<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>

For many young individuals in their junior year of high school the pressures of getting into the desired secondary education institution of their choice is a nerve-wrecking task. For months they prepare to study for standardized tests and compile their greatest achievements to prove they are worthy enough to be accepted in to these prestigious universities. However, preparation for college starts way before the application season. It leads one to wonder what influential factors surrounding them could affect their odds of being successful in college once they are accepted. This study examines the influential factors that effect a student’s college readiness. The factors tested will be student’s parent income, total enrollment of the high school, total number of high school days in a year, average class size in the high school, and the teacher quality of that high school. A multiple regression will be used to test these independent variables against the high school graduate ready for college percentage for each high school. The slope parameters of the model will be tested through t-tests, p-values, and f-tests. The sample size will consist of Illinois High Schools who have completed an Illinois High School Report Card required by the No Child Left Behind law. In addition, a ten question survey will be dispersed to a population of fifty college students at SIU focusing on factors they believe have been influential on their college success. This study will aim to improve the understanding of all the factors that go into equipping high school students for a milestone that can ultimately affect their economic outcomes in life.

<p> With the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students&rsquo; ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented, including a campus habitat design project. Pre and post tests for three instruments were used to assess 25 high school freshmen, half of whom are members of a STEM program. There was an increase in nature relatedness, motivation and self-efficacy for STEM students but not for non-STEM students. The research study demonstrated the effectivity of using place-based curriculum within classes to encourage student connection, empowerment and involvement. Support for teachers to develop targeted mentoring of students&rsquo; abilities and interests are needed and can help develop informed, involved global citizens. </p><p>

<p>Abstract Many secondary administrators, coaches, and security personnel have advocated for an intervention method to curtail the swell of referrals, ejections, and violence from the spectator sections in attendance at these events. The spirit of Olympism and sportsmanship is considered a core element of these events. The problem was that many of the events have seen a rise in these incidents. There is a correlation of the infusion of these elements, and the atmosphere at these events. The purpose of this experimental study was to explore whether a spectator covenant of behavior, would help to bind the parties to adherence to upholding these standards in a Central Arizona high school, located in the East Valley of Phoenix. This could help the administrators, coaches, and school personnel as an ancillary benefit, to the obvious decrease of these referrals. The analysis of archival against real-time data were based on the increase or decrease of said incidents, before the covenant was in place and while the covenant was in effect. These records are kept every year, and in each event. The implications of this study are that use of this type of intervention may be successful in similar situations and events. Recommendations for practice are for covenants to become a standard practice at sporting events. Recommendations for future study include conducting subsequent studies in several different areas of the country with varying crowd sizes. A future case study could be designed using parents who volunteer to sign an agreement and stay true to the binding covenant.

<p> Research suggests that participation in the School Breakfast Program positively impacts academic success by improving student behavior, cognitive functioning, and attendance. Additionally, the School Breakfast Program appears to improve food insecurity, overall health and weight-related issues. However, compared to the National School Lunch Program, participation in the School Breakfast Program has been historically low, especially at the high school level. Using an integrated composite framework, a combination of social cognitive theory and ecological systems theory, as the conceptual model, this qualitative case study explored factors influencing student breakfast eating and participation in the school&rsquo;s breakfast program within a college-preparatory high school serving culturally diverse, predominantly low-income students. I used an all-staff survey as a qualitative data collection tool, and semi-structured interviews with school staff, student focus groups, and a Draw-A-High-School-Student-Breakfast Test to collect qualitative data. Using thematic networks as an analysis tool, I examined the attitudes, beliefs, and behaviors of school staff and students about breakfast eating and participation in the school&rsquo;s breakfast program. The study found that communication about the School Breakfast Program, arriving to school in time to eat, and relationships with food service staff, influence participation in the School Breakfast Program. The findings are discussed in terms of their significance on practice and policy within both education and public health sectors. The study concludes with recommendations for future research.</p><p>

<p>Vocabulary and communication are essential components of mathematics that should be addressed in the classroom. Knowledge of mathematical vocabulary has been argued as a necessary building block for students to engage in purposeful discourse. However, previous studies primarily focus on vocabulary instruction strategies specifically for English Language Learners and early childhood students. Discourse in mathematics education continues to be a major theme in national standards publications. Both empirical and theoretical studies have shown that discourse allows students to build conceptual knowledge by participating in purposeful conversations. Further, previous research has found that learners are given the opportunity to increase their own ability when using social interactions as a gateway to develop higher mental functions that aid in transitioning from thought to word and visa versa. Since mathematics curricula are often influenced and developed using national standards documents as foundational resources, it is important to explore the types of vocabulary and the levels of discourse that are currently being used in the classroom. This study considers the cases of four mathematics teachers to focus on what types of vocabulary are used and what levels of discourse are evident in high school mathematics classrooms. Data sources included video-recorded observations and classroom artifacts including teacher-created materials and the district-provided curriculum. Qualitative analysis techniques were used in this study. The results of this study showed that the cognitive demand of tasks influenced the level of teacher discourse along with levels of student discourse. Students continued to use the lowest levels of discourse in response to low levels of teacher discourse, cognitive demand of tasks, and discourse interactions. However, students used higher levels of discourse when teachers used high cognitive demand tasks and high levels of teacher discourse. The results of this study also showed that students? use of vocabulary mirrored their teacher?s use of vocabulary. Finally, teachers who used the lowest levels of discourse used technical vocabulary more frequently than their students did and had the highest overall frequency of vocabulary words within their lessons.

<p> Students with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students&rsquo; special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9^th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.</p><p>

<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>

<p> <b>Purpose.</b> Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional strategy for educating students with disabilities in the least restrictive environment. The purpose of this causal-comparative study was to determine if there was a significant difference in students with disabilities&rsquo; academic performance in co-taught versus traditional classrooms.</p><p> <b>Methodology.</b> This causal-comparative study examined the effects of co-teaching on California students with disabilities&rsquo; performance on the Smarter Balanced assessments. Data were collected from 3 school districts representing 10 comprehensive high schools; 641 test results from the spring 2016 Smarter Balanced assessments of 11th-grade students with disabilities from co-taught and traditional classrooms in English and mathematics were compared using an independent samples <i>t</i> test.</p><p> <b>Findings.</b> Analysis of the 641 Smarter Balanced test results produced the following findings: (a) students with disabilities primarily receive instruction in the traditional classroom; (b) in co-taught classrooms, students&rsquo; primary disability was typically a specific learning disability; (c) <i>t</i>-test results indicated a significant difference in English test scores for students receiving English instruction in co-taught versus traditional classrooms; (d) <i>t</i>-test results indicated no significant difference in mathematics scores for students receiving mathematics instruction in co-taught versus traditional classrooms. </p><p> <b>Conclusions.</b> There is a statistically significant difference in the academic achievement of students in English. While performing lower than students with disabilities in traditional classrooms, students with disabilities in co-taught classrooms received access to the grade-level curriculum in the least restrictive environment. No statistically significant difference in the academic achievement of students in mathematics was noted, suggesting students with disabilities are performing similarly in mathematics regardless of instructional setting. </p><p> <b>Recommendations.</b> It is recommended additional research focuses on the academic achievement of students with disabilities in multiple settings, traditional, co-taught, and special education classrooms, to identify potential variations in achievement related to instructional setting. Additional research may determine the instructional setting&rsquo;s impact on students&rsquo; attitude toward learning, relationships with teachers, or other social-emotional factors.</p><p>

<p> Historically, after-school extracurricular programs can be linked to success in student achievement as well as increased school attendance and giving students &ldquo;safe after-school environments&rdquo; (National Center for Education Statistics, 1995). This causal comparative study investigated student achievement as measured by students&rsquo; grade point average, the number of extracurricular activities the student is involved in, the income status of the student, attendance, as well as gender and grit that the student possesses. The sample included 110 high school seniors, 47% males and 53% females, from the graduating class of 2017 from four rural communities in the Midwest. Participants completed the Grit Scale by Duckworth et al. (2007), which measures an individual&rsquo;s perseverance and passion to continue on to complete one&rsquo;s goals. Analysis of the data centered on the significant interaction effect between grade point average and extracurricular activities as moderated by gender, income, attendance, and perception of grit. The researcher also ran an analysis to see if there was a correlation between grade point average and grit. Results indicated a significant interaction effect between grade point average and extracurricular activities as moderated by income. Results also uncovered a significant interaction effect between grade point average and extracurricular activities as moderated by attendance. Results also showed a significant interaction effect between grade point average and extracurricular activities as moderated by perception of grit. Although there was no significant interaction effect between grade point average and extracurricular activities as moderated by gender, the researcher wanted to validate the research due to the fact this study was happening in a rural community with fewer students involved. There also was a positive correlation when examining grade point average and the score of grit. Future researchers should focus on whether or not the student feels supported. Another focus would be to investigate if students work during the school year and the number of hours that they work during the school week. Co-curricular versus extracurricular activities also need to be explored further within the context of whether they make a difference in a student&rsquo;s grade point average.</p><p>