The purpose of this study was to examine the social and learning performance of school age children of prenatal cocaine exposure. The Behavioral Assessment System for Children (BASC) was used along with interviews, observations and document analysis for each individual case studied. The data collected through these methods was coded and examined for patterns and relationships in each case, and across cases.;Data analysis revealed that each case varied in the effects exhibited on a continuum from subtle to severe, as indicated in the literature. Social and behavioral patterns appeared to be most severely affected, while the language area was found to be within normal parameters for children their age. Additionally, all cases experienced tremendous environmental factors which may have impacted their performance such as trauma, abuse, and passive exposure to cocaine and other drugs.

This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.

The computer to pupil ratio has changed drastically in the past decades, from 125:1 in 1983 to less than 2:1 in 2009 (Gray, Thomas, and Lewis, 2010), allowing for teachers and students to integrate technology throughout the educational experience. The area of educational assessment has adapted to the increased use of technology. Trends in assessment and technology include a movement from paper-based to computer-based testing for all types of assessments, from large-scale assessments to teacher-created classroom tests. Computer-based testing comes with many benefits when compared to paper-based testing, but it is necessary to determine if results are comparable, especially in situations where computer-based and paper-based tests can be used interchangeably. The main purpose of this study was to expand upon the base of research comparing paper-based and computer-based testing, specifically with elementary students and mathematical fluency. The study was designed to answer the following research questions: (1) Are there differences in fluency-based performance on math computation problems presented on paper versus on the computer? (2) Are there differential mode effects on computer-based tests based on sex, grade level, or ability level? A mixed-factorial design with both within- and between-subject variables was used to investigate the differences between performance on paper-based and computer-based tests of mathematical fluency. Participants completed both paper- and computer-based tests, as well as the Group Math Assessment and Diagnostic Evaluation as a measure of general math ability. Overall findings indicate that performance on paper- and computer-based tests of mathematical fluency are not comparable and student grade-level may be a contributing factor in that difference.

Mathematics scores of middle school students are a major concern for educators, community leaders, parents, and other stakeholders. The purpose of this qualitative case study was to examine the perceptions of teachers regarding (a) Voyager Math (VM) as a tool to improve students' academic performance and (b) their ideas about its implementation. The theoretical foundation was guided by the theories of discovery learning, sociocultural theory, expectancy theory, and social constructivism. The research questions addressed how teachers in Grades 6-8 implemented the VM program and perceived mathematics learning effectiveness. Data collection included administrator and teacher interviews, classroom observations, and related documents of one middle school in a single southeastern school district. Twelve purposefully selected 6-8 grade mathematics teachers and 2 administrators participated in classroom observations and semistructured interviews at the research site to provide triangulated data. Data were recorded and transcribed, then analyzed and coded for themes. Teachers and administrators agreed that the VM program was an effective remedial mathematics program. The results revealed differences in remedial mathematics teaching strategies, how students are grouped according to mathematics scores, and an overall emphasis placed on mathematics throughout the school. The implications for social change include educational leaders implementing relevant professional development classes and understanding teachers' experiences.

Charter schools are often characterized as professional learning communities (PLCs). However, researchers have noted the importance of self-reflection of school staff related to their role as a PLC because perceptions can influence the effectiveness of achieving the full implementation of a PLC. The purpose of this quantitative study was to explore the perceptions of teachers and administrators at a large New York school district's 2 charter schools concerning their school site as a learning community. This study was grounded in social constructivist leadership theory in order to analyze a professional learning community as the social unit. Research questions examined differences in responses of all participants (N = 148) between the 5 scales of the School Professional Staff as Learning Community (SPSaLC) questionnaire as well as differences in responses between administrators (n = 30) and teachers (n = 100). A repeated-measures ANOVA indicated significant differences in SPSaLC scale scores (p <.001) with shared vision, addressed needs, and support learning scores significantly higher than democratic and feedback scores. To examine differences in perceptions between teachers and administrators, a MANOVA revealed significant differences (p <.001) indicating that administrators scored shared vision and addresses needs higher than did teachers. The study results may lead to positive social change by providing the local district with initial research findings on the perceptions of school staff related to the 5 major dimensions of a PLC. The district might use these findings to plan for professional development for teachers and administrators to strengthen the implementation of the learning community model at the local site.

The majority of teachers in a medium-sized, rural, low socioeconomic high school in the U.S. state of Arkansas were not implementing mandated project-based learning (PjBL) or were not implementing the method with fidelity, which was problematic because students may not have been reaping benefits associated with the method. The reasons underlying those conditions were not well understood. Therefore, the purpose of this study, which was reflected in the study's 2 main research questions, was to better understand why teachers at the focus school were not implementing PjBL or were not implementing PjBL with fidelity and to generate potential solutions for improving teacher implementation of PjBL. Concepts from Ajzen and Fishbein's theory of planned behavior, Bandura's self-efficacy theory, and Deci and Ryan's self-determination theory served as a foundation for understanding the conceptual framework in this study, teacher behavior. In this generic qualitative study, data were collected from 28 teachers using an online anonymous qualitative survey, and from 3 principals using a focus group. Documents from faculty and personnel meetings did not yield usable data. Open and axial coding were used to analyze the survey and focus group data. Results showed that teachers may not implement PjBL or may not implement it with fidelity because (a) they are not knowledgeable about PjBL, (b) they have a negative attitude toward PjBL, (c) they do not feel confident in their ability to implement PjBL, (d) they are not motivated to implement PjBL, and/or (e) they do not have the needed supports to implement PjBL. Results of this study could be used by stakeholders to improve teacher implementation of PjBL at the focus school, which could lead to positive social change in the form of improved student engagement, motivation, and achievement.

The fundamental purpose of teacher professional development programs is to improve instructional effectiveness and increase student learning. However, the target district offered no programs that focused on helping teachers develop strategies to meet state standards in music education. The purpose of this qualitative case study was to investigate elementary and middle school music educators' perceptions regarding the need for targeted professional development programs. Self-determination theory served as the foundation for this study. Research questions concerned participants' views of the impact of district professional development programs on their competency in enhancing students' musical skills and their decision-making and connectedness with other music education teachers. Participants included a unique purposeful sampling of 9 music educators. Data from individual questionnaire interviews, a focus group, and a reflective field journal were analyzed for key themes. These themes were relevant professional development, limited access to resources, and lack of time for music professional development. Participants perceived that effective professional development provided music educators with sufficient time to plan, network, and collaborate with one another and incorporated relevant resources. Based on these findings, a professional development workshop was designed to help music educators in developing a professional learning team. Targeted professional development programs, such as the one developed in this study, may help music educators increase student achievement, which may potentially result in positive social change.

Burnout is a prominent issue among the social work profession. Methods to mitigate the effects of burnout have received considerable attention in social work research. This study focuses on a potential method of coping with burnout; volunteerism. While literature is scarce regarding the effects of volunteerism on burnout rates among social workers, studies in related fields such as nursing, public-sector public administrators, and nonprofit workers indicate that volunteerism has potential benefits against burnout. This study’s purpose is to determine whether involvement in volunteer service is related to lower rates of burnout among social workers. This quantitative study uses data from a non-random purposive sample of 442 social workers who completed a survey posted on the social work board of an online forum, Reddit and the networking site, LinkedIn. Survey questions captured participants’ demographic, volunteerism, and burnout rates using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Analysis of the data led to findings which do not support the original hypothesis of this study or the available literature. A plausible explanation is, that for social workers, the volunteer work is so like their profession that engaging in volunteerism does not provide the respite necessary for recovery from the effects of burnout.

The competencies and needs of those entering the teaching profession have become the subject of public debate since the release of A Nation at Risk. Subsequently many comprehensive and comparative reviews have documented the socialization of those entering the teaching profession especially student teachers and first-year teachers. The problems of beginning teachers have produced survival and self-oriented concerns. Internships and induction programs have been developed to ease the socialization of beginning teachers and mediate these concerns. As internships are developed and induction programs implemented, descriptive field studies which examine the processes of beginning teacher socialization are needed. Particularly, studies which investigate the socialization of first-year teachers prepared in cooperative field-based programs are necessary. This study was designed to document and analyze the teaching experiences of four first-year teachers who completed an extended field-based Internship – CPEP (Cooperative Professional Education Program). These teaching experiences were documented in terms of a conceptual framework drawn from socialization theory, occupational socialization theory, and teacher socialization research. Three questions were developed to guide this research into the teacher socialization process: 1) What are the socialization structures and processes, formal and informal, which shaped teachers' perceptions of their first year of teaching? 2) What are the teachers' perceptions of problems encountered and what adjustments are made? 3) What are the common concerns shared by these beginning teachers? The conceptual framework, socialization theory, coupled with a comparative case study design, were utilized to collect, organize, and interpret the data. Data sources included interviews, questionnaires, observations, video tapes, and journals. These multiple data sources provided evidence of the factors which explain beginning teachers’ induction into the teaching profession, teaching experiences in terms of teacher socialization theory and research and the relationship between teacher socialization and occupational socialization theory. The answers to the research questions are as follows: First, several significant contextual factors shaped these first-year teachers' perceptions of teaching: the organizational nature of the schools, the physical demands necessary to maintain energy levels for teaching, and the lack of time for planning. The influence of each teacher's primary socializing agent, the internship mentor teacher was expressed through a process of collegial emulation. Their students and teachers in other schools were also influential socializing agents. The behavioral outcomes of the teachers consistently focused on issues related to efficiency and organization. Second. the most significant self-perceived problems were the lack of planning time and the dynamics of working with other staff members. Although these beginning teachers became increasingly self-critical about the consequences of their teaching, they maintained a tone of confidence and competence. Third, the Stages of Concern Questionnaire administered to the teachers revealed relatively high student-focused (task) and teacher-oriented (impact) concern intensities. Their most commonly shared concerns included refocusing their teaching and identifying the consequences of their instruction. Although institutional demands influenced teacher adjustment to the norms and values of the profession and to the school as a social organization, the teachers also took an active role in this socialization process. The teachers were influenced by institutional norms, but they also created new roles and norms. Consequently, their socialization was a dynamic and interactive process. Occupational socialization variables which linked teacher socialization to occupation socialization theory included training, formal and informal mechanisms of control, and stages of socialization. The research findings contribute to the teacher education knowledge base and should be of value to four primary audiences: school site administrators who supervise beginning teachers, staff development administrators who organize in-service programs, governing bodies which regulate teacher certification, and university personnel who develop and supervise teacher preparation programs.

Oftentimes, educators are not equipped to identify students who are at risk of dropping out in their first year of high school. High school students at a local school setting were having a difficult time transitioning into the ninth grade and maintaining passing grades. The purpose of this study was to investigate reasons why students leave high school before completion and whether the current interventions in the ninth grade academy are effective in decreasing the dropout rate at a local high school in northeast Louisiana. The research question addressed interventions that could help students remain in school, decrease the dropout rate, and provide opportunities for students to graduate from high school. Prior literature pertaining to improving student retention provided the conceptual framework for the study. The overall design of the study was a case study in which data were collected through interviews from 15 teachers who taught in the ninth grade academy and minutes from team meetings. Data were analyzed through coding to determine emergent themes. The key results of the study indicated that the tutoring program, adult mentor program, and credit recovery program did have an impact on keeping students in school but were not significant enough to have improvement in reducing the dropout rate. Based on the findings, a project was developed that would train teachers on how to incorporate teaching strategies in the curriculum that would engage students in learning. Recommendations include additional staff development on how to engage students in the classroom. The potential for positive social change includes teachers having multiple strategies on hand for improving student engagement in the classroom, thus producing better retention and graduation rates for students.