The purpose of this study was to research the phenomenon of an individual who has moved from long term poverty into middle class. Phenomenological interviews were conducted with six participants who had experienced poverty in their childhood, attended and graduated college and obtained professional licenses to teach public school; these licenses gave them access to a teaching position with its commensurate middle class status and salary. Interviews began with the question, "Tell me about your childhood and how you became a teacher." Data analysis revealed four themes (and subthemes) in the narratives of these six participants: (1) durable family relationships (longstanding marriages, strong emotional bonds with family members); (2) presence of encouragers (friends and family members as encouragers, teachers and other respected adults as encouragers); (3) determination to be different (proactive determination, reactive determination); and (4) school-based opportunities for meaningful participation (meaningful relationships with teachers, meaningful activities). The experiences of these participants indicate that schools that wish to support poor children and youth in achieving their life goals might consider ways to help students make positive connections with adults in the building, support the families of these students, and offer meaningful activities in addition to academic programs. Further research would be useful investigating the experiences of persons who grew up in poverty and moved into middle class in different geographic regions, through different career paths, and by moving away from their childhood communities.

According to analysis of 2003 NAEP data, the percentage of students enrolling in Algebra I prior to ninth grade continues to increase, up to 42% in 2003. This current study is designed to examine the benefits of acceleration into algebra by exploring four major questions regarding timing of algebra. The first question examines relationships between student characteristics and timing of algebra. Relationships between school characteristics and timing of algebra are examined by the second question. Questions three and four explore relationships between timing of algebra and mathematics achievement and course taking, respectively. Information was gathered on 449 students matriculating at a small liberal arts college, located in the Midwest, during 2007-2008. Students were grouped according to the grade level at which they completed Algebra I. Eighty-two students completed Algebra I prior to ninth grade, 288 during ninth grade, and 79 after ninth grade. Statistical tests utilized to analyze the data include the chi square test of independence, one way between group analysis of variance, and multinomial logistic regression. A significant positive relationship between SES and enrollment in Algebra I prior to ninth grade and a significant negative relationship between SES and enrollment in Algebra I after ninth grade was found. No significant relationship was found between gender or race-ethnicity and timing of algebra. Relationships between school type (home, private, public) and timing of algebra were significant. Home educated students were less likely than other students to complete Algebra I prior to ninth grade. Both home and private school students completed Algebra I after ninth grade more often than students from public schools. No significant difference in timing of algebra was found with regard to school size or school locale (rural/non-rural). While early entrants into algebra did not complete more mathematics classes, they did complete more advanced mathematic classes and were more likely to study calculus. However, early entrants into algebra were more likely to drop out of the mathematics pipeline after tenth grade than other students. Early entrants into algebra had higher mathematics achievement as measured by Algebra II grades, mathematics grade point averages, and ACT Mathematics scores.

The purpose of this qualitative study was to determine the effectiveness of Nancie Atwell's reading workshop in motivating homogeneously grouped, struggling adolescent readers in a public school setting. This naturalistic, personal narrative describes the Atwell workshop and the modifications made to it for implementation with this group of students. Atwell, a noted reading educator, uses specific strategies to teach the heterogeneously grouped students in her private school in Maine. Her students' independent thinking skills and personal connections to text are remarkable. Since I do not teach in the same environment as Atwell, I modified Atwell's strategies to meet the needs of my students and to teach Tennessee State Standards. I questioned whether this modified workshop approach would engage my students in reading and develop independent thinking skills. Data collected during normal classroom instruction included: teacher observation; student and parent comments (both written and verbal); students‟ written responses on literary letters; shared connections during book talks; and demonstrated critical thinking during class discussions. These data proved the success of the modified workshop. Additionally, recommendations are included to continue and further modify the reading workshop for the next school year. Future data collected will reveal the benefit of students participating in the workshop for two consecutive years.

School accountability has become critical under the No Child Left Behind Act. As struggling schools strive to reach mandated proficiency levels, is it possible for an art teacher to contribute toward students‟ success by integrating math content into art lessons? This study attempts to show that without schedule changes, additional funding, or added training, an art teacher can support the efforts of classroom teachers as evidenced by increased scores on standardized math tests. The research used a Non-Equivalent Groups Design and examined pre-test and post-test scores for two groups of students. The population for this study is 3,800 elementary school children who attend Project GRAD schools. The experimental group which received integrated instruction is a convenience sample. It is comprised of 360 students who attend the 3rd, 4th, and 5th grades at two of the Project GRAD schools. The control group is made up of 3,440 students who did not receive the experimental instruction. The test scores were analyzed using t-test for normal distribution of scores, and a confidence level of .05 was selected. The results of this research indicate positive results from integrating math content into the elementary art curriculum.

Environmental issues are at the forefront of public scientific inquiry. There is a pressing need to change the way we do things in order to reduce the human impact on the environment (Brower, 1999; Bierbaum, 2007). Environmental education is one key for implementing change (Disinger, 1982). Ijams Nature Center’s “Living Clean & Green!” program was developed with this goal in mind (P. Beute, personal communication, September 11, 2007). Ajzen’s (1991) Theory of Planned Behavior and Hines, Hungerford, and Tomera’s (1987) model of Responsible Environmental Behavior were used in this study to determine if behavior change occurred among adult participants of this program over a three-month period. Instructor interviews, workshop observation, pre-/post knowledge surveys, behavior questionnaires, and post telephone interviews were used to examine the characteristics of the program, participant knowledge, intention to engage in environmental behavior, and actual behavior change. The results indicated that participants did learn information in the course of the program, and intentions to change behavior were predicted by the Theory of Planned Behavior (Ajzen, 1991). However, three months after the workshop, actual behavior change was not predicted by the theory, although behavior change did occur in a majority of participants. Unfortunately, participants did not connect changes in their behavior with overall environmental issues and human impacts on the environment. This program, offered through Ijams Nature Center, is effective in its goal to change human behavior, although its impact may increase if audiences can connect their individual behaviors to overall environmental impacts.

School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage is the movement to augment the existing teaching force with minority teachers in order to more closely reflect the changing demographics of the student population. Many states/districts have turned to alternative routes to teaching certification as the answer to expedite the recruitment of teachers. A largely untapped resource for new teachers can be found among the talented paraprofessional employees already employed within the school districts. Paraprofessional employees working in today’s classrooms offer a wealth of classroom knowledge and experience in these potential teachers. Districts seeking to recruit these employees as potential students need information on how to support and promote the hiring of teachers representative of minority groups that reflect the demographic composition of the student population. The primary purpose of this study is to identify the obstacles faced by paraprofessionals in a large urban school district who aspire to become certified teachers by pursuing a bachelor’s degree. Using naturalistic inquiry techniques, paraprofessionals wishing to become teachers completed questionnaires and participated in individual interviews. The data were examined and categorized using qualitative techniques in order to identify recurrent and common emerging themes where community colleges and universities can work to increase their support of these students and where school districts can increase levels of supports.

Attention-Deficit / Hyperactivity Disorder (ADHD) continues to be one of the most commonly diagnosed disorders in school-aged children As teachers are important gatekeepers for referring students who are in need of special services or classroom modifications, understanding what teachers know about ADHD and the factors that may lead to referral are important. First, the present study examined whether or not teachers were sensitive to academic achievement when making special education referrals. Second, the present study also examined if teachers could differentiate between ADHD behaviors and non-ADHD behaviors. Third, it examined the role of general teaching self-efficacy and self-efficacy related to teaching students with ADHD in making referrals and fourth, what are the sources of information teacher access for information about ADHD.

La recherche a montré que les enseignants se réfèrent à un sous-ensemble délèves, le steering group, pour piloter leur enseignement (planification y comprise). Alors que les résultats de certains auteurs montrent que lenseignement est calibré sur les faibles, dautres études indiquent que ce sont les forts qui sont pris en compte. Cette thèse de doctorat rassemble sept articles qui se penchent sur le phénomène de steering group. Les sept articles sont organisés en trois parties. La première combine deux articles de revue de littérature portant sur les processus de pensée des enseignants lors de la planification et de linteraction en classe. La problématique du steering group y est située dans les processus de gestion de dilemmes de la part des enseignants. Après une partie plus méthodologique, une partie empirique rassemble quatre articles portant sur ce même phénomène. La pertinence de lhypothèse de la mise en dilemmes est quantitativement vérifiée (150 enseignants primaires) : les enseignants se posent-ils la question des élèves sur qui centrer lenseignement dans le cadre de la gestion des programmes officiels : les forts ou les faibles ? Ensuite, la manière dont les enseignants utilisent leur(s) steering group(s) est analysée dans des études qualitatives (10 enseignants primaires). Les résultats des différentes études montrent, dune part, que lhypothèse de la mise en dilemme peut être conservée et, dautre part, que la gestion de la classe va au-delà dune affaire de forts ou de faibles. Les enseignants centrent leurs interventions sur les forts en appliquant des stratégies de compensation réservées aux faibles et inversement. Enfin, les sept articles sont mis en perspectives dans une discussion qui propose diverses ouvertures de recherches portant sur lanalyse des processus décisionnels des enseignants ainsi que sur le développement et lévolution de leurs croyances et connaissances psychopédagogiques. / Research has shown that teachers refer to a subgroup of pupils, named steering group, to pace their teaching (planning thought processes included). While some researchers have shown that teachers refer to the low performance pupils, some other have shown that the high performers are taken into account. Seven articles focussed on the steering group phenomenon are regrouped in this doctoral dissertation. These seven articles avec organised in three main areas. The first area is theoretical and presents two literature reviews concerning the teacher thought processes during planning and teaching interaction in the classroom. The steering group phenomenon is situated in the thought processes teachers are engaged when they manage teaching dilemmas. After an article dealing with methodological issues, an empirical area is presenting four articles focussed on the steering group phenomenon. The relevance of the dilemma management by teachers is quantitatively analysed (150 elementary teachers): are teachers concerned with the question on which pupils to focus instruction regarding to progression in the official curriculum: low or high performers? The manner teacher use their steering group(s) is then analysed in some qualitative studies (10 elementary teachers). Results show, on the one hand, that the dilemma management hypothesis could be maintained and, on the other hand, that classroom management goes beyond focussing on the high or low performers. Teachers pace their instruction for the high performers, while implementing compensation strategies for the low performers, and inversely. Finally, the seven articles are discussed to suggest different research perspectives concerning teachers decision making processes and the development and evolution of their knowledge and beliefs.

This study is aimed at exploring the professional ¡§license¡¨ system of primary and secondary school teachers in our country. The main study method adopted in the study is document analysis, primary and secondary school teachers¡¦ professional ¡§license¡¨ system and teachers appointment system are taken as research subject, with additional related administrative rules for accessory explanation; comparative method is also adopted in this study to make a comparison of the accreditation system of primary and secondary school teachers and other domestic professions as well as that of primary and secondary school teachers in U.S.A. The result of teacher professional accreditation system explored in this study is arranged, analyzed and concluded after related studies performed. It¡¦s discovered after the analysis and comparison of documents: 1.There¡¦s distinction lies among certificate, practice license and ¡§license,¡¨ and the said ¡§license¡¨ is different from that of doctor, psychologist, social worker, lawyer and accountant. 2.The government persuades teachers to join the professional ¡§license¡¨ system is meant to solve the problems of wandering and unqualified teachers principally. 3.To perform teacher professional ¡§license¡¨ system, the advantage is complied with social public expectation, but the disadvantage is that it has become the tool for government to regulate and instruct teachers. Suggestions for follow-up researchers: Expect that the follow-up researchers would perform further study and dissertation on the roles and function played by both government and teacher professional organization in promoting primary and secondary school teachers¡¦ professional ¡§license¡¨ system upon the discussion of it in our country, to make the said system more matured and completed and administer to teacher profession promotion.

The purpose of this mixed-methods study was to evaluate the effectiveness of 14 Mathematics, Science, Technology Teacher Preparation (MSTTP) Academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science, and technology teachers, while also improving the quality of certified teachers in these areas by focusing on seven established goals. The researcher examined best practices for professional development and teacher preparation utilized by the academies, as well as strengths and weaknesses. Additionally, the extent to which the participants perceived the academy had improved their content knowledge and pedagogical skills was examined. Finally, the extent to which the seven goals were associated with participants’ perceived content knowledge and pedagogical knowledge was analyzed. The study used secondary data from a larger evaluation of the MSTTP Academies. A mixed-methods design utilizing triangulation to analyze both quantitative and qualitative data was employed for the study. The results of the current study revealed that the14 MSTTP academies demonstrated the following key strengths: (a) a focus on strengthening content knowledge; (b) a willingness for developing professionally committed teachers; and (c) providing funding for participants. In regard to weaknesses, the degree of program effectiveness revealed that none of the academies had fully implemented all seven goals. All 14 academies, however, struggled to accomplish two of the goals: (a) the integration of the areas of science technology and mathematics; and (b) the infusion of technology into curriculum. Additionally, the findings indicate that participants felt as though the academies had improved their content knowledge and pedagogical skills. The findings also reveal that all academies exhibited three features of effective professional development: (a) a focus on content; (b) active learning opportunities; and (c) intensive and sustained over time. Only one academy exhibited the remaining two features, collective participation and coherence. Finally, the study revealed that only the goal of strengthening content knowledge was a good predictor for participants’ content qualifications, while strengthening content knowledge and strengthening pedagogical skills were good predictors of participants’ pedagogical qualifications. This research study contributes to the to fields of teacher preparation and professional development.