<p> High school capstone projects are adopted so students can increase their learning capacity and be better prepared to think critically and problem solve in the 21^st Century. However, it was not known how educational stakeholders, including students, parents, and educators, perceived the relationship between a senior capstone project and student capacities in regards to critical thinking, inquiry, problem solving, and autonomy. The purpose of this qualitative case study was to explore how educational stakeholders at Walter High School, including students, parents, and educators, perceived the relationship between a senior capstone project and student capacities in regards to critical thinking, inquiry, problem solving, and autonomy. Five learning theories guided the study including: Bloom&rsquo;s taxonomy of learning theory, Bloom&rsquo;s mastery learning theory, cognitive and affective learning theory, 21^st century learning theory, and constructivist learning theory. The study&rsquo;s sample and methodology consisted of interviews with 12 parents, a focus group with 10 educators, and analysis of 12 student capstone projects. Stakeholders perceived that as students applied critical thinking, inquiry, and problem solving, they also became more engaged, organized, and empowered as a result of completing the senior capstone project. In terms of student autonomy, perceptions from stakeholders indicated the capstone project made students more independent and determined; parents thought their students were better leaders.</p>

<p> Schools are seeking to understand how to build positive school environments that help students learn and become good citizens in the school community. One practice used in charter schools is merit and demerit systems. The literature indicates that positive and negative reinforcements acts as punitive discipline that only works when adults are around students to enforce policies, rules, and expectations. One particular charter high school that used a merit and demerit system to discipline students was studied to understand the implications of such systems for students of color living in a low-income community. Using the principles of critical pedagogy, the study connected and drew inferences between teacher perceptions of discipline and how the merit and demerit system impacted student referral and punishment. A total of 12 teachers (ninth and 10th grade) participated in this qualitative study. Through classroom observations and focus groups, trends were triangulated and presented in this study. A major finding of this study involves the teacher understanding that the concept of a merit and demerit system is beneficial, but ultimately leads to a loss of student agency. The discussion focuses on explaining an authoritarianperspective and the perceptions and reality of the implementing a merit and demerit system at the high school level. Implications for educators to understand and improve school discipline policies that support students and rethink punitive and authoritarian practices are discussed. Recommendations for future research in the study are presented and summarized.</p>

<p> Basic nursing education is no longer sufficient to meet the escalating demands of today&rsquo;s complex healthcare environment. Recognizing the need for the advanced cognitive skills incurred by these demands, increasing numbers of registered nurses (RNs) have been enrolling in online Bachelor of Science in Nursing (BSN) programs. The problem identified in the RN to BSN degree completion program at a large Midwestern university was the lack of information as to how online teaching and learning strategies were experienced by students. Research has demonstrated that the online community of inquiry (CoI) model facilitates higher order thinking through collaborative learning strategies and the interaction of teaching, social, and cognitive presence. The purpose of this sequential explanatory mixed methods study was to investigate the perceptions of RNs enrolled in the program about a recently completed course utilizing a 34-item CoI survey and semi-structured interviews. The data from 109 completed survey responses were analyzed via descriptive statistics and indicated that student perceptions of social and teaching presence were lower than perceptions of cognitive presence, meaning that the perceived establishment of online relationships and instructor engagement were not as high as were the perceived experiences of higher order thinking. Interviews with 15 purposefully selected students were analyzed for emergent themes and suggested limited online collaboration, which is considered to be fundamental to higher order learning. Based on these findings, a faculty development workshop was designed using the CoI model to encourage collaboration. A potential increase in RN proficiency in higher order thinking fostered by the CoI model will optimize the quality of patient-related decisions, minimize medical errors, and provide the impetus to challenge the status quo in health care.</p>

<p>The purpose of this study was to examine English teachers who were considered successful at encouraging the social exploration of literature. The rationale for this study was to gain a greater understanding of the beliefs and ideologies of English teachers who were able to create a classroom climate that support students open exploration and discussion of literature in order to better understand the teachers? beliefs and ideologies as well as the ways in which they constructed their classroom climate and selected pedagogical tools to facilitate students? participation in open-forum discussion. The following research questions informed my dissertation study: What are the underlying beliefs of teachers of who have been identified as successful at engaging students in the social exploration of literature for the purpose of making meaning? What features of classroom climate do teachers actively facilitate in order to encourage the social exploration of literature through inquiry and reflection? What are the pedagogical acts that the teachers engage in to create conditions for inquiry and reflection? This multi-case study examined two English teachers identified as successful at creating a classroom climates that supported the social construction of knowledge around literature for students of historically marginalized backgrounds. Classroom observations were conducted of each teacher in the study as well as two in-depth interviews of both teachers. Documents and artifacts that were available from the lessons were collected. The findings revealed that while both teachers held a reputation for successfully implementing the social exploration of literature with their students, one teacher was more successfully able to engage students in open forum discussions. The data also showed the significance of holding an asset mindset, authentic care, relations of reciprocity, assisted performance, and scaffolding in being able to successfully create a the conditions that supported the social exploration of literature.

<p> Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball &amp; Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best path to prepare secondary math teachers. Universities create a customized path of preparation based on their beliefs within the scope of a set of standards given by organizations such as the National Council for Teachers of Mathematics or National Council for Accreditation of Teacher Education. Further research supports the necessity for both content and pedagogical knowledge (Ball, 2000; Graham &amp; Fennell, 2001; NCATE, 2010; Thames &amp; Ball, 2010). Therefore, the purpose of this qualitative case study pursues to increase the research by uncovering perceptions of secondary math teacher preparation with the standards, content knowledge, and content pedagogical knowledge. The study included two universities&rsquo; programs to gain awareness as to the interpretations of novice teachers, cooperating teachers, and University professors of the pre-service training program used to prepare future secondary mathematics educators. The findings suggest: while only the Mathematics Education Professor at both Universities were the only study participants to have a vast knowledge of the standards it did not seem to impede on the overall preparation of the novice teacher. Novice and Cooperating teachers lacked the vision for the purpose and value of upper level math classes required for the degree. Both Novice and Cooperating Teachers wanted an increase in opportunities for real-world content pedagogical situations along with differentiation, coteaching, and Special Education. Novice teachers acknowledged the need for relationships with University professors and peers in their path toward preparation. Lastly, Mathematics Education Professors stated value in making connections between courses and research to high school math. Furthermore, the finding suggest for teacher preparation program: to prepare secondary math teachers for the current culture of mathematics education, content and pedagogical courses should not be separated and a push to increase program enrollment should be a priority.</p><p>

<p> This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher&rsquo;s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann &amp; Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher&rsquo;s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher&rsquo;s instruction and student performance. </p><p> The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher&rsquo;s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher. </p><p> When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student&rsquo;s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. </p><p> In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.</p>

<p> This phenomenological autoethnographic case study illuminates the emergence of interdisciplinarity in a public high school. The intent is to study how interdisciplinary project-based and personalized learning benefits both students and educators, particularly when working within a gradual release framework utilizing an ethic of care or a &ldquo;Caring&rdquo; approach. Using a phenomenological autoethnographic methodology via a series of reflective vignettes, the case study explores behaviors, practices, conditions, curriculum, and description of specific student outcomes. The design of the study examines my personal experiences, observations, conversations with others, and reflections on the implementation of this model within a high school building promoting two explicit pathways: disciplinary and interdisciplinary approaches to teaching and learning. </p><p>

<p> Student underachievement is a problem in some suburban public schools in North-central Kentucky with a higher than average student gap group. National test scores are more than four points below the national average, and motivation is low. Previous research revealed that infrequent use of methods that prompt students to actively participate in learning, is thought to contribute significantly to this issue. The purpose of this qualitative, multiple-case study was to develop an understanding of the types of teaching methods students these public schools experience, and why their teachers make pedagogical decisions they hope will increase engagement and achievement. Students at the school included in this study were 89% African Americans, Hispanics, Native Americans, eligible for free/reduced lunch, have limited English proficiency or disabilities. Including a sample of four self-selected experienced educators teaching a variety of subjects. This study, grounded in the theories of Dewey, Piaget, and Vygotsky, included observations and interviews in multiple classrooms and a review of existing data to provide broader insights into the realities of student experiences. Observation analysis took place through a framework developed by Guthrie and Schweisfurth, permitting a determination that, despite previous findings, most observed students at this low-performing public school experienced learner-centered instruction, though one less-experienced teacher interacted with learners through traditional methods, focusing on teacher control. Other findings detailed the teachers&rsquo; belief that absenteeism and low-motivation were problems, and developing relationships with students and those close to them positively impacted attendance, and investment. They said that project-based learning and the use of topics students related to, helped engage learners and gave them confidence. Perhaps more importantly, all but the least-experienced teacher interacted with their students in learner-centered ways. The current researcher recommends supporting less-experienced teachers early in their careers with training strategies so they can better-use learner-centered methods, and training that encourages all teachers to use more project- and inquiry-based lessons, and focus on culturally relevant topics. The most recent test scores showed a narrowing gap for the disadvantaged population at this school, and the actions and beliefs of these teachers suggests they are on track to positively increase student achievement.</p><p>

<p> High schools in the United States are charged with preparing students for citizenship and the knowledge, skills and experiences for success in postsecondary education and work. This study examines the problem of how to prepare students for college and work in a rural deindustrialized working-class community where jobs and careers that allow for upward economic mobility are scarce. </p><p> This ethnographic case study sought to understand the influences and interplay of school-based and non-school-based factors that influenced students&rsquo; decisions as they graduated and made the transition to college and work. Participants were two generational groups of alumni from working class families in the same high school. The first group was comprised of those who graduated in the decade that followed the closure of the railroad in Livingston, Montana in 1985. The second group was comprised of those who graduated a generation later, 20-30 years after deindustrialization. </p><p> The study found that the economic restructuring that occurred a generation after the deindustrialization altered the factors that affected the transition from high school to college and work for children in working class families. Financial stress and financial instability weighed more heavily on the present generation. College was seen as an investment in the 1985-1995 generational group, whereas college is a gamble for the 2005-2015 group. The 2005-2015 working class group saw themselves as &ldquo;too rich&rdquo; for grants, but &ldquo;too poor&rdquo; to afford college. While parent expectations for educational attainment remain the same for all participants, the latter group has fewer community ties and a greater reliance on educators in the high school. </p><p> The study concludes with recommendations that include interventions in the areas of college and career counseling, an examination of rural college and career readiness, critical pedagogical and collective impact approaches. The study calls upon school leadership to articulate competing discourses that shape educational practice and policy, and to be informed by the awareness that students&rsquo; subjective experiences of their lives are embedded within economic, political and social structures, as they attempt to intervene in the lives of young adults who will enter a precarious labor market.</p>

<p> Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners. </p><p> This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher&rsquo;s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants&rsquo; pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge. </p><p>