workshop method of teaching in the classroom when observed. The quantitative data showed SRI student growth in every classroom. There was no significant difference between teachers who reported using the workshop method five days a week and those who reported using the method less than five days a week. The researcher recommends adding professional development for each teacher through book studies which will allow a focus on the individual needs of each educator. After the professional development occurs, a new study should take place for a longer duration of time and include more observations with teacher reflections.</p><p>

This thesis validates the Science Laboratory Environment Inventory for the first time in a field based environmental setting using a water quality-monitoring program within a girls' high school and compares the cognitive achievement of students in the water quality-monitoring school with those in non-water quality-monitoring schools. The psychosocial learning dimensions of the water quality-monitoring program are assessed using a modified form of the Science Laboratory Environment Inventory.The results indicate that students involved in the water quality-monitoring school were more homogenous and ranked higher in their cognitive achievement and transferability of concepts than students in the non-water quality-monitoring schools. Pre and post testing together with anecdotal information affirmed that there was a direct association between the quantitative results and qualitative information in relation to the learning dimension scales of the Science Laboratory Environment Inventory.Comparisons were made between similar water environmental programs in different countries and the water quality-monitoring school program results. The use of skills and constructivist techniques indicates that the water quality-monitoring program together with real life problem solving work is an effective method for improving science learning.

<p> The purpose of this study is to explore teacher and administrator perceptions of the effectiveness of the feedback portion of the new Danielson-based teacher evaluation system in terms of improving teachers' instructional practices. This mixed methods study involved collecting qualitative data by interviewing teachers and principals in the Triad Community Unit School District #2 in Troy, IL. It also involved quantitative data by gathering teacher perceptions of the new evaluation process through the use of an online survey. The results of this study conclude: (a) the manner by which observation feedback is given from principals to teachers is perceived as different and better in the new evaluation system as compared to prior methods experienced by the teachers (b) teachers and principals perceived the Danielson evaluation process to be formative but had some concerns about the process (c) principals and teachers reference an increase in student-centered activities that involve higher order thinking (d) feedback involved face-to-face, two-way conversations about teaching between principals and teachers (e) teachers and administrators are aware that evidence following an observation has implications for summative ratings (f) the administrative time needed to implement the new evaluation system is immense (g) principals and teachers have training concerns during the implementation of the new evaluation process. Based on the quantitative data, teachers indicated that receiving both written and face-to-face feedback following an observation propelled them to reflect on their teaching. In general, the results also point to teachers favoring face-to-face feedback as compared to the written feedback from principals following an observation. Implications of this research demonstrate the interaction of principals with teachers following an observation is critical for teachers to find value with the feedback they receive.</p>

<p> The purpose of this mixed-methods study was to determine if the literacy intervention program for reluctant readers in one middle school was effective as measured by an increase in student reading scores measured by the Student Reading Inventory Assessment. I investigated perceptions of 100 students and 28 teachers regarding the literacy intervention program through the use of district-administered surveys. I also interviewed eight teachers regarding their delivery of the literacy interventions in the classroom setting.</p><p> The literacy intervention program targeted the population of students identified as reluctant readers who were not already receiving any reading intervention, but were reading below grade level. The study investigated whether or not the intervention contributed to an increase in student reading abilities with 44 students who read 0 to 6 months below grade level, as measured by the Student Reading Inventory Assessment. The study also investigated eight teachers' opinions of professional development that was implemented in 2014-2015 that focused on literacy instruction across all content areas, other than English Language Arts.</p>

<p> The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the <i>Pygmalion Effect Theory, </i> which postulates that instructors create a <i>Self-Fulfilling Prophecy</i> based on the instructors' perceptions of student academic abilities. </p><p> Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions: </p><p> 1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance. </p><p> 2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class. </p><p> 3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses. </p><p> 4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program. </p><p> Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.</p>