Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 21, 2006. Dissertation Committee: Elizabeth Lugg (chair), Paul Baker, Barbara Heyl, George A. Padavil. Includes bibliographical references (leaves 124-128) and abstract. Also available in print.

Thesis (M.S.)--University of Memphis, 2004. / Includes bibliographical references (leaves 55-62).

Thesis (D.P.E.)--Springfield College, 2002. / Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 26, 2007) Vita. Includes bibliographical references.

<p> The young adolescent learner is in a unique and distinctive phase of development, and as such requires a developmentally responsive educational program delivered by specially prepared middle level educators. The purpose of this qualitative mixed methods study was to compare current California policies for middle school teacher licensure and preparation programs with the most recent research on young adolescent development. A second purpose of this study was to investigate the design and implementation of middle school specific teacher preparation programs in California in relation to the most recent research on young adolescent development. </p><p> The findings of this study indicate that the young adolescent student is in a unique phase of development, which requires a specialized developmentally responsive educational program, delivered by specifically prepared teachers. The evidence further demonstrates that strong middle level teacher preparation programs, such as the program at CSU San Marcos, are designed to prepare teachers to address these complex developmental needs of the young adolescent student. An additional finding was that the current California teacher licensure and preparation requirements have not kept pace with the research on the young adolescent learner and are thereby misaligned with the best practices determined for this age group. A restructuring of the policies for California teacher licensure and preparation requirements to align with the research on best practices for the young adolescent learner is recommended. </p><p> The voluminous body of research on the young adolescent learner consistently demonstrates the need for developmentally responsive schools staffed by specially prepared middle level educators. The current licensing and teacher preparation systems in place in California are poorly coordinated with known best practices and, are failing to meet the needs of the middle level learner. There is a need for restructuring of schooling for the young adolescent learner in California, including the method for preparing and licensing teachers for the middle level, in order to provide developmentally responsive schools.</p>

<p> This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. </p><p> Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. </p><p> Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. </p><p> Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.</p>

<p> RESEARCH PROBLEM: Educational systems find themselves in a constant state of flux with continuous restructuring and the work of teachers increasing in complexity (Hargreaves, 1998). The nature and pace of this institutional change along with the highly emotional nature of the classroom set the stage for what can become highly stressful experiences. Educational systems appear to assume, in part by virtue of its absence in training, that teachers have the requisite social and emotional competencies necessary to negotiate the emotional terrain of the classroom. The growing problem of teacher burnout and attrition contradict this assumption. A burgeoning body of research on mindfulness reveals the potential of mindfulness-based practices to decrease stress and improve well-being. A wide variety of neuroscientific research has shown the effects of mindfulness practices on brain activity and physiology. Most recently, studies on the effects of various mindfulness-based interventions in education have shown promise. </p><p> METHODS: This qualitative study explores the ways in which mindfulness practices influence the lived experiences of teachers in a public middle school. The teachers in this study participate in a course designed for educators. This course combines a variety of mindfulness practices and practical in-the-moment strategies that can be incorporated into everyday life. At the conclusion of the course, teachers participated in focus group discussions and individual interviews during which teachers provide rich descriptions of their experiences. </p><p> RESEARCH QUESTION: What is the lived experience of middle school teachers engaged in mindfulness practice? </p><p> KEY FINDINGS: 1. Mindfulness increases awareness of oneself and others and enhances teachers&rsquo; ability to choose a response rather than succumb to automatic reactions. 2. A mindful response includes specific common mechanisms including pausing, distancing, appraisal, reappraisal, and choice. 3. Mindfulness improves communication both in terms of transmission (speaking) and reception (listening). 4. Increased awareness fosters a greater sense of empathy and compassion which thereby promotes the expression of a mindful response. 5. Mindfulness reduces feelings of isolation through an increased recognition that negative experiences and struggles are common. Participation in the mindfulness course also results in feelings of close connection and community within the group.</p><p>

As a consequence of interrogating pupil progress data, the primary school in this study identified apparent inequalities in the rates of progress in Reading and Mathematics made by male and female pupils in Key Stage Two cohorts. To address this school improvement issue, the Key Stage Two pupils and the staff who worked with them, were surveyed in order to establish a starting point for action. The surveys indicated that low-achieving female pupils in the school perceived themselves, and were perceived by staff as having low levels of self-esteem and confidence, which were impacting upon their ability to access the learning and impeding their educational progress. A search of the literature on barriers to learning and the range of approaches and initiatives which have been employed to address these, alongside a consultation process with female pupils though a focus group, resulted in identification of the need for the provision of an intervention which would address the issue. Outcomes from an internally–provided school intervention pilot programme resulted in the adoption of a participatory action-research model which allowed the pupils to contribute to the design, implementation and evaluation of a single-sex therapeutic intervention, facilitated by a drama practitioner. Through the use of drama and mask techniques the practitioner provided a safe, non-judgemental environment which enabled participants to feel accepted, to express their feelings, to lead activities, to take risks and to develop a wider friendship circle. The intervention was widely commended, with staff and parents/carers reporting a perceived increase in levels of confidence, expanded friendship circles and stronger peer relationships and improved active engagement in learning in the mixed-gender classroom environment. Qualitative data, in the form of individual video evaluations of the intervention indicated the learning which had resulted from participation, most strongly evidenced by the positive comments elicited from the participants both in terms of the techniques employed in the intervention and the outcomes achieved: “…At first you’re the one underneath the mask… Then the mask becomes you… The masks helped me feel more confident …When we did the mask it was like a confidence builder – made you speak your mind and gave you the words to express your feelings better – like if your excited or happy you had the words to say that…this project helped all our group…’cos we’ve learned to be more confident in ourselves and I just feel a lot better…”

<p> Since 9/11, the repercussions of religious intolerance have reached center stage, highlighted by religious hate crime statistics, governmental policies, and documented cases of increased anxiety. Religious illiteracy is also highlighted as a phenomenon across the American landscape. Conceptual arguments hold that knowledge of other religions can promote religious tolerance through intercultural discourse and understanding, elements of a proper civic education. Beyond a practical gap between religious intolerance in the United States and the educational measures taken to resolve the issue, little empirical evidence exists concerning teaching about religion in public education. </p><p> These gaps elicited the main research question of this study: What are the implications of teaching about religion to sixth grade students at a public charter school who learn about religion through the <i>Core Knowledge Sequence</i>? Two subquestions subsequently arose during data collection: (a) What practices and strategies are utilized by teachers and administrators to prepare for and implement a unit on religion? (b) What perceptions do students, teachers, and administrators have on the interplay between teaching about religion and character education? </p><p> I conducted a single, descriptive case study of a sixth grade class engaged in a history unit on Judaism and Christianity at a school that utilized the <i> Core Knowledge Sequence</i> to answer these questions. Daily character education lessons were also integral to the school curriculum and were included in the case. Through a combination of observations during both instructional and noninstructional periods, interviews with students, teachers, and administrators, and collection of pertinent documents related to the unit and school environment, I illustrated the case with rich, thick description. Data analysis began concurrently with data collection through open coding, with patterns identified. Further open and axial coding collapsed patterns into categories before three themes emerged that informed the presentation of the data findings and interpretations of the study: promoting understanding, maintaining respect, and preparing for the future. Potential recommendations based on findings were reflected in a theoretical model for a school and included increasing and tailoring professional development, implementing inquiry-based learning (IBL) strategies with the C3 framework, and fostering a respectful school and classroom environment through character education. As a primarily exploratory study, these findings served to augment the empirical literature on religion and public education for further research.</p><p>

<p> Effectively integrating technology into the educational system is paramount to the continued success of the U.S. educational system. Not meeting the needs of students can be detrimental to the continued growth and competitiveness of the United States. Educational systems must reflect the rapid changes in society and the way students communicate, socialize, and think. K-12 educational leaders have an increasing interest in understanding how to equip students with 21st-century skills designed to enhance their ability and willingness to become productive and knowledgeable citizens. This qualitative descriptive case study examined the perceptions of a purposive sample of middle school educators to determine what skills and competencies influenced their use and promotion of technology in education. The following three research questions guided this study: How do rural Virginia middle school educators describe the use of technology in middle school education? What challenges do rural Virginia middle school educators face when attempting to integrate technology in education? How do rural Virginia middle school educators prepare for and view effective integration of technology in education? The theory of constructivism provided the conceptual framework for examining how the participants in this study used and promoted technology in their educational settings. Data were collected by conducting in-depth interviews of 10 rural Virginia middle school educators. The anecdotal responses of the participants provided insight into their perceptions and practices. Four major themes emerged in this study: motivations for using technology, obstacles, training, and technology perceptions. </p><p>