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Teacher attrition is a problem that has consequences for children and schools in many countries; children are affected negatively both emotionally and intellectually, while schools suffer setbacks, such as financial stress and disruption of the learning environment. This multiple case study explored the perspectives of stakeholders in India regarding how teacher attrition in private early childhood schools influenced students, teachers, parents, school leaders, and schools, as well as the factors that stakeholders identified as important for teacher retention in private early childhood education. The conceptual framework was Bronfenbrenner's ecological systems theory. Data were collected through interviews with teachers and school leaders with at least 2 years of experience, and parents of children at affected schools. Twelve participants were selected via homogenous purposive sampling, with 4 in each group. Data were analyzed using thematic analysis. Results of data analysis showed that teacher attrition led to an increase in workload for the remaining teachers, causing mental and physical stress. Positive workplace relationships were needed to stem the problem. School leaders felt that teachers' salary should be commensurate with workload, while parents believed teacher contracts should include a minimum number of years of service required. Future research might focus on factors considered important to stemming teacher attrition such as flexible timetables, reduced workloads, and teaching independence. The study has implications for positive social change by providing insights to help policy makers and education leaders in India understand and possibly lessen the problem of teacher attrition

Recognizing characteristics that improve inclusion in general education classrooms allows educators and parents to make conscious decisions regarding how students with Autism Spectrum Disorder (ASD) can be included most appropriately. The purpose of this qualitative Delphi study was to understand the opinions of individuals with expertise in the fields of autism and inclusion as to the characteristics and behaviors within the environmental constellation that support or inhibit inclusion of elementary students with ASD. The conceptual framework was based on tenets of applied behavior analysis, multiple intelligences, and ecosystem characteristics. Research questions addressed characteristics and behaviors of general and special education teachers, other school personnel, students, and their families. Sixteen international experts responded to semistructured interviews and follow-up questions. Data were coded and distilled across three rounds. Knowledge of disabilities and effective behavior management were agreed to be important for all adults, and a sense of humor and willingness to collaborate were agreed to be important for students and adults. Participants agreed that cognitive abilities were important for students. There was no consensus on the unconditional inclusion of all students. Specific types of support and training for adults and more research by educators, parents, and professionals who work with students with ASD were recommended. Specific characteristics and behaviors of all involved are important in the development of the child. A suggested resource was created as part of this study. Being knowledgeable of how to work together support children in the general education classroom is a start for those students to become more included in the larger world.

Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators that increase student reading in the elementary grades. Data for the study were collected through individual interviews with a sample of 6 teachers who volunteered from the district's elementary schools. Open coding of the transcribed interview data and thematic analysis revealed 5 overarching themes: difficulties and challenges, preexisting perceptions, perceived effectiveness of used incentives/motivators, applicability to other grade levels, and factors critical to support reading development. The findings revealed certain recommended strategies such as free choice reading, increased parental involvement, and grade enhancement that may support intrinsic motivation compared to external motivation, which may be better supported through more immediate rewards. This study has the potential to promote social change by providing educators and other stakeholders at the local site with research findings on effective techniques to motivate elementary students to read more frequently.

The evidence supporting the common instructional method of daily calendar group time to teach math skills to prekindergarten children has been inconclusive. The purpose of this study was to examine the effect of exposure to daily calendar group time on prekindergarten children's math score gains in a private early-childhood program located in the suburban Southeast. Vygotsky's sociocultural theory guided this quantitative, causal comparative design wherein archival data from 104 prekindergarten students' pre- and posttest numeracy skill scores on the Young Children's Achievement Test were analyzed. Data from 6 classrooms over 2 school years were compared using multiple linear regression. Four classrooms offered daily calendar group time (n = 72), and the other 2 did not (n = 32). Results from multiple linear regression analyses showed that when pretest scores, English language learner status, and socioeconomic status were controlled for, posttest scores of prekindergarten students who were instructed using the calendar were not significantly different from posttest scores of students with no calendar exposure. The results from this study can be used by prekindergarten administrators and teachers to inform classroom math instructional practices. This study contributes to social change by demonstrating that the instructional practice of prekindergarten daily calendar group time does not assist young children in attaining additional math skills prior to kindergarten entry; other methods of instruction may be more effective.

According to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader's theater is a strategy students use to collaborate, rehearse, and critique one another while the teacher offers support and modeling. The research questions addressed the effectiveness of using Reader's Theater to improve scores in reading fluency and comprehension. LaBerge and Samuels' automaticity theory was used as the theoretical foundation for the study. A quasi-experimental control group design was used with a convenience sample of 50 students from 2 fifth-grade classrooms. Preexisting pre- and posttest scores of fluency and comprehension were analyzed using a t test. The results showed no significant differences among groups in their gain scores; however, in regards to comprehension, there was 0.40 point gain among students with disabilities. Findings were presented to stakeholders through a program evaluation report, which recommended the continuation of Reader's Theater during the 2015-2016 school year. While findings were not significant, they do support social change by giving teachers a valid reason to engage readers in meaningful, repeated readings that can increase reading comprehension and enable both struggling and thriving students to better comprehend text and become higher achieving readers.

Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.

The problem that precipitated this study was the marked differences among early childhood education leaders in the quality of leadership for private early childhood entities as indicated by a voluntary quality rating improvement system in a Midwestern state. The scholarly literature lacks studies on characteristics of high-€quality leadership in early childhood education. The purpose of this qualitative descriptive case study was to explore characteristics of quality early childhood leadership based on examination of successful early childhood programs using leadership trait theory as a conceptual framework. Research questions were designed to examine characteristics of successful early childhood leaders based on the components of trait theory as reported by leaders themselves and as perceived by teachers working with them and parents whose children attend their programs. Data were collected from interviews and questionnaires. The sample included 12 high-€quality leaders who participated in the state quality rating system and had at least 5 years of leadership experience. From each school represented by the leaders, 5 teachers with 2 years of teaching experience and 3 parents with a child enrolled in the early childhood program for a minimum of 6 months participated in the study. Data were thematically coded, looking for themes, differences, and similarities. Common traits across all groups and data collection method were trustworthiness, self-€confidence, and dependability. Positive social change could come about through the encouragement of early childhood leaders who may be confident in awareness of the needs of children and families and dependable and trustworthy in providing an early learning program that may positively develop the emotional, physical, social, and academic needs of children.

Fifty percent of childcare employees leave their jobs by the close of their 5th year of experience. The purpose of this exploratory single case study was to explore what retention strategies some childcare center directors use to retain their employees in the Columbus, Ohio metropolitan area. The research population consisted of 5 childcare center directors who successfully implemented retention strategies in 5 different childcare centers. The conceptual framework for this study was the Herzberg, Mausner, and Snyderman motivation-hygiene theory. Data were collected via semistructured interviews with the directors and from centers-handbooks and strategic plans. Coding, word frequency, and thematic analysis were conducted, and member checking was employed to bolster the trustworthiness of interpretations. Three main themes emerged: the importance of employee compensation, communication and culture, and education and training to retain childcare center employees. Understanding the strategies to retain employees may help childcare center directors reduce the turnover and ensure stability for employees in that industry. The implications for positive social change include lower unemployment rates and a more stable childcare labor market.

There is a surprising dearth of research related to the phenomenon of self-injurious behavior/nonsuicidal self-injury (SIB/NSSI), such as cutting. Research conducted on SIB has revealed that this maladaptive behavior is more common among adolescents than other populations. The act of posting SIB on social media deserves research attention, as it seems to contradict what had previously been considered a very private behavior. The goal of this qualitative case study was to better understand why adolescents engage in SIB as well as investigate why they post these behaviors on social media. Merton's theory of social strain and anomie, which focuses on impulse control and management being dependent on having social order; Erikson's developmental stages, specifically Identity Versus Role Confusion; and Siegel's research with the adolescent brain were used for the study's theoretical framework. A qualitative observational case study of 30 YouTube videos was conducted to examine what individuals posted about their SIB, why individuals engaged in SIB, and why individuals posted their SIB on social media. Explanations for posting SIB on YouTube ranged from describing the actual objects used for self-harm to expressing shame for engaging in the behavior. The responses for engaging in SIB revealed that the need for self-expression was significant and that the behavior was a means for coping with mental illness or trauma, familial conflict, or some shame related to a failure to conform to social norms. The implications for positive social change include an increased awareness of this behavior for parents, teachers, medical personnel, and mental health providers to better inform treatment and interventions.