Many new secondary teachers will begin their careers in urban schools because so many vacancies exist there. Because secondary urban teacher education programs are virtually extinct, many teachers will be unprepared to work in the urban classroom. Cooperating teachers may not be familiar with a wide variety of methods for managing urban classrooms. College/university supervisors, while some may be familiar with current research on urban teaching, do not usually spend enough time with student teachers. Full teaching loads also preclude both from devoting adequate time to student teachers. Urban student teachers may be left on their own. Many urban student teachers become frustrated and quit, or survive long enough to finish their practica, but do not seek employment in urban schools. Alternative methods must be found to prepare urban student teachers.

The continued interest in creating equitable educational outcomes for all students across the United States has heightened the need to understand teachers' influence within the classroom as a significant school factor in impacting student outcomes. As a result, this study aims to continue building upon the critical work done in educational spaces to improve teaching and learning through detracking. Thus, this hermeneutic phenomenological case study explores experienced ninth- and tenth-grade English Language Arts teachers sense-making of teaching mixed-ability heterogeneous classes in the first year of detracking using Blumer's (1986) symbolic interactionism theory aligned with Vygotsky's (1962) social constructivism theory. Data for this Dissertation research was collected from five (5) experienced ninth- and tenth-grade English Language Arts teachers who currently teach mixed-ability heterogeneous classes and previously taught tracked classes in two suburban high schools in Florida through a series of two (2) semi-structured, in-depth interviews, a series of two (2) participant written reflections, and the researcher's reflexive entries. The qualitative data analysis followed Smith et al.'s (2022) interpretative phenomenological analysis. Findings revealed seven (7) group experiential themes and 19 corresponding sub-themes of developing understandings of teaching mixed-ability classes, acknowledging challenges during the first year of detracking, raising teacher and student expectations, focusing on differentiated instruction, experiencing hurdles with balancing pace and rigor for varied abilities, discussing benefits and concerns for students, and expressing perspectives of previously tracking students. The goal was understanding the teaching and learning environment in mixed-ability heterogeneous classes.

Because many schools systems are expending great amounts of time and money for restructuring, documentation and examination of restructuring efforts may provide models that can be used by schools initiating restructuring efforts. This study will explore the efforts of one urban public school system to restructure its four junior high schools from a traditional organizational model to one that is built around interdisciplinary clusters. By documenting the restructuring efforts of four urban junior high schools, this qualitative case study will contribute to the growing body of restructuring literature, and offer an examination of a practical application of restructuring to the field. This type of dramatic change in organization prompts a number of important questions that will guide this study: (1) Why was this change undertaken, and who initiated it? (2) What are the formal district level policies dictating the restructuring? (3) How are the district level policies being implemented at the school level? (4) Who has provided the leadership for successful restructuring (has it varied among the four junior highs)? (5) How have these efforts been impacted by the changing demographics and fiscal crisis in the city? Following a review of the restructuring literature, the design of the study will include research of archival records to construct an accurate picture of the community, guided interviews with key central office and building level administrators, and a sampling of teachers in each of the four junior highs, and analysis of program documents generated by the restructuring efforts. This study offers a unique perspective in its examination of restructuring in a large urban school system, which in its size and complexity presents many challenges. Centralized decision making, the implementation of one policy in four different schools, team-building, pedagogical changes, and impact on students will all be affected by the district's size. Further, this urban area is challenged by a fiscal crisis which cripples both the funding of the school system and the necessary services a city must provide, as well as the impact of a state school choice program. Attempting to restructure in these most challenging circumstances presents an interesting case study. Documenting the efforts, including both the successful and the unsuccessful elements, may provide pragmatic approaches for other districts undertaking restructuring efforts.

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This dissertation describes the personal struggle of one high school English teacher to conduct her classes according to her vision of student-centeredness, within a school whose culture sometimes made her doubt her own decisions. It suggests that the outside support of a teacher educator was the pivotal force for her gaining of perspective, through non-judgmental feedback, dialogue and reflection. It concludes that both roles, teacher and teacher educator, need to be reconceptualized if teachers whose vision is the empowerment of students are to remain in the public schools.

<p dir="ltr">The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.</p>