The primary purpose of this study was to determine the impact of mobility on fifth grade students in an urban elementary school environment during the 1994-95 and 1995-96 school years. The significance of the study lay in its intent to assess the impact of mobility. Specifically, the study analyzed the demographic characteristics of mobile students and investigated the impact of mobility on student achievement, attendance, discipline referrals, and retention.;The sample consisted of 244 fifth graders. Archival data were obtained from the students' scholastic and directory information records for the 1994-95 and 1995-96 school years. The results were analyzed by performing a one tail t-test. The study concluded that the reading achievement and the mathematics achievement of mobile students were significantly less than that of nonmobile students.;In addition, the number of absences, discipline referrals, and retentions for mobile students were significantly higher than that of nonmobile students. This study supported the idea that schools must advocate more and better interventions to equitably meet the needs of mobile students. Recommendations were made for future research.

Methods and models used to evaluate the teaching performance of theatre arts teachers appear to have limited applicability due to the specialized nature of theatre in the classroom. Instructional leaders whose responsibilities include observation and evaluation may find additional challenges when charged with evaluating theatre arts teachers using general educational evaluation models. This qualitative study explored the nature of the practices and perceptions of theatre arts teachers and the administrators charged with evaluating them through the backdrop of Joint Committee Standards of Educational Evaluation.;Though the Joint Committee outlined specific measures to ensure that teacher performance evaluation models and methods are properly designed and implemented through the personnel evaluation standards, this study concluded that those standards often are not used properly or do not apply to theatre arts teachers. Moreover, administrators are left to determine the best implementation of general evaluation instruments in specialized subjects such as theatre. Implications of this study indicate that better tools for theatre arts teacher performance evaluation must be provided so that theatre arts teachers can reflect, respond and grow professionally in order to provide students with the best arts education possible. By providing proper and effective evaluation tools, theatre arts teachers can educate students to meet the needs of a changing world.

This exploratory study examined how well elementary language arts teachers participating in a federal project to raise students' critical thinking abilities scored on tests of critical and creative thinking. Furthermore, it investigated the ways in which these teachers of the language arts have developed their understanding of critical thinking skills, what types of training they bring to the classroom which might enhance the teaching of critical thinking skills, and the methods by which they foster critical thinking in the classroom. Finally, this study examined the relationship among teacher scores on critical and creative thinking tests, their professional development hours, and results on a scale of teacher behaviors.;The study was a mixed design that employed the Watson-Glaser Critical Thinking Assessment, the Abbreviated Torrance Test for Adults, the Wenglinsky Questionnaire, and an interview protocol. Descriptive statistics were used to analyze data and a correlation was run to determine if a relationship existed between tested dimensions.;Overall, the research findings suggest that experimental teachers sought professional development options that dealt with higher order thinking skills more regularly than did comparison teachers. Familiarity with higher order thinking skills may have enabled this group to achieve a slightly higher score on a critical thinking test existed. Implications for practice suggest that further research should replicate this study with a larger sample size to substantiate findings.

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Students can become more powerful readers by engaging in lively and interesting print experiences. Deep study of a topic such as The Westward Movement in a text set format can provide information and also enhance reading competencies. The authors propose that enjoyment of reading and related experiences is of paramount importance for developing competent and life-long readers.

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Many students enter college underprepared for the rigors of college-level reading, and these students are often placed in developmental courses. Furthermore, many students, with and without the developmental label, face challenges when reading online and in print, and research shows that these reading processes are not exactly the same. Research into new literacies finds that online reading comprehension gaps exist that are different from print reading. Varying reading strategies as well as metacognitive strategies can help assist students in successfully comprehending texts at the college level. This study investigated how explicit instruction in new literacy strategies impacts a reader’s ability to comprehend as well as their self-concept. The seven participants were 18-19-year-olds in a developmental college reading course at a Historically Black College and University in the Mid-South region. This university setting had elected to use all digital texts for courses. Data was collected using questionnaires, interviews, and screencasts. The analysis of data shows that students need explicit instruction and practice in using new literacy strategies before, during, and after reading as well as instruction in digital platform navigation. Furthermore, students need opportunities to practice metacognitive strategies while reading online.

Statement of the problem - The problem of this thesis is to make a study of the reading ability of college students. Three phases of the problem are considered: How well a group of unselected college freshmen can read. What factors affect the reading ability of college students. How reading ability affects scholastic achievement.