As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013–2017 8th grade Florida Comprehensive Assessment Test (FCAT) 2.0 Science/Statewide Science Assessment (SSA) was stagnant. To break this stagnation, many Florida school districts have changed middle grades science course offerings from traditional, subject-specific, discipline-based, layered, or field-specific science courses to comprehensive, integrated, spiraled, interdisciplinary, multidisciplinary, thematic, or general science courses. There was a lack of research showing if either type of science course improved student achievement on standardized science assessments. Controlling for school district student population, low socio-economic status (SES) student percentage, and English learner (EL) percentage, this study compared the 2013–2017 8th grade FCAT 2.0 Science/SSA school district mean scale scores of two groups of school districts: those that offered comprehensive science courses and those that offered subject-specific science courses. Scores for three student groups were analyzed: all students, low SES students, and ELs. No statistically significant differences were found in school district mean scale scores or pass rates between the two school district groups. The comprehensive group mean scale scores were numerically higher, while the subject-specific group mean pass rates were numerically higher. The subject-specific group had statistically significantly higher raw scores for life science and physical science. The comprehensive group had wider dispersions of mean scale scores and pass rates, suggesting inconsistencies in implementation of comprehensive science courses. The primary implication of this study is that educational leaders should not expect to improve student science achievement simply by changing the type of science course offering. Changes should be made with consideration to student needs, school district demographics, teacher professional development and support, course structure and coherence with standards, and the need for flexibility in teacher assignments.

The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.

The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.

This action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those interactions affected their science attitude and participation. Recommendations were made for continued research to examine the long-term effects of gender groupings in the elementary science classroom.

Will student attitudes towards science change when they are given a chance to explore an area of science in which they have indicated an interest? This action research thesis investigated this question over a period of nine weeks. The subjects of this study included twelve students enrolled in the same seventh grade physical science class. The school was located in a suburban setting in the Southeast United States. Data for this study was collected with anecdotal notes, participation grid, science attitude survey, student interviews, and student journals. This study found that when students are given the opportunity to pursue an area of science in which they demonstrate an interest, they are more likely to participate in their regular curriculum and increase positive attitudes' towards science. As a result of this increased engagement and improved attitudes' towards science, students academic performance in science also improved.

This study investigated classroom-based mathematics teacher leader (CBMTL) development through analysis of interview and focus group transcripts, results from a Mathematics Teacher Leadership Experiences survey, application materials, and an evaluation report for an equity-focused, research-to-practice doctoral program centered on developing CBMTLs. A multiple case study was conducted to interpret and understand how K-8 mathematics teachers identified and described ways in which their participation in the program developed them as CBMTLs. Findings suggest that mathematics teachers develop as mathematics teacher leaders in stages and highlight the effectiveness of the research-to-practice partnership model as an impactful pathway for developing CBMTLs. Themes from the study suggest that teachers' identity construction as CBMTLs increases with participation in research-to-practice partnership programs and should be examined from multiple theoretical approaches to include the post-structural, positioning, and narrative approaches. The study also suggests that motivation to teach and lead is linked to experiences teacher leaders have had as learners and doers of mathematics and it highlights participation in research-to-practice partnership programs as a factor for improving teachers' abilities to advance effective mathematics teaching practices. Recommendations were made to clearly distinguish between formal and informal mathematics teacher leadership roles. Mathematics teacher leadership roles can be used to describe any formal roles positioned to support mathematics teachers and mathematics teaching, such as mathematics instructional coach or elementary mathematics specialist. The classroom-based mathematics teacher leader role is assigned specifically to mathematics teachers functioning in leadership capacities while maintaining full-time classroom teacher responsibilities. Continued research is suggested to examine varied implementations of the research-to-practice partnership model as a pathway to CBMTL development with a specific focus on research-to-practice partnership models that are more inclusive of school-based leaders.

A science achievement gap between students with disabilities (SWD) and students without disabilities continues to persist, impacting academic and occupational outcomes. Traditional science instruction and the abstract nature of science concepts are a barrier to science achievement for students with disabilities. The current research study examined the effect of extended reality (XR; Browser-based 360° virtual reality) on closing the science achievement gap between students with and without disabilities in inclusive biology classrooms using a one group pretest-posttest design. The researcher expands on existing research by utilizing a larger sample size, with free and easily accessible XR technology implemented in 9th grade Biology 1 classrooms and analyzing its effect on the science achievement gap. Findings from the one-way MANOVA showed no statistically significant result. However, analysis of the means indicated a slight difference between students with and without disabilities. While the results were not statistically significant and the study was underpowered due to limited participant numbers, the moderate effect size (partial eta squared=.075) suggests a meaningful difference between SWD and students without disabilities, indicating a need for further research. Based on the social validity surveys, students and the teacher found the XR intervention beneficial in learning biology content. However, the students and their teacher recommend using XR as a supplement to traditional teaching. The researcher provides implications for research, practice, and XR developers, as well as suggestions to develop plans for scaling the current research for the future pursuit of grant funding.

The research about mathematics achievement regarding algebra is prevalent and with new state legislature in Florida to include Geometry End-of-Course Assessment (EOCA) as a concordant to the Algebra I EOCA assessment graduation requirement, the study intended to expand the research on geometry achievement. Therefore, the purpose of this research study was to investigate the relationship between geometry achievement in Grade 10 and reading, algebraic skill, and geometry skills. Further, student demographic characteristics were examined as control variables in this study. The analysis was conducted using archival Grade 10 Florida Standards (FSA) Geometry End-of-Course Assessment (EOCA) scale scores from a single cohort in the 2021-2022 school year, prior year FSA Algebra I EOCA, FSA English Language Arts (ELA) Assessment scale scores, and Grade 7 FSA Mathematics geometry curriculum strand sub-scale scores. To complete the investigation, multiple regression was utilized to determine the relationships in three distinct models within two research questions. A control variable model was run, followed by two additional models to investigate the three predictor variables. Results from this research study may help to guide teachers, school and school district leaders in refining areas of focus for interventions in the Geometry course. With Algebra I EOCA as the strongest predictor of Geometry outcomes and algebra standards embedded in the Geometry course, it may help to prioritize development of the algebra skills necessary for successful geometry outcomes. With FRL as a significant predictor in all three models of this study, schools and school districts may use these findings to allocate resources to supports for this group of students. The findings of this study led to recommendations for future research such as analyzing qualitative variables for students and teachers to deepen the understanding of the relationships, and to design and implement geometry intervention focusing on the algebra standards included in geometry.

Intense intervention is needed for students who have persistent math challenges and perform below grade level. In the classroom setting, teachers need to provide additional support for some students based on their specific needs. This correlational study was an examination of interventions' impact on student achievement in math. The sample comprised students enrolled in Algebra I during the 2021–2022 school year. The results of this study showed that interventions may have a positive impact on student performance, especially when carried out in the proper educational setting. The findings from the research showed that there is no significant statistical correlation between students who received the intervention and those who didn't, as observed through the Algebra 1 EOC. Further studies are required to determine the impact of the interventionist on the academic performance of the students.

The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.