This exploratory study proposes to help new bilingual classroom teachers and administrators of new teachers to overcome problems related to discipline in the bilingual classroom. In this study, the respondents are experienced elementary teachers with two or more years in the targeted district's schools. The researcher was unable to locate any studies dealing directly with bilingual classrooms and student discipline. The literature review looks at the related issues of dropouts, absenteeism, rules, beyond rules, teacher burnout, parent involvement, the role of the administrator, the role of culture, cultural differences, bicognition, and teaching practices. All of the above mentioned are germane to the issue of student discipline, directly or indirectly, in American schools in urban settings. A 28-item bilingual (English/Spanish) questionnaire was responded to by 48 of 50 experienced bilingual elementary teachers solicited in this urban school district in Western Massachusetts. Each year, this district experiences a bilingual elementary teacher turnover of about 20% to 25%. The experienced bilingual elementary teachers in this study reflected on their first two years of teaching and described their attitudes and positive strategies for success. Their responses emerged to the researcher as a framework to develop a college course on creating a positive classroom ambience and/or teacher training workshops on classroom discipline and/or training, for the more effective involvement of school administrators. Chapter II should be given to teachers (bilingual or non-bilingual) as a handbook for guidance.

One reason science enrichment programs were created was to address the underrepresentation of women and minorities in science. These programs were designed to increase underrepresented groups' interest in science and science careers. One attempt to increase students' interest in science was the Summer Science Exploration Program (SSEP). The SSEP was a two week, inquiry-based summer science camp offered by Hampshire College for students entering grades seven and eight. Students who participated were from three neighboring school districts in Western Massachusetts. The goal of the program was to stimulate greater interest in science and scientific careers among middle school students, in particular among females and students of color. A review of the literature of inquiry-based science programs revealed that the effect of inquiry-based programs on students' attitudes towards science is typically investigated shortly after the end of the treatment period. The findings from this study contribute to our understanding of the long-term impact of inquiry-based science enrichment programs on students' attitude towards science and their interest in science careers. The data collected consisted of quantitative survey data as well as qualitative data through case studies of selected participants from the sample population. This study was guided by the following questions: (1) What was the nature and extent of the impact of the Summer Science Exploration Program (SSEP) on students' attitudes towards science and interest in science careers, in particular among females and students of color? (2) What factors, if any, other than participation in SSEP impacted students' attitude towards science and interest in scientific careers? (3) In what other ways, if any, did the participants benefit from the program? Conclusions drawn from the data indicate that SSEP helped participants maintain a high level of interest in science. In contrast, students who applied but were not accepted showed a decrease in their attitude towards science and their interest in science careers over time, compared to the participants. The interviews suggested that students enjoyed the inquiry-based approach that was used at camp. In addition, students said they found the hands-on inquiry-based approach used at camp more interesting than traditional methods of instruction (lectures and note taking) used at school. Recommendations for future research are presented.

The responsibilities of contemporary principals have increased dramatically and principals continue to be held accountable for school improvement efforts. Leading the school improvement process is a daunting task for principals. In this study, elementary school principals across Massachusetts reported that they consider helping teachers increase student learning to be a high leadership priority for school improvement. Further, the review of the research and literature undertaken for this study argues that principals should place helping teachers increase student learning at the heart of all school improvement efforts and that elementary school principals should make the facilitation of teaching and learning a leadership priority. However, data gathered in this research indicate that elementary school principals spend the greater percentage of their time on management/administrative responsibilities rather than on leadership aspects of their job that help teachers improve student performance. The review of the research and literature undertaken for this study examines the numerous and diverse responsibilities of the principalship, and the contexts in which principals work. The literature review also examines the various ways principals help teachers improve teaching and learning. In spite of the mismatch between what elementary school principals in this study consider to be important and their actual practice, they were able to provide examples of the various ways they are currently helping teachers increase student learning. This study also describes the work conditions elementary school principals across Massachusetts perceive they need in order to improve teaching and learning. The major implications of this study are that elementary school principals need to: (a) find a balance between their management and leadership responsibilities; (b) utilize their discretionary time to help teachers improve teaching and learning; and (c) seek professional experiences to help them reflect on how they can improve their practice. Finally, this study proposes a number of recommendations that may be useful to elementary school principals, organizations that provide preservice and inservice opportunities, educational policy makers, and other parties interested in assisting elementary school principals help teachers increase student learning.

Educational researchers concur that meaningful teacher development is an essential ingredient for educational reform. One professional development model, the Learning Network, provides in-depth, job-embedded mentoring support for teachers by trained teacher leaders. The program developers maintain that teachers who are exposed to a reflective, constructivist learning process centered around literacy will eventually generalize the understandings and practices to other content areas. The purpose of this qualitative case study was to examine whether the theories and practices of learner-centered teaching in literacy (i.e., the Learning Network) transfer to mathematics during the implementation of a new constructivist math curriculum (Investigations). Two second grade teachers from a suburban school district, one at an early career stage, the other in a late stage, participated in the study. Data were collected from six sources: initial personal data surveys, stimulated recall interviews centered around videotaped mathematics lessons, semi-structured interviews, classroom observations from two different researchers, self-reported classroom practices, and formal classroom documents. Analysis of the data was triangulated across data sources and among an external researcher, the research participants, and this researcher who independently coded the transcribed stimulated recall interviews. The theoretical underpinnings of the Learning Network model (Vygotsky's Zone of Proximal Development, Brian Cambourne's Conditions of Learning, and the Teaching and Learning Cycle) provided the framework for the study. Results indicated that each teacher had transferred aspects of the Learning Network model into her practices, although the depth of transfer differed. The early career stage teacher referred to the theoretical basis of her actions in vague terms. Much of her self-reported transfer centered around methodology, efficiency, and organizational issues. The veteran teacher expressed specific references to the theoretical basis for most of her actions. Her mathematics practices reflected transfer of most of the Learning Network components. Results of this study suggest that teachers need and desire continued, long-term, individualized support to transfer constructivist theories and practices from one content area to another. The frequency of mentoring support is not as critical as the skillfulness of the mentor. Finally, implementation support meetings need to be regularly scheduled to provide teachers continued development through collegial discussions.

This dissertation reports findings from a sociolinguistic ethnographic study that examined relationships between a critical language awareness, peer conferencing, and student writing. The purpose of the study was to use critical language study to develop student understanding of the social, cultural and political aspects of language, thereby promoting democratic classrooms. The study involved the revision of the traditional peer conferencing format to include consideration of the social, cultural, and political aspects of language and power. This pedagogical change was embedded in a critical language awareness curriculum and in a Native American unit of study, and involved eighth graders at a suburban middle school who represented a variety of cultures, ethnicities, socio-economic classes, and abilities. They wrote response papers and stories focused on Native American topics and conferred with their partners regarding the social, cultural, and political aspects of language and power in the representation of Native Americans in their stories and response papers. Students recorded their conference responses on the peer conference sheets, and wrote final drafts of their stories and response papers. Analysis of 20 peer conferences involved thematic and critical discourse microanalysis of student talk and critical discourse microanalysis of student final drafts and revisions of their writing. The critical discourse microanalysis, was based on Fairclough's (1992) approach to discourse analysis. The evidence demonstrates that when students became critical language analysts by providing an alternative frame in which to understand seemingly naturalistic ideologies within a text, students were aware of the relationships between language and power. This position was facilitated through discourses and ideologies presented in the revised curriculum, which assisted them in identifying and analyzing the social, cultural, and political aspects of language. This curriculum included the revised peer conference sheet, history curriculum, and personal experiences. In taking up the critical language analyst subject position, students worked toward a critical and complex understanding of language and power not provided by traditional peer conferencing theory and practice. In doing so, students created a more democratic classroom in which students realized their power and authority to promote social change through language.

After fifteen years of education reform efforts since the publication of A Nation at Risk, a single most effective system of educating elementary school students has not yet emerged. What have emerged are several models of instructional practice and student grouping that show some promise. Is our inability to agree on a single best system for all our students mean that there is no one best system? Recent attention to providing choices for families has fueled this debate. This case study examines a suburban school district's twenty-six year history with an open enrollment system of choice. Little attention has been paid in the literature to intradistrict choice as a way to restructure public schools. By documenting the journey of this district's attempts to offer choices to its families, a context has been set in which a discussion of this option within public schools can take place. Several questions guided this study in order to provide the reader with a context in which this discussion can take place: (1) How did choice start (i.e., what precipitated it, who was involved in making it a reality)? (2) What are the choices that are offered, and how do parents and staff make them? (3) How has it evolved over time? (4) What enables it to continue? (5) What inhibits it from working as well as it could or should? (6) How do the participants feel about the choice system? (7) How does it impact the community as a whole? (8) Does the reality of choice live up to the promise? (9) How will this study inform future discussions? These questions are answered in the context of a review of the education reform literature. The study includes classroom observations, participant interviews, and document review. The data gathered through this process provide a thematic analysis of the issues inherent in an open enrollment system. From this context, implications for other school districts are discussed. The stories of the participants will bring added insight to the practical issues of design and implementation of a choice system for public elementary schools.

The 1993 Massachusetts Education Reform Act promotes the reorganization of curricula in several disciplines. This study examines World Languages curricula in selected Massachusetts school systems and ways in which schools are implementing change in that discipline. The research contributes to the literature available for educators and planners, informing them of the challenging and changing goals of state language curricula and of ways that educators in local communities are planning revisions. Data collection methods included surveys of World Languages program administrators and interviews of individuals who plan and operate the programs. Written surveys and individual interviews contribute to explanations of the fundamental organization of World Languages programs and the practices schools are using to reform them. Three communities in central Massachusetts with similar socio-economic status and demographic characteristics were the focus of the study. The participating communities have large percentages of Hispanic students, pupils who cannot perform ordinary classwork in English, and learners whose first language is not English. Results from the study show that the communities share similar problems in developing K–12 World Languages programs. Low funding, a need for technology, the shortage of qualified and certified instructors, insufficient training for practicing teachers, and inadequate program coordination and support were the primary deterrents to the expansion of programs. Despite the hindrances facing the school systems, educators have updated their curricula in several ways in order to prepare students for active involvement in their community. Teachers in the selected school districts realize the importance of helping students achieve a greater understanding of others and improve their second language proficiency to help them live and work with others in increasingly diverse communities. Schools need several more years to fulfill the goal of offering every student continuous K–12 second language study. Most schools in Massachusetts lack elementary World Languages programs, and despite the high numbers of native language speakers of the target languages taught in schools, not all systems fully view them as a resource. Most World Languages departments do not collaborate with Bilingual or English as a Second Language programs, offer courses designed for native speakers, or have procedures for properly placing these students in existing courses. The most effective strategies used by schools to improve programs are ones that encourage stronger community support and involvement and those that promote greater program organization.

The purpose of this action research study was to investigate pre-service physical education teachers' and their teacher educator's perceptions regarding the implementation of a tactical approach in an 8-week tennis class. Participants were 13 pre-service teachers and the teacher educator, as researcher, in a tennis activity course. Data collection techniques included teacher educator's self-reflective journal, participants' reflections, videotaped class observations, structured interviews, pre- and post knowledge test and a demographic questionnaire. Game play was videotaped for analysis before and after instruction and the Game Performance Assessment Instrument (GPAI) was used to code the data. Reflections and field notes from videotaped class observations, and interviews were analyzed through constant comparison. Demographic questionnaire was analyzed using descriptive statistics while pre- and post knowledge and game performance were analyzed using ANOVAs. Based on results from the questionnaire (years and type of playing experience, self-rating) pre-service teachers were grouped as either inexperienced or experienced. Results from the ANOVA, with the exception of Base Index, yielded a non-significant interaction effect. The inexperienced group's Base Index was significantly higher at post-test (M = 4.32) than at pre-test (M = 1.13), p < .05. Knowledge test results indicated that at the pretest the experienced group scored significantly higher (M = 13.33) than the inexperienced group (M = 10.57), p < .05. Both groups significantly improved from pre to posttest. Teaching using a tactical approach resulted in an increased content knowledge for the teacher educator as well as a shift in overall beliefs about games teaching. For example, learning to use the question/answer (Q&A) segment of lessons occurred in a three-step learning continuum: imitation, rephrase, and dual-directional conversation that shifted the role of teacher from information giver to facilitator. Pre-service teachers indicated that the Q&A segments made them adjust their tactical thinking and as such provided an important source of feedback during game play. Pre-service teachers indicated that learning via a tactical approach was a meaningful experience for the following reasons: (a) the combined learning of tactical and skill execution elements, (b) the skills were immediately applied in game situations, (c) the class was enjoyable (interesting, challenging), and (d) students learned a new assessment instrument.

This study was designed to: (a) describe the degree to which introductory science programs at two colleges engaged students in the process of scientific inquiry, and (b) describe changes in students' maturity with regard to epistemology, methods of justifying decisions, and agency in science. Course descriptions drew from classroom observations, interviews with faculty about their goals and methods, and interviews with students about their experiences in the courses. Student development was analyzed from pre- and post-semester interviews, pre-, post-semester Likert-scale surveys on students' attitudes and beliefs about science, and post-semester Likert-scale student self-assessments. Both the inquiry and traditional programs allowed opportunities for students to be engaged in answering ill-structured questions. Overall, the inquiry-based courses had more intensive engagement of students in the processes scientists use in authentic research. Students in inquiry-based courses made significantly greater gains in epistemology and methods of justifying decisions as measured by coding interviews and performing t-tests on survey items. What is more, students in inquiry courses reported producing work of their own design. Students in both programs, however, were more confident of their abilities to participate in science after one semester in college. Courses whose goals were primarily content related taught students content and studenting skills; courses whose goals were explicitly process related taught students about the nature and methods of science. The results indicate that if college students are to better understand the nature of scientific knowledge and be better able to justify decisions about complex scientific issues, they should be engaged in more inquiry-based course work.

The “Computers for KlutzesSM” computer literacy course developed by this author and successfully used for teaching more than 500 older and many impaired adults during the past five years is the basis for this dissertation. Educational literature about how best to teach the returning adult and several prominent theories such as constructivism and Vygotskyism are examined for helpful ideas. Because this literature and these theories were formulated for students much younger than those to be taught during the research newer theories were clearly needed. The literature research revealed that the educational community's returning adult's average age seemed to be in the 30 to 40 year range. People in this age range are well below the chronological age for the subjects of this dissertation. A wealth of research has been performed at the behest of the National Institute on Aging (NIA) on individual traits e.g. dynamic and static memory, motor skills, and type face preference. Only since the early 1990s has in-depth research on our aging population been performed. This research was used as a guide on how best to teach the aging adult. This writer prepared special texts and materials that closely follow the NIA findings, more recent educational papers, and news articles. The results of this research prove the value of applying both the psychological research as performed for NIA and the educational research done by the educational community. Student and instructor evaluations of these special learning materials, special teaching methods, and learning environment reveal the usefulness of this wealth of information. In all cases, the students, when motivated to accept the instructions became capable of working with a computer. Tables of characteristics help one to classify the placement of individuals into one of the three levels of literacy needs.