In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of this study was to explore the perceptions of teachers about school violence prevention programs. Guided by Bronfenbrenner's ecological systems theory, this study examined the connection among school violence, environment, discipline and prevention programs; and it explored approaches to creating safe communities in schools. The research questions focused on teachers' perceptions of the implemented strategies, of the barriers to program success, and of supervising roles of high school administrators. The 9 participants were Grade 9-12 urban school teachers who had 3 to 5 years of full time teaching experience and who had 2 to 3 years of work experience at the targeted high school. This qualitative case study described and analyzed data from individual interviews, self-reported observations, and researcher observations. Emergent themes were identified from the data through open coding and findings were developed and validated. The key results were that teachers support a uniform program and security officers help reduce school violence; that program implementation can be strengthened by increased funding, community support and professional development. Implications for social change are that educators, parents, students and community members must work collaboratively to create a safe school environment and a culture of problem solving and resolution.

High schools have undertaken numerous approaches to reduce the number of first-time 9th grade students who do not move to 10th grade with their cohort. The purpose of this study was to determine if a summer program successfully transitioned 9th grade students from middle school to high school environments. Guided by the stage-environment fit conceptual framework, this study explored the effectiveness of a summer transition program at acclimating first time 9th grade students to physical, social, and academic environments. A mixed-method design was used in the study. A t test was used with a sample of approximately 400 archival 9th grader student responses to the Delaware School Climate Survey-Student. Statistical differences in familiarity with physical environments and perceptions of school climate were found between attendees and nonattendees, with attendees reporting better acclimation. A chi-square revealed greater course success for first-time 9th graders in the first marking period and lower 9th grader retention rate for attendees. Acclimation of 9th grade students as perceived by a sample of 10 teachers was explored through individual interviews and analyzed using the constant comparative method. Narratives from teacher interviews suggested acclimation to physical and social environments was greater for attendees. Study results led to development of a 1-day transition program aimed at utilizing effective transition program strategies with the entire upcoming 9th grade cohort. Long-term data collection and disaggregation is recommended to determine lasting effects of the program. Effective 9th grade transition programs may result in social change through increased promotion rates and higher graduation rates.

Formative assessment is supported by research as a process to enhance student learning. A vital aspect in the process is the role of feedback which, based on its use, can support or hinder student learning. The problem addressed in this study was based on the concern of a high school administrator that teachers in the school were not using formative feedback in a manner that supported student learning. The purpose of this instrumental qualitative case study was to explore and understand the assessment and feedback practices of mathematics teachers in a private high school setting. The conceptual framework for this study was a model influenced by Black and Wiliam's theory of formative assessment and by Hattie and Timperley's model of feedback in which effective feedback is the supporting structure of the formative assessment process for promotion of student learning. The research questions were designed to explore the beliefs and practices of 3 mathematics teachers regarding the purpose of assessment and feedback. Qualitative data were collected from archival documents, observations, and a series of semistructured interviews. Data were analyzed by using multicycle descriptive coding and development of themes. Findings included teachers' beliefs, practices and misconceptions about the assessment and feedback cycle in relation to student learning in their classrooms. A recurring theme was that they lacked training in formative assessment practice. A 3-day professional development workshop that integrated and grounded formative assessment research into the daily practice of teachers was developed as a project. Teachers might bring about positive social change as their students develop self-regulatory learning strategies and transfer them into community life.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 190-195).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 113-121).

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 98-102).

Thesis (M. Ed.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.