Teachers who assign and grade writing sometimes use rubrics to assist in this process. A rubric usually consists of a set of rules, guidelines, or criteria that must be met for students to obtain a passing grade. Rubrics are intended to take the subjectivity out of grading writing and to give feedback to the student for further improvement. Because even English teachers disagree about the use of rubrics to grade writing, and the criteria that is most important within the rubrics, hearing from teachers in other subject areas could help all teachers better understand how to grade writing assignments. This case study examines teacher perspectives on the use of rubrics to grade student writing. Within one private K-12 school, teachers from grades K-12 in every subject area were asked for their opinions of the elements of good writing, their use of rubrics to grade writing, and the criteria they value in writing. Teachers at the high school level use rubrics and value elaboration and details, but expressed frustration with common mechanical errors in student writing.. This study was conducted in two parts the first at the high school, and the second at the elementary and middle schools. Findings indicate that elementary and middle school teachers, in general, characterized good writing as writing that is free of mechanical errors. These elementary and middle school teachers then collaborated, created, and implemented a rubric for assessing mechanics in student writing. In follow up interviews, students expressed some annoyance that every teacher was now grading their writing, but admit that they are now more careful to proofread their work. Hearing from teachers in other subject areas did help all teachers better understand how to assess writing assignments. Most agree that using a rubric is the best tool for grading student writing, and even worked together to address those common mechanical errors found across the curriculum in our students writing. This open communication and collaboration needs to extend to other critical areas of literacy.

The purpose of this research is to examine the dominant narrative of adolescence/juvenile delinquency and to question what makes this discourse possible. I use a poststructuralist perspective that thoroughly questions, dismantles, reveals, and analyzes this discourse in order to uncover hidden or obscure motives that shape how we understand adolescent individuals. Keeping in mind that everything is a construction, I investigate how the discourse works rather than what it means, and in the process I search for whether or not power or some type of oppression is involved. While conducting the interrogation and analysis procedure of the dominant narrative, I compare the term scarcity, which implies close-mindedness, manipulation, and control, and abundance, which implies open-mindedness, flexibility, and generosity, in terms of which the dominant narrative more clearly represents. As this ongoing analytical process takes place, I also consider the desirability and need to write a new narrative of adolescence/juvenile delinquency With qualitative research as the framework, I adopt a methodology grounded in narrative inquiry: open, flexible methodology promotes new understandings and different meanings. Narrative inquiry involves storiesit is a space for understanding experiences. This study inspects different types of stories: historical stories, stories related to the influence of constructed labels and identity formation, a story presented in poetic form of an individual who spent time in a juvenile prison, and my story; an autoethnography of my experience during the thirty-three years I worked in a juvenile prison. As the researcher, my endeavor is to develop greater self-understanding, a better understanding of others; to give voice to the stories of marginalized adolescent/juvenile delinquent population that are seldom heard; and to promote an expanded social awareness in readers that will help them develop more empathetic thinking. Having concluded that the dominant narrative of adolescence/juvenile delinquency is steeped in an attitude of scarcity, I suggest that a new narrative based on abundance is needed. This new narrative will not know the meaning of scarcity. It will only recognize the concept of caring and encourage positive relationships, an aura of plenty, open-mindedness, generosity, tolerance, understanding, forgiveness, and individual dignity.

Since environmental educations emergence in America, the field has been primarily focused on increasing environmental awareness, attitudes, knowledge, skills, and behavior. Yet the nations overall level of environmental literacy, especially with regard to the performance of environmentally responsible behaviors, continues to be low (Coyle, 2005). Unlike school-based education programs, which only reach a segment of the population, informal sites have the potential to influence learners of many ages and diverse backgrounds (NRC, 2009). Informal science learning environments (ISLEs) have been shown to provide personally meaningful learning experiences and have the potential to impact environmentally responsible decisions and actions (Falk, 2005). Yet models of behavior change which have been traditionally used in environmental education have not been entirely successful in informal environments. This exploratory case study attempted to discover which aspects of a museum exhibit might affect intended and actual environmentally responsible behaviors (ERBs). Qualitative techniques were used to collect and analyze data from 31 highly engaged adult visitors to the Altered State: Climate Change in California exhibit at the California Academy of Sciences. Certain messages and design elements in this exhibit were found to have a greater impact on participants intentions and behaviors. Hands-on activities appeared to have a larger effect, as did direct messages about specific, simple actions. Positive reinforcement of existing ERBs also seemed to have a direct influence on future actions. All participants voiced concerns about societal and cultural barriers to pro-environmental actions, but those who performed fewer ERBs were more likely to discuss belief-based barriers to change. These results have implications for future ISLE exhibits related to taking action for the environment.

Colleges and universities have first-year residential living learning programs that use academic and social programming to contribute to students academic success. While a variety of students choose to live in these living learning communities (LLCs), there is little research on the benefits derived by specific groups of students. Students who are classified as at-risk, including first generation and / or from families challenged by low income levels were targeted for this research. The engagement of these at-risk students participating in LLCs was the focus of this mixed methods study. The research questions addressed by this study were directed toward understanding how participation in LLCs effect the engagement of at-risk students and how students perceived the benefits of support opportunities. In addition, a comparison of the perceptions of students who lived in LLCs that were discipline-specific with those who lived in non-discipline specific LLCs was made. This mix methods study was retrospective in nature given that sophomore students were asked about their first year experiences and opportunities. Surveys about perceptions of student engagement were administered to at-risk students participating in LLCs and traditional residence halls (TRHs) followed up by individual and focus group interviews to gain deeper insights about their experiences. More positive perceptions were reported by at-risk students with respect to academic integration and institutional climate in LLCs compared with TRH students and more positive perceptions were reported by at-risk students with respect to academic integration in discipline specific LLCs compared with non-discipline specific LLCs. In addition, the study results revealed distinctive faculty-student interaction within discipline specific LLCs and beneficial support opportunities. These beneficial support opportunities included LLC faculty office hours, peer study groups, sponsored events, faculty supplemental instruction and tutoring, rector advising, and faculty discussion groups. Findings from this inquiry have the potential to contribute to theory, practice, policy, and future studies of learning communities in higher education. Recommendations were made by the researcher from the studys findings that included incorporating a second year LLC program, co-curricular programming for TRHs, and increased student exploration of their major field in non-discipline specific LLCs.

Begun in 2001, the Leadership Development Institute (LDI) was created by the Louisiana Community and Technical College System (LCTCS) as a means of improving the leadership abilities of faculty, staff, and administrative personnel throughout the system, a grow your own leadership program (Leadership Development, 2006). LDI has evolved into a nine-month program of presentations, lectures, mentoring, self-exploration activities, and internships. The purpose of this mixed methods study was to determine the impact of participation in LDI on the career and educational goals of former cohort members. Phase One of this research project, the qualitative portion of the study, was composed of individual interviews with 5% of located former LDI cohort members. The interviews were completed over the phone so as to allow for participation by former LDI participants located throughout the state of Louisiana. The qualitative portion of the research and a thorough review of the literature provided the basis for the Leadership Development Long-term Impact Survey (LDLIS) that was developed by the researcher. The second phase of the research, the quantitative phase, was the administration of the LDLIS to all identified LDI former cohort members. The survey results were tabulated and indicate that LDI participation does significantly impact the career goals of former cohort members. Although the results for educational goals were not significant, a positive impact was noted. The following information could be used to develop new or improve existing leadership programs for community college or university leaders.

Understanding human long bone anatomy is an important concept to master for post-secondary students that major in medical fields since skeletal structures assist in locating a pulse, conducting clinical procedures, and identifying injection sites. Skeletal anatomy is also used to name structures associated with other organ systems like veins, arteries, and nerves. This explanatory mixed methods study explores post-secondary students knowledge retention and perception of various constructivist activities that utilize historical approaches based on the works of Vesalius, the Father of Modern Anatomy to teach long bone anatomy. Three treatment groups and one controlled comparison group (n= 92) were provided an online demographic survey, pre and posttests the day of the experimental lesson, a questionnaire regarding enjoyment and utilization of the activity, and two additional posttests given four and twelve weeks after the activity to gather knowledge retention data. Thirteen participants who fell within the quantitative tails of the first posttest assessment were interviewed regarding the activity. Coded interviews, field notes, observations and quantitative data were used for meta-inference. The data suggests that the osteology activities that incorporate historical and constructivist aspects increased students enjoyment, knowledge retention, and self-directed learning outside the classroom. The group that utilized multiple learning modalities through drawing and creating mental maps with blindfolds showed a positive significant difference (p < 0.05) among other treatments with respect to knowledge retention twelve weeks after the activity. Meta-inference of data suggests the utilization of constructivist activities that cater to several learning modalities will facilitate partner interaction, increase laboratory enjoyment, provide students with additional study techniques, and enhance knowledge retention the day of the activity and twelve weeks after the activity. This study fills a gap in the literature in which the incorporation of constructivist activities designed using historicality of cognition, active and meaningful learning have not been explored with regards to knowledge retention within an osteology laboratory setting. Additionally, this study could be used across disciplines and will be beneficial to educators, scientists, medical students and undergraduate students.

Many scholars of gifted education have often argued and believed that gifted individuals are neurologically overexcitable while non-gifted persons are not (Chang & Kuo, 2013; Harrison & Haneghan, 2011; Piechowski, 1979, 2006; Silverman, 2000a; Siu, 2010; Tieso, 2007a). This means that gifted persons are more sensitive, intuitive, empathic, and physically and emotionally aware. Some scholars have suggested that this significant degree of overexcitability may even mean that gifted persons are morally superior to non-gifted persons (Silverman, 1994). Over the past thirty years, this relationship between overexcitability (OE) and giftedness has become increasingly popular, as many websites, textbooks, and researchers have asserted it as true. These resources have also advocated a particular treatment and understanding of gifted persons due to their overexcitable nature. Recently, however, some scholars have questioned the validity of the giftedness-overexcitability relationship (Mendaglio, 2002; Pyrt, 2008; Tillier, 2009a). So, while the past thirty years have seen a rise in the perception that gifted persons are overexcitable (Silverman, 2008), these scholars have contended that there is actually little empirical data demonstrating this relationship (Mendaglio; Pyrt; Tillier). Using a systematic review of studies that compared gifted and non-gifted samples OE scores, this dissertation attempted to provide some clarity to this burgeoning debate. This process involved a research synthesis that used a priori established criteria to identify, describe, and evaluate the findings and methodologies of a body of literatures most rigorously conducted studies (Petticrew, 2001). The evaluation phase of the systematic review included both qualitative and quantitative techniques. These findings revealed that it is unclear that gifted individuals are significantly more overexcitable than non-gifted individuals. Consequently, researchers, practitioners, and gifted persons themselves should reconsider the relationship between giftedness and overexcitability.

Developmental education and the surrounding issues of academically underprepared students have been an ongoing source of debate within American higher education. While secondary education systems are frequently blamed for failing to adequately prepare students, community colleges, state colleges, and universities offer developmental programs to aid students in need of remediation in the form of developmental courses. Reading, Math, and English are subjects that are often taught on a developmental level. These courses are designed to provide students with the basic skills needed to be successful in higher education. This research was designed to examine students perception of the effectiveness of developmental education programs in a community college setting in Louisiana. The data was collected through a qualitative study using student surveys and interviews. For this study, effectiveness was defined in two ways: in evaluating students perception of whether the developmental courses taken address their deficiencies in each developmental course subject and through comparison of components of developmental programs to established indicators that facilitate developmental program success. Theoretical framework for the study drew on Baxter Magoldas Epistemological Reflection Model. This study contributes to the discussion of effective developmental education pedagogy and the development of programs that enhance underprepared students transitional development into a postsecondary educational setting.

This qualitative single case study in a rural start-up charter school in North Louisiana explored the impact that professional learning from Whole-Faculty Study Group sessions had on teachers understanding of the most significant contributions of the Standards for Mathematical Practice in preparation of the implementation of the Common Core State Standards for Mathematics (CCSSM). The theoretical framework proposed that structured time for collaboration would enhance teachers understanding of the math practice standards. The literature indicated that collaborative job-embedded professional learning can lead to improvements in teachers knowledge and practice and that understanding the Standards for Mathematical Practice is key to the successful implementation of the content standards. According to the interview and questionnaire responses from the six teachers and leadership team members who participated in this study, along with an analysis of records and observation notes, participants collaborative professional learning in the study group sessions had a positive impact on their understanding of the value of collaboration and their perceived importance of the math practice standards. Themes about collaboration that emerged from the data analysis indicated that the purpose of collaboration was to empower teachers and establish common goals and that successful collaboration requires structures in place and supportive resources. Themes that emerged about the math practice standards were that the standards develop mathematically proficient students, deepen teachers mathematical knowledge, and change the teacher and student roles, with teachers assuming a more facilitative role and students taking a more active role in their own learning. The findings were supported by the literature, with the caveat that the scope of the study precluded following teachers as they applied their deeper understanding of the math practice standards to implementing the standards. Recommendations emphasize ensuring that CCSSM implementation leads to significant changes in teacher practice and student learning and that educators at all levels have the time and support they need work together collaboratively. Further research suggested includes expanding this study, more research on the impact of job-embedded teacher collaboration on teacher practice and student learning, and more research on implementing the CCSSM standards and assessments and assessing the results.

In this dissertation, I describe a narrative study in which five pre-service and in-service teachers read and re-read three young adult memoirs and discussed their responses in a series of book group meetings. The purpose was to examine how teachers discuss young adult memoirs, what they might learn about themselves in the process of reading and reflecting in book discussions and in a Commonplace Book they kept, and how they might use young adult memoirs in classrooms including, but not limited to English language arts (ELA) classrooms. Data was collected through transcribing a series of book group meetings, as well as collecting a set of books into which the participants logged their responses. Following the completion of the book group meetings, I conducted individual interviews with each participant. I found that the participants were willing to make personal and pedagogical connections to each text, but that including the texts in their curricula presented several obstacles. Nevertheless, I found that using a book group in teacher education research to be an efficient and effective way to answer multiple complex, qualitative research questions at one time in a semi-structured setting, low-risk setting