Previous research has indicated that literary skills performance in reading and writing for middle school students has declined. There remains an important gap in the current literature regarding the decline in literary skills, which is a good predictor of the potential for students to drop out of school. The goal of this study was to determine if the use of self-evaluation influences students' writing ability and their attitudes toward writing. Using a quasi-experimental nonequivalent control group design, and over the course of 10 weeks, the researcher administered a writing pre- and posttest, as well as a pre- and posttest Writing Attitude Survey (WAS) to 70 gifted Grade 7 students. Two classes formed the experimental group, and 2 classes formed the control group. Students in the first group participated in focused self-evaluation instruction and practice. A pre- and postwriting test patterned after the Georgia Grade 8 Writing Assessment was assessed with a standardized writing rubric, and the WAS provided the quantitative data. ANCOVA and an independent sample t test compared the average change from pretest score to posttest score between the groups in overall writing score, ideas, style, organization, and conventions. They showed a level of significance. A Cramer's V compared the average change from pretest survey score to posttest survey score between the groups in the areas of gender, ethnicity, and group. It showed a statistically significant difference. Findings from this study may directly influence the increased use of self-evaluation across language arts, as well as other content area subjects.

Current literature suggests the institution of higher education is exploring its identity and role in society, much like the emerging adults who enroll in their programs as traditional aged undergraduates. Literature also reveals that society is asking undergraduate institutions to meet the diverse needs of its students and prepare them for adulthood and life long learning. However, research also highlights the need for students to be educated for participation within an interconnected and complex global society able to facilitate positive social change. Using a developmental lens, this interpretive case study addressed these current needs through interpreting perceptions of undergraduates and recent graduates about their learning within a student organization focused on global social justice. Data were gathered through 15 survey responses, 8 individual interviews, and a focus group of recent graduates as well as a reflexive journal by the researcher, a former faculty advisor of the student organization. All data were coded for emergent themes and evidence of developmental tasks of emerging adulthood and transformative learning. Findings indicated participants of this study experienced sustained transformative learning as undergraduates as a result of engagement in global social justice activism within a student organization. These findings draw attention to the role played by developmental tasks of identity exploration and commitment in undergraduate learning, the potent contributions of a student organization to academic learning, and the transformative power of undergraduate engagement in global social justice awareness and activism for positive social change.

There is a lack of understanding of different cooperative learning methods and their effects on student achievement in middle and secondary level social studies education. The purpose of this quasi-experimental study was to compare two different cooperative learning models in terms of their effects on student achievement in middle level social studies classes. The research question addressed in this study involved understanding the nature of the relationships between different cooperative learning models, gender, ability level and achievement in social studies students. The two cooperative learning models compared were the structured dyad model, which was effective in studies on reading achievement, and the Jigsaw II model, which was well-suited for social studies students. This quantitative study compared the differences between unit pre-and posttest scores of 6th grade students using repeated-measures t test analysis. The study revealed that the learning using a structured dyad model resulted in significantly higher student achievement scores than learning using the Jigsaw II model. Implications of the study include promoting the use of cooperative learning in classrooms to converting schools into learning communities.

Culture tends to be misplaced as a secondary instructional goal in most foreign language classrooms. Although research has suggested that a strong link exists between language and culture, the problem resides in how best to teach culture in the classroom. While this problem impacts all learners, it may affect high school students more because they are entering a multilingual and multicultural world through higher education, study abroad, and employment. Based on Moran's conceptual framework of culture, this study addressed a gap in the literature by examining the effects of 2 innovative technologies, wikis and eBoards, and their potential to improve high school Spanish students' cultural proficiency. The research questions examined whether or not there is a difference in level of cultural proficiency between those students using wikis and those using eBoards. In addition, this study observed whether differences exist in satisfaction levels for students learning about Spanish culture via eBoards and wikis. The research method was a quasi-experimental quantitative design that involved approximately 150 Spanish 3 students at a suburban high school. Three instruments were used to gather the data: a demographic survey, a pre- and posttest instrument, and an attitudinal survey. Independent t tests and an analysis of covariance (ANCOVA) revealed that there was no statistically significant difference in gains in student cultural proficiency. However, the attitudinal survey results indicated that there were statistically significant differences in student levels of satisfaction between the 2 groups in favor of students using wikis. These results provide classroom-based evidence of the use of collaborative instructional technology to teach culture in the Spanish classroom and, more importantly, to further student understanding of the interconnected global society of the 21st century.

Homelessness with youth aging out the child welfare system has proportionally risen over the years. It is important that policy makers, professionals, and practitioners in the field of foster care understand the conditions youth find themselves in at the time of leaving placement. The purpose of this study was to describe problems that exist for youth aging out of foster care. Post placement outcomes have not generated results that suggest youth are thriving as they return to communities. Attachment Theory outlines relational bonds that form with caregivers when youth are entering and exiting placements. This qualitative study collected data from 11 professionals recruited from 2 organizations in the foster care system. In depth interviews provided a pathway for framing their perspec-tives on barriers and structural deficits that exist with youth aging out of the foster care system. Data analysis procedures identified common patterns and themes and ranked them accordingly. Unpreparedness, program deficits, and lack of long term supportive systems were key factors discussed in the systems that govern youth prior to emancipa-tion. Supportive services, including (a) housing, (b) education, (c) mental health, (d) af-tercare plans, and (e) interdisciplinary approach had significant implications in mediating many of the concerns for youth aging out of the foster care experience. Many challenges still exist for youth aging out of the Child Welfare system that are not easily detected from external sources. Foster care and Child Welfare systems have the potential to im-prove strategies through policy and programmatic changes that address poor post-placement outcomes. This research identified conditions with a call to action to improve planning for youth aging out of placement and integrating back to society.

The transformative process of personal growth following suffering and challenges, or posttraumatic growth (PTG), is limited in persons with acquired disability. The dimensions of acquired disability, as outlined by the World Health Organization, include impairments in body functions, body structures, and growth restrictions in activities and participation. The 5 domains of PTG include personal strength, new possibilities, relating to other people, appreciation of life, and spiritual change. Using discriminant function analysis, the purpose of this quantitative study was to identify a discriminant analysis of the dimensions of acquired disability on the domains of posttraumatic growth. The first research question focused on investigating the number of statistically significant uncorrelated linear combinations. The second research question reviewed the multivariate profile (or profiles if there is more than one statistically significant function) of the Posttraumatic Growth Inventory domains that discriminant the dimensions of acquired disability. A cross-sectional survey design was used to gather data from 161 individuals with acquired disability who were over 18 years of age and were at least 1 year postdiagnosis. Participants were invited to participate using a Facebook page and targeted advertising, as well as personal invitations to online support groups advocating for persons with acquired disability. This study and analysis only found 1 significant pairwise connection between impairment in body structure and growth, activity, and participation with the PTG domain of personal strength. Results may be used to guide the planning and implementation of aftercare programs for individuals diagnosed with an acquired disability to help promote PTG.

The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya's Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits' theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke's thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study's findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya's progress toward universal access to secondary education.

Using Bandura's social learning theory as a frame, this quantitative survey study examined the relationship between attitudes and beliefs of counselor educators and the importance they placed on taking social justice as well as advocacy action in their personal and professional lives. Two survey instruments, the Social Issues Advocacy Scale and the Social Justice Scale, were given to faculty members of graduate counselor education programs to examine the question of whether a statistically significant relationship exists between faculty attitudes and beliefs regarding the value of social justice and advocacy, and faculty taking action in social justice and advocacy initiatives in their personal and professional lives. The research design was a quantitative survey study using a nonrandom convenience sample. The number of the convenience sample was (N = 78). Thirty-one percent (n = 24) of the respondents identified themselves as male, and 69% (n = 54) identified themselves as female. A Pearson correlation analysis yielded a moderate correlation (r = 0.401, p = 0.00) between faculty attitudes and beliefs regarding the value of social justice and advocacy and faculty taking action in social justice and advocacy initiatives in their personal and professional lives. Thus, counselor educators who expressed stronger attitudes and beliefs about social justice and advocacy tended to be more active in including social justice and advocacy in their personal and professional lives. Results suggest that institutions and faculty must be social justice thought leaders and take action for social justice and advocacy.

Studies have shown that U.S. juvenile recidivism rates range from 50% to 80%, and many risk factors have been associated with adolescent delinquency and recidivism. The purpose of this cross-sectional correlational study was to evaluate the Future Generation mentoring program's effectiveness by examining the relationships between race and gender (independent variables) and youth progress (dependent variable). The Future Generation mentoring program is a pseudonym for the actual program to help protect confidentiality and anonymity of the organization. Juvenile progress was measured by how well a youth met their goals. Youth progress was classified as successful, progressing, or unsuccessful in relation to a juvenile's status. Juveniles who were successful either completed the program or completed at least 75% of their program goals. Juveniles who were progressing made progress towards their goals, but did not complete at least 75% of their goals. Juveniles who received an unsuccessful status did not show adequate progress, those youth did not uphold their responsibility to stay out of trouble. The theoretical framework was rational choice theory. Secondary data were collected from a sample of 49 juveniles enrolled in the Future Generation program. Results of chi-square analyses showed that race was significantly associated with youth progress in the Future Generation mentoring program. No significant association was found between gender and youth progress. Findings may be used to strengthen adolescent deterrence programs and educate stakeholders regarding trends in juvenile delinquency and recidivism rates.

In a southeastern state school district, 23.2% of the students did not meet the 80% passing requirement on the 2014 state’s writing assessment. Research for writing and grammar instruction is extensive, yet many teachers struggle with finding effective instructional strategies. The purpose of this instrumental case study was to explore the instructional strategies used at 7 schools to teach writing and grammar skills to Grade 5 students and to identify instructional gaps. Howard Gardner’s theory of multiple intelligences and Lev Vygotsky’s theory of cognitive development together provided a theoretical foundation that emphasizes constructive social learning strategies as well as attention to multiple intelligences. A simple review of background data was conducted on the district’s writing curriculum guide to outline instructional strategies and test data to document scores of the fifth grade students at the 9 elementary schools. The primary source of data came from semi-structured interviews of 6 teaching and learning specialist assistant principals and a fifth grade teacher, who altogether represented 7 of the 9 elementary schools. The interview questions elicited participant perceptions about current writing instructional strategies and resources used with Grade 5 students. Typological data analysis revealed 5 themes of collaboration of teachers, vertical teaming, test format, vocabulary, and writing across the curriculum. These instructional strategies were included in the resulting professional development project. This project has implications for positive social change by increasing the number of teachers at the lower performing schools improving implementation of instructional strategies, and improving students’ writing test scores.