The goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this nature is designed to help teachers and students develop these skills with the hope that it positively impacts not only student learning in the social studies classroom, but will also have a positive impact on student test scores, student college experiences, students* future careers, and students* role within our civic society. Included within this dissertation in practice is a model for how to facilitate an effective professional development program that helps increase teacher efficacy, teacher skill level, and teacher use of historical literacy. This model pays special attention to ensuring that teachers also see how the demands of various standards and teacher evaluation systems can be addressed through the use of historical literacy. Suggested use for this dissertation in practice is the creation of professional development programs that help schools implement best practices throughout the learning organization.

This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition.