The problem of this study was to formulate a proposed physical education program for the fifth, sixth, seventh, and eighth grade boys in the two elementary schools of Arlington, Texas. The plan will be based upon accepted educational purposes and sound physical education concepts.

Thesis advisor: Deoksoon Kim / Most science education reform efforts are designed to promote science literacy for all students. In order for students to effectively apply abstract science concepts and knowledge to their lives, they must develop strong science literacy skills. Yet culturally and linguistically diverse (CLD) students, whose language and cultural backgrounds are different from mainstream American culture, often lack full access to all the educational avenues that would help them fully develop science literacy. Consequently, this dissertation explored and documented the ways educators have investigated and modified multiple aspects of science-based teaching and learning in order to benefit CLD students. This three-paper dissertation investigates three pedagogical approaches for supporting CLD students’ science literacy: culturally relevant pedagogy, translanguaging, and writing-to-learn. Research on these three pedagogical approaches is crucial for examining factors that affect CLD students in developing science literacy and providing recommendations on how to support them. To investigate CLD students’ experiences in-depth, this dissertation used a multiple-case study design to conduct analyses within each case as well as across all cases. The first paper investigated how middle school CLD students applied their family and cultural knowledge to learning science content in school. This study addressed the development of students’ science literacy by examining CLD students’ engagement with “HomeFun,” a set of culturally relevant activities. The second paper explored CLD students’ science literacy development in a translanguaging science classroom. By inquiring into participant students’ experiences with translanguaging and perceptions of its use, this study uncovered tensions between how translanguaging can facilitate students’ comprehension of science content while underscoring students’ desire to use English to improve their English language skills. The third paper examined how writing-to-learn can shape CLD students’ science literacy development. In a case study of six CLD students’ experiences with writing and content analysis of their compositions, this study revealed how writing helped students develop their thinking, effectively facilitating knowledge transfer from school-based contexts to real-world ones. Together, these studies demonstrate the usefulness of culturally relevant pedagogy, translanguaging, and writing-to-learn for fostering CLD students’ science literacy. Furthermore, each study offers insight into influences on CLD students’ ability to develop science literacy, such as the importance of family engagement or the pervasive nature of school-based monoglossic language ideologies. The three pedagogical approaches effectively support students socially, culturally, and academically, to make meaningful connections between science concepts and the world around them. In exploring the application points of culture, language, and literacy within science-based learning, this research offers science educators new insights and educational practices in support of CLD students. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts. Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the possibilities for finding transfer in literacies practices. Applying new literacies theory, this project explores how literacies practices that are chronologically and ontologically new (Lankshear & Knobel, 2006) are often repurposed across contexts. In addition, employing rhetorical invention and arrangement theories, this project examines how contemporary invention is repurposing and how arrangement aids in meaning making in new literacies practices. It also explores concerns over increased repurposing across collapsed contexts for literacies.

The concept of caring is reported to be an important factor in the teacher-student relationship. However, this concept has not been widely explored in the context of the teacher-student relationship in physical education. The purpose of this study was to gain insights into students' perceptions of physical education teachers' caring. The researcher sought to describe the perceptions students had in regard to caring behaviors exhibited by their physical education teachers. Twelve eighth-grade students from a local middle school in Southwest Virginia participated in this study. The research questions were investigated using a qualitative research design that included semi-formal interviews and field observations. The results indicated that multiple opportunities existed for the physical education teachers to demonstrate caring behaviors toward their students. The students described their perceptions of physical education teachers' caring along dimensions of content and pedagogy and interpersonal relationships. The researcher determined that factors existed that facilitated and presented barriers to the caring process. Facilitators of caring in physical education included the nature of the class, flexibility in teacher expectations, and class activities. Barriers to caring were revealed as length of time with the teacher, student personalities, role of the teacher/coach, and class size. Furthermore, physical education teachers' caring was determined to be a positive factor in students' attitudes toward physical education and their participation in physical education class. The results did not indicate a clear pattern of responses based on the skill level of each participant. Directions for future research on the concept of caring as it relates to physical education are discussed. / Ph. D.

Researchers and k-12 practitioners have been struggling with inequity and diversity issues for the past four decades. These struggles have produced multiple philosophies, theoretical perspectives and educational approaches—each with strengths and limitations. The various approaches to addressing diversity indirectly and implicitly address, but have not managed, the systemic changes necessary for education to be socially just. Ideally, all diversity approaches should result in academic achievement and social change—the goals of social justice education. Past research has mainly focused on crisis intervention strategies or on meeting individually-based needs rather than on systemic practices and strategies at the school or district level. Toward this end, the purpose of this study was to explore how social justice goals are manifested in one school. The specific objectives were as follows: (1) Explore how the different members of the school community describe or define social justice. (2) Examine what current programs the participants believe support social justice-related goals. (3) Investigate current practices the participants believe to be socially just. This qualitative case study used interviews, document review and observations of administrators and teachers at the research site (Middle School). This study was designed to be exploratory in nature. Through the syntheses of the literature, I developed a tri-focal lens framework for social justice education which I use as an analytic tool. From the analysis, I offer a description of Middle School’s efforts to implement social justice goals. The findings of this study indicate that implementing social justice education theory in real contexts is a highly complex and evolutionary process, but not impossible. The purpose of this study never intended to establish a privileged binary of theory over practice, but rather I set out to explore the complexity of the intersections—the convergences and divergences of theory and practice. And, as is usually the case when moving between theory and practice, the study reveals the necessary trade offs and unintended consequences of well-intended decisions.

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Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.

The primary purpose of the research study was to identify the most common discipline infractions and consequences for Grade 7 and Grade 8 students enrolled in a middle school located in the Mississippi Delta. In addition, the study sought to determine relationships among the common discipline infractions and student performance and the common discipline consequences and student performance on the statewide assessments for English/language arts (ELA) and mathematics by grade level. The study utilized existing data for the Grade 7 and Grade 8 students who had committed one or more disciplinary infractions during the 2017-2018 school year and had ELA and mathematics scores during the 2018-19 school year. The results of the study showed class disruptions, physical aggression, inappropriate language, disorderly conduct, and fighting were the top five disciplinary infractions. Out-of-school suspension (OSS) was the most common consequence for the students. For Grade 7 students, the results of Pearson correlations showed statistically significant relationships existed between grouped infractions (passing gas, being in the wrong location, falsifying notes, pulling a student by his/her leg, and putting a student’s tablet in trash) and ELA scores, and between the same grouped infractions and mathematics scores. For Grade 8 students, there was a statistically significant relationship between students refusing to comply and ELA scores, and students refusing to comply and mathematics scores. In addition, for Grade 7 students, significant relationships existed between 4-day OSSs and ELA scores, and between 4-day OSSs and mathematics scores. For Grade 8 students, statistically significant relationships existed between receiving corporal punishment and ELA scores and alternative school and ELA scores. Further, statistically significant relationships existed between receiving corporal punishment and mathematics scores, and alternative school and mathematics scores for Grade 8 students.

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