<p> Educational leaders and experts claim that teachers are the number one classroom factor in the educational success of students (Marzano, 2007; Wong, 2009). This study determined there was not a significant correlation between the two teacher characteristics of advanced degree completion and years of experience. These are two of the more quantifiable and highly regarded teacher characteristics in the profession. The typical teacher salary is a major component of education that places high value on these two characteristics. There are many other policies and legislation, such as the No Child Left Behind Act, teacher tenure, hiring practices, and staff reduction policies that place the focus primarily on experience, degree completion, or a combination of the two. Data for the study were requested from rural school superintendents and elementary principals. These data were degree level completion and experience for third and fifth grade teachers, as well as the class mean scores for the Missouri Assessment Program (MAP) tests in communication arts and mathematics for those teachers. These numbers were analyzed using the Pearson <i> r</i> and multiple regression to determine whether the two teacher characteristics had a statistically significant effect on student scores. The study found no significant correlation between the two characteristics, advanced degree completion and years of experience, and the scores on the class standardized tests. These results question the effectiveness of using these two characteristics to distinguish teacher quality, and the high priority given to these characteristics. </p>

<p> This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.</p><p> Data were triangulated and collected from interviews, documents, and classroom observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.</p><p> The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.</p><p> *pseudonyms.</p>

<p> Two opposing views in recent philosophical history disagree on how our reality and experiences in this world are based and shaped. French theorist Jean Baudrillard refers to the complex communication structure of our high-tech information age as the hyperreal. Authors Suzi Gablik and Ellen Dissanayake, however, vehemently challenge this view, contending that language only came after human culture was deeply embedded with meaning-making due to our desire to bond as humans. </p><p> This action research project seeks to discover whether or not students in a graphic design class can feel a sense of connectedness and relevance to their community and natural environment while participating in a community-based design project, directly related to the natural landscape and, hence, counteracting the effects of the so-called hyperreal.</p>

<p> According to critical disability studies scholars, disablism may be the fundamental system of unearned advantaging and disadvantaging upon which all other notions of difference-as-deviance are constructed. If so, a deeply critical and intersectional investigation of enabled privilege/disablism prepares a grounding from which seeds of novel and effective approaches to social and educational justice may be cultivated. Whether or not disablism holds this pivotal position, the costs to us all in terms of personal, ethical, professional, and financial losses are too steep, have always been too steep. In this disquisition I begin by arguing for the prioritizing and centering of a radical emancipatory discourse&mdash;across and within all education venues&mdash;regarding disability. In Chapter 2, I explore models of disability and notice where awareness of enabled privilege has been absent in my own experience as an educator and call for all educators to consider what might it mean if awareness of enabled privilege and the harms of disablism were at the center of our daily personal, social, and institutional lives. Chapter 3 investigates the perceptions of post-compulsory education professionals regarding what constitutes disability allyship and identifies three unique viewpoints. Chapter 4 blends conceptualizations of allyship developed within various social justice literatures with those identified viewpoints of disability allyship to yield a model professional development approach focused on an intersectional analysis for social justice through disability justice. The dissertation concludes in Chapter 5 with a discussion of core assertions and findings and points to future research priorities.</p>

<p> Storytelling is often experienced as profound and transformative. Scholars view storytelling as both human essence and essential to human survival. This exploratory, qualitative study explored contemporary storytellers' reports of the good work of storytelling using the GoodWork Project (GWP) (Gardner, Csikszentmihalyi, and Damon, 2001) as the conceptual framework. Guided by the GWP this study examined cultural controls, social controls, individual standards, and outcome controls that impacted storytellers, their practice and good work. </p><p> This study applied the methodology of Gardner, Gregory, Csikszentmihalyi, Damon, and Michaelson (1997) and Gardner et al. (2001) to answer the primary research question, What do storytellers report regarding the good work of storytelling as conceptualized by the GWP (Gardner et al, 2001)? The unit of analysis was professional storytellers representing a population that that has not been studied any detailed and disciplined way. The cohort of a 12 storytellers, 3 men and nine women represented African American, Appalachian, Jewish, and Native American storytelling traditions. The protocol instrument consisted of inquiries in nine areas about their experiences, professional work, personal values, beliefs, opportunities and responsibilities relevant to storytelling. </p><p> The author conducted an in-depth one-on-one interview with 12 exemplary storytellers, all creative leaders. The complete interview was digitally recorded and transcribed verbatim. Storyteller responses comprised the data. The researcher hand-coded the content by hand, identifying eleven themes and GWP subtopics. For further data analysis, NVivo 10 text-analysis software was used. These steps categorized interviewees' statements according to richly interlinked motifs and ideas, which permitted the author to verify nodes showing the data's correspondence to the GWP conceptual framework. </p><p> Seven conclusions emanated from the findings describing storytellers' good work. The oral tradition, dedication to serving others, personal values, trust in storytelling community, culture and cultural heritage, and the paradox of technology impacted storytellers' good work. All of the storytellers interviewed and the overwhelming majority of contemporary scholarly literature agree with the argument that this dissertation develops, which is threefold: the human connection is at the heart of the power of story; second, the social environment for creative expression underlies the capacity of storytellers to do their professional work; and third, the opportunity to benefit other people, communities and support their own culture, also form critical features of storytellers' good work. </p><p> This study contributes to the view of storytelling as an art form and a leadership skill. It addresses the ethical questions of the use of stories and storytelling in business or corporate settings. This study described professional storytellers' experiences navigating complexities of the storytelling profession in today's highly technological and rapidly changing environment.</p>

<p> The current case study was conducted to examine the perceptions of English learners (ELs) who have not been reclassified after attending a public school for at least 6 years, as well as the perceptions of their teachers. The research questions this study investigated were: (1) What do nonreclassified ELs in the sixth grade perceive as the challenges faced during the process of acquiring academic English? and (2) What do teachers of ELs perceive are the factors that impede ELs' development of academic English proficiency, preventing them from being reclassified by the end of six years in a public school? The conceptual framework consisted of five concepts: (a) historical, political and social influences on ELs, (b) programs for ELs, (c) a description of ELs, (d) the problems of reclassification and the characteristics of long-term English learners (LTELs), and (e) teacher expectations. The theoretical foundation informing this study was critical care to counter deficit-based thinking. The goal of the study was not to critique individual teachers but to examine what was happening in the profession of teaching that was impacting some students' ability to become proficient in English. This study included focus groups and one-on-one interviews, as well as an examination of report card comments. The study utilized purposeful sampling. Five teachers and six students were interviewed. There were five themes derived from both teachers' and students' perceptions in reference to the research questions: (a) the EL profile, (b) teacher perceptions of parents (c) connecting to the learning and to motivation, (d) engagement in learning and teaching, and (e) instruction. Overall, the findings support that teachers' perceptions are grounded in deficit thinking, and the student responses indicated they had internalized these beliefs themselves. However, this study explained teacher and student perceptions using a strengths-based approach to demonstrate how to support ELs. Educators may find it useful to interview their own students as a form of self-review process in order to become more aware of their teaching methods and how students internalize the instruction.</p>

<p> Most states require that schools engage in school improvement programs to meet accountability mandates which necessitates that teachers develop the skills necessary to accomplish school improvement efforts. The problem is that classroom practitioners lack the skills necessary to achieve effective school improvement. Limited research exists with respect to professional development activities and teacher perceptions toward professional learning experiences. Teacher perceptions of their professional development experiences affect classroom instruction and student learning. The SMART Goal Framework (SGF) has been developed as a school improvement model designed to provide teachers with the skills necessary to build leadership capacity through focus, reflection, and collaboration. This qualitative, single site case study examined teacher perceptions with the SGF to understand how the skills learned affected teacher behavior and student learning, built collegiality with peers and school leaders, and built leadership capacity within the school. Individual interviews, written responses, and a focus group interview were conducted with 10 teachers who were trained and implemented the SGF over a 5-year period in a rural East Texas school district. Using case study analysis, data were triangulated and three themes emerged relative to the skills learned from the SGF training: intentional instruction, collegiality and collaboration, and leadership and leadership capacity. Results of the study indicated that: 1) teachers were empowered to make instructional decisions which increased teacher efficacy and student learning; 2) collegial relationships allowed teachers and administrators to work collaboratively to solve instructional problems; and 3) teachers could articulate the traits of leadership capacity, but they were unable to articulate a conceptual understanding of leadership capacity. Teachers identified campus leadership as the key to successful SGF implementation. Teachers perceived three barriers that hindered campus implementation: failure to train non-core content teachers, new employee training, and campus leadership. Recommendations included: 1) developing an induction program for new employees; 2) developing a training plan for non-core content teachers; and 3) discussing the findings with district administration regarding leadership capacity. Recommendations for future research included: 1) conducting a study on the effect of the resistance of school leaders to engage in professional development activities to further school improvement efforts; 2) conducting additional studies on practitioners' perceptions and attitudes of professional learning experiences to add to the existing limited research in this area; and 3) conducting additional studies on practitioners' perceptions of professional learning experiences with other initiatives in the current district.</p>

<p>A Response-to-Intervention (RTI) model of educational service delivery is a multi-tiered, preventative approach designed to meet the educational and behavioral needs of all learners. While the New York State (NYS) Department of Education has mandated the use of this model in grades K&ndash;4, the extent to which RTI competencies are taught within teacher training programs is unclear. Therefore, examination of pre-service teachers' perceptions of RTI knowledge and skills, as well as their perceptions about the amount of focus on RTI skills within training programs was conducted. Participants were recruited from NYS-approved undergraduate teacher training programs leading to certification birth to grade six. Results indicated that pre-service teachers hold a positive view of the RTI model. More specifically, respondents reported high levels of self-confidence in consultation and collaboration skills, combined with moderate levels of self-confidence in teaching and intervention skills. Assessment and data-based decision making skills, including interpretation of universal screening and progress monitoring data, identification of reading skill deficits, and selection of interventions were rated the lowest. Respondents rated higher levels of self-confidence related to the use of general teaching principles compared to knowledge of reading development or the selection and implementation of interventions for at-risk learners. Additionally, participants from TEAC-accredited programs reported significantly higher perceptions about the RTI model than those from NCATE-accredited programs. Lastly, participants seeking a dual certification (i.e., general and special education) reported receiving significantly greater focus on RTI concepts within the training program than respondents enrolled in programs leading to only general or special education certification. Implications for research and practice are provided. </p>

<p> The purpose of the study was to explore pre-service teachers' integration of tablet technology in reading, comprehension and writing instruction. As global technological use continues to soar, a large absence in the availability of tablet technology in the public schools continues, and reflects a glaring disparity between the technological uses inside and outside of education. </p><p> Within a qualitative paradigm, two theoretical frameworks guided this study -- phenomenology and transformative learning (TL) theory. The researcher conducted three sets of interviews of 14 pre-service teachers. This study was guided by four research questions regarding pre-service teachers' descriptions of using technology integration in delivering reading, comprehension, and writing instruction using tutorials. The study explored the extent to which pre-service teachers employed tablet technology during learning activities. Data collected included an interview of the interpretive researcher, tutoring lesson plans, cadre conferencing blogs, and final case study reflections. Data was analyzed using Saldana's (2013) holistic coding methods and Giorgi's (1994) four-step analysis process. </p><p> From the four research questions, ten essential themes emerged from pre-service teachers' lived experiences of integration of tablet technology: (a) generational learning shift, (b) cognitive disassociation with learning, (c) paradox of gaming, (d) technological disinclination, (e) critical thinking and problem solving, (f) self-generated learning, (g) collective brain and partnership, (h) collaborative creativity, (i) reluctance in integration of technology with writing, and (j) academic and recreational convenience. These themes revealed both positive shifts in the processing of innovative technology and literacy instruction, and challenges that must be overcome if pre-service teachers are to help students reach their full potential in the 21st century. An analysis of transformative learning theory (Mezirow, 1978, 1991, 2000), revealed five pre-service teachers who experienced the ten stages while another nine who experienced partial transformative learning stages. </p><p> The findings have implications for the restructuring of teacher education programs. Pre-service teachers require continued increases of their technological, pedagogical and content knowledge (TPACK), as well as greater development of their writing skills. An increase in the transformation of pre-service teachers' skillsets and mindsets can be facilitated with explicit technological integration of literacy instruction to prepare them to improve student learning outcomes.</p>

<p> The purpose of this research study is to describe and analyze the self-reported experiences of exemplary high school mathematics teachers who underwent personal and professional transformations in order to develop and use a standards-based, constructivist (SBC) teaching paradigm in their classrooms. These teachers were all past recipients of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), an award that required them to demonstrate that their mathematics instruction was rigorous in the manner described by the NCTM standards. </p><p> The following research questions are addressed: (a) What are the paths SBC secondary mathematics teachers who received the PAEMST pursued to become highly effective?, (b) What obstacles and challenges did they encounter and how were these obstacles overcome?, and (c) What sustained them on their journeys? The research methodology used to be a narrative inquiry. Following a wide survey of PAEMST recipients, five volunteer participants were chosen for the study. Data were collected from each participant using a one-to-one interview and the written section of each participant's PAEMST application. A narrative was written for each participant describing the path they had followed to become a highly effective high school mathematics teacher. The narrative was sent to each participant, and a follow-up interview was conducted via telephone amending the narrative to reflect the participant's additions and deletions. From the five amended narratives, eight themes were identified: (a) influences; (b) education; (c) professional development; (d) NCTM standards; (e) teaching style: beginning, current, or end of a career; (f) obstacles; (g) personality traits and personal beliefs; and (h) student influence. </p><p> Several of the themes were supported by previous research. However, this research study discovered two new findings. First, the five participants had common characteristics and beliefs: (a) belief in their students, (b) persistence, (c) belief that professional development is vital for teacher growth, and (d) passion about mathematics and about conveying that passion to their students. The second research finding pertained to the influence that their own students had on all of the five participants. All the participants purposely sought out their students' thoughts about the classroom curriculum and about the instruction they received. The teachers considered their students part of the classroom learning community, and they honored and acted on their input. </p><p> Finally, in addition to describing the trajectory of five PAEMST winning teachers, this study offers recommendations for students studying to become high school mathematics teachers, teacher educators, and educational researchers. For these students, their teaching preparation courses need to be taught adhering to the four principles of learning: activity, reflection, collaboration and community. According to this research, the model of teacher preparation courses that emphasize the teaching of the above four principles using a traditional teacher-directed method does not prepare future mathematics teachers for the use of SBC teaching in their classrooms. Suggestions about further research are addressed.</p>