<p> This qualitative dissertation study explores the various roles and practices that classroom teachers can enact in their work to increase the college going rates of working-class Latina/o youth. Utilizing Stanton-Salazar's (2011) <i> empowerment social capital</i> theoretical framework, this study examined the role and identity development, practices, and challenges of 14 classroom teachers whose college-focused work aimed to increase their students' <i> social capital</i>, resources, and opportunities for higher education. In addition, it also examined those cases when educators extended their work to actively counter the inequitable schooling conditions and structures facing working-class Latina/o youth (i.e., <i>empowerment agents</i>). Utilizing interviews, document collection, and journal responses, some of the emerging themes included: the role that teachers' personal identities play in their practices for college access and social justice, the lack of funding and resources for students' college planning prompting educators' efforts, and the various challenging schooling structures and policies testing teacher sustainability. Policy and practice recommendations aim to increase the development of resource-generating and empowering relationships between working-class Latina/o youth and their teachers, as well as to develop structures and environments required for teacher sustainability. Recommendations for further research are also provided.</p>

<p> Technology is increasingly present in American homes and offices and in nearly every form of American entertainment. As a result, U.S. society has become dependent on technology. Most Americans' daily routine consists of frequent interactions with electronic gadgets, interfaces, and computers in order to purchase goods online, meet people, and work. Therefore, to some extent, U.S. schools should mimic the current social environment by using technology as an educational tool. The global environment demands that students have 21st-century technology skills. Today's students learn using different modalities that require various accommodations in the classroom setting. Teachers play a pivotal role in fully preparing and engaging students. Thus, it is important to identify what factors influence teachers' decision to integrate current technology educational tools in the classroom. </p><p> The purpose of this study was to determine the strength of the relationships, if any, between teachers' demographics, use of current technological tools, attitudes, professional development, and rate and stage of technology adoption/integration. A survey instrument created by Buckenmeyer was modified and updated to reflect the technologies used in the classroom. Five elementary urban public schools and 133 teachers in Newark, New Jersey, participated in the study. Their responses were used to determine the relationships between various factors and the rate and stage of technology adoption/integration. </p><p> Significant correlations were found between technology adoption/integration and each of the categories&mdash; especially teachers' beliefs and attitudes and professional/staff development. Various items in each category were found to be significantly correlated with technology adoption/integration, including teachers' belief that they are better teachers with technology and addressing students' learning styles. Additionally, mean scores showed strong agreement with the desire to participate in professional/staff development workshops on how to integrate current technology educational tools into the instruction, especially into the new English language arts and math curricula in Newark Public Schools. </p><p> Based on the strength and significance of the correlations and mean scores, there were three recommendations for stakeholders regarding the factors that influence teachers' decision to integrate current technology educational tools into the classroom: (a) improve teachers' belief in and attitudes toward the use of current technology educational tools; (b) provide continuous, technology-infused professional development opportunities that align with the current literacy and math curricula; and (c) provide current technology educational tools such as hardware, learning software, and Web 2.0.</p>

<p> This study was designed to involve a variety of research methods, resulting in a mixed methods, case study approach to investigate best teaching practices in an elementary blended learning environment. The research-based evaluation work of Charlotte Danielson was incorporated as the theoretical framework for this research. Differing methods of tablet use were observed in 10 classrooms while data was collected on student engagement. Blended learning is among best teaching practices, though surprisingly, educators in this study were not familiar with blended learning models and techniques. The term "blended learning" in the context of this K-5 study meant utilizing different technology devices as a means to enhance teaching. Many educators are utilizing tablets in their classrooms on a daily basis without adequate professional development. The influx of tablets in America's schools has not been well planned nor have professional development opportunities provided teachers with the necessary training to fully implement and integrate best practice in their classrooms. Findings from this study help fill the gap in elementary level and rural area schools. Results from this research indicate that blended learning tools enrich the elementary school classroom. Tablet usage in this study demonstrated seamless bridging for all levels of academic achievement. Students were observed utilizing metacognitive skills when collaborating with their peers and demonstrating their learning through projects on their tablets. Three themes emerged from the interview data. First, blended learning and the integration of technology as a best practice supports current literature. The second theme involved professional development, including teachers' desire for both building- and district-level support as well as the frequency of professional development, and teacher technology support. And third, the school is the vehicle for teacher collaboration, differentiation for students, and engagement of students.</p>

<p> The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple &amp; Bredekamp, 2009).</p><p> Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).</p><p> This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (<i>N</i>=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.</p><p> The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.</p>

<p> The purpose of this project was to locate a potential funding source and write a grant to enable children with physical disabilities to become more included in their education and with their peers. An extensive literature review was performed to investigate the best way to meet these needs through the usage of assistive technology (AT) devices and how such technology can be implemented into an educational curriculum. </p><p> The Inclusion Through Assistive Technology (ITAT) program has the following goals: (1) train children and teachers on the usage of AT devises, (2) reduce children's emotional difficulties, and (3) increased the involvement of children and parents in the educational process. </p><p> The Children's Charity Fund was selected as the program's potential funder, due to its focus on the educational needs of the target population. The actual submission of the proposal was not a requirement of the thesis project. </p>

<p> Nationwide, teacher attrition is a steady and costly phenomenon. Teachers have left the field of education or have left urban schools for better teaching assignments. Although many studies delineated some factors for teacher attrition, namely urban teacher attrition, little has been done to reverse the cycle of teachers leaving prior to realizing their full potential as an educator. A gap in knowledge exists because researchers have not addressed if administrators of teacher preparation programs have included sufficient experiences and supports in the program to prepare teachers for the urban classroom. The implications for urban teacher attrition are far reaching. Urban attrition can force urban students to have an unsteady influx of beginning teachers with limited experience and skills who leave the schools after a few years. To assist with closing the achievement gap and making sure urban students are ready for the competitive job market, urban students need teachers with increased experience and skills. Teachers enter the teaching profession academically prepared but unprepared for the challenges and demands of the urban classroom. The findings from this phenomenological study produced five themes and one subtheme that teachers believe are important preparation experiences to for urban teacher preparation and reducing attrition. The themes were (a) comprehensive preparation, (b) subtheme support, (c) classroom management, (d) field experience, (e) necessary skills, and (f) multicultural preparation. The recommendations invite future studies that can include input from educational leaders, policy makers, and stakeholders to take a proactive role in reducing urban teacher attrition. </p>

<p> Little is known about how engaging in the learning-oriented leadership model (Drago-Severson, 2004b, 2009, 2012a) can support educators to address the adaptive challenges they encounter in their day-to-day work teaching English learners. My qualitative study examined how 11 educators whose school leaders implement the learning-oriented leadership model described and understood the adaptive challenges they encountered teaching English learners; how they described and understood their experiences engaging in the pillar practices (i.e., teaming, assuming leadership roles, collegial inquiry, mentoring) of the learning-oriented leadership model; and in what ways, if any, these educators described and understood those experiences within the pillar practices as supportive to their efforts to meet their adaptive challenges. </p><p> I conducted three one-hour interviews with each of 11 participants (teachers and specialists) from a public elementary school (n=7) and a public charter elementary school (n=4). I selected sites based on the school leader's experience with and implementation of Drago-Severson's learning-oriented leadership model and the number of educators who taught English learners. Data analysis included: 1) writing analytic memos, 2) transcribing interviews verbatim, 3) coding, 4) crafting profiles, 5) categorization, 6) within-case and cross-case analysis, and 7) creating matrices. </p><p> I found that participants understood cultural proficiency, partnering with families, and English learner programming as adaptive challenges they encountered teaching English learners. Furthermore, all participants understood adaptive challenges involving English learners as opportunities for growth and development. The overwhelming majority of participants experienced the pillar practices as a holding environment for their growth and understood that building-level and district-level leaders played a pivotal role in creating an infrastructure for the pillar practices to support their growth. Key features of the holding environment participants described included: provision of information and access to expertise; time and space for reflective discussion and/or collaborative problem solving; and opportunities to pose questions, consider others' perspectives, and offer alternative perspectives. </p><p> Recommendations for principals, superintendents, and policymakers include: employing the pillar practices of the learning-oriented leadership model to support educators in their work with diverse learners, specifically English learners and providing financial and human resources to support educators and principals to gain expertise relating to English learners.</p>

<p> This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity. </p><p> Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses. </p><p> Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.</p>

The purpose of the study was to construct a test, referred to as the Teacher Perception Test, for determining the ability of students to observe with understanding in a classroom situation prior to student teaching. In developing the measurement device, three steps were included: (1) filming the scenes in the test and the design of the accompanying directions; (2) comparing the student teacher responses to the Teacher Perception Test with (a) overall grade point average, (b) previous experiences in teacher-learner activities, (c) a self-concept scale, (d) a classroom teacher's observation rating, and (e) final grades received at the completion of the teaching semester; and (3) comparing two different methods of scoring the students' responses to the Teacher Perception Test--the score of total number of items listed by students as perceived in the filmed scenes and a score derived from the' students' assignment of instructional purpose to each item listed.

<p> The purpose of this mixed-methods action research study was to examine the use of collaborative common academic team time at ABC Middle School. A review of the literature indicated that effective middle school academic team meetings allow for interdisciplinary team teachers to collaborate on curriculum, instruction, and assessment. Additionally the literature indicated that the frequency and productivity of these meetings have a correlation to student achievement. In seeking to understand how academic team time is spent, the following three research questions were analyzed: (1) To what extent do middle school academic teams focus team meetings on curriculum development and integration across content areas? (2) To what extent do middle school academic teams focus team meetings on the sharing of instructional ideas and strategies that will improve student learning? (3) To what extent do middle school academic teams focus team meetings on assessments that will enable students to show that they have learned? The findings and recommendations from this study will assist district administration, building administration, faculty, parents, and students in the planning process for school activities, curriculum, instruction, assessment, programs, scheduling, and professional development.</p>