This case study examined the problem of below-grade-level reading scores among kindergarten students despite the use of literacy centers in a large Title 1 public elementary school in a suburb of Atlanta, Georgia. The purpose of the study was to investigate whether application of the literacy center model might be connected to student performance. Specifically, the research question concerned whether implementation of literacy centers was consistent with principles of mastery learning based on differentiation by ability. This study was guided by Bloom's theory of mastery learning, which suggests that higher levels of learning may be achieved if each child is allowed to work at his or her own pace and academic level. The study documented literacy center activities over a 5-month period. Data sources included classroom observations within 11 kindergarten classrooms, interviews with 11 kindergarten teachers, and reviews of student assessments. Descriptive coding, category construction, and the constant comparison method were used to analyze the data. The findings revealed that although many components of mastery learning were evident, the frequent dependence upon subjective assessments and inappropriate task assignment for low-achieving students were not aligned. To improve classroom practices and achieve greater alignment, an in-service professional development project based on a training model by Sparks and Loucks-Horsley was developed, with attention to incorporating research-based classroom activities for low-achieving kindergarten students into the literacy center organization. Combating reading difficulties in the early school years offers educational and social advantages, such as later reading achievement, improved school completion rates, lower incarceration rates, and less dependence upon low-paying jobs.

The purpose of this simulation study was to evaluate the relative performance of five missing data treatments (MDTs) for handling missing data in complex sample surveys. The five missing data methods included in this study were listwise deletion (LW), single hot-deck imputation (HS), single regression imputation (RS), hot-deck-based multiple imputation (HM), and regression-based multiple imputation (RM). These MDTs were assessed in the context of regression weight estimates in multiple regression analysis in complex sample data with two data levels. In this study, the multiple regression equation had six regressors without missing data and two regressors with missing data. The four performance measures used in this study were statistical bias, RMSE, CI width, and coverage probability (i.e., 95%) of the confidence interval. The five MDTs were evaluated separately for three types of missingness: MCAR, MAR, and MNAR. For each type of missingness, the studied MDTs were evaluated at four levels of missingness (10%, 30%, 50%, and 70%) along with complete sample conditions as a reference point for interpretation of results. In addition, ICC levels (.0, .25, .50) and high and low density population were also manipulated as studied factors. The study’s findings revealed that the performance of each individual MDT varied across missing data types, but their relative performance was quite similar for all missing data types except for LW’s performance in MNAR. RS produced the most inaccurate estimates considering bias, RMSE, and coverage of confidence interval; RM and HM were the second poorest performers. LW as well as HS procedure outperformed the rest on the measures of accuracy and precision in MCAR; however LW’s measures of precision decreased in MAR and MNAR, and LW’s CI width was the widest in MNAR data. In addition, in all three missing data types, those poor performers were less accurate and less precise on variables with missing data than they were on variables without missing data; and the degree of accuracy and precision of these poor performers depended mostly on the level of data ICC. The proportion of missing data only noticeably affected the performance of HM such that in higher missing data levels, HM yielded worse performance measures. Population density factor had negligible effects on most of the measures produced by all studied MDTs except for RMSE, CI width, and CI coverage produced by LW which were modestly influenced by population density.

Teacher job satisfaction has been shown to impact teacher retention, attrition and absenteeism (Perrachione, Rosser, & Peterson, 2008). Given the significant investment of resources required to train effective classroom teachers, retention of those teachers is important. Research strongly supports the connection between personality traits and occupational related outcomes such as work performance, career success, and job satisfaction across occupational groups. Developing an understanding of the personality profile of satisfied teachers as a whole, as well as by teaching area, could serve to better equip teachers for the reality of teaching, potentially having the ability to increase job satisfaction. The purposes of this study were to investigate the similarities and differences of personality traits within teacher groups, as well as examine the effects of personality on job satisfaction for teachers, through a longitudinal study using analysis of covariance and multiple regression. When differences attributable to gender were controlled, two groups within the teacher sample emerged. Math, science, and physical education teachers were more resolute, analytical and investigative, where as elementary, secondary English and history, and special education teachers were more open-minded and sensitive. Among the traits distinctive of the teacher occupational type as a whole, teacher groups in this sample were generally extraverted, warm, energetic, dutiful, and patient. Having an accurate understanding of the personality traits that may influence teacher satisfaction could serve to inform teacher preparation programs and best practices in leadership for in-service teachers, potentially having the ability to increase job satisfaction.

This paper will assess the effectiveness of the No Child Left Behind Act (NCLB) in the state of Texas. In order to do this, we examine how students’ performance levels from failing schools respond to sanctions imposed by the NCLB accountability system. Additionally, we explore achievement gap trends between white and minority students that attend these failing schools. By taking advantage of campus and year fixed effects, as well as controlling for student demographic characteristics, we find that sanctions employed by NCLB have had a statistically significant positive impact on academic achievement gains for all students. However, our results also indicate that these sanctions have effectively widened the achievement gaps between the white and minority students they affect. Given that the federal government spends upwards of 14 billion dollars per year to fund NCLB, this paper offers new insight to an economically important issue that is relevant to all citizens of the United States.

By elucidating the distinct values of charter school advocates, this thesis will draw out unspoken assumptions about the nature of how charter schools function in America’s public school arena. Laying out the framework of three theories of charter school action will enable discussions on charter school policy to start from a shared point of understanding.

Sexuality education continues to be an extremely emotional and polarizing issue in the United States. The U.S. leads developed countries with the highest rates of teenage pregnancy and STI acquisition, as well as teenage abortions. Additionally, costs to society are tremendous—experts estimate unplanned pregnancy costs the federal government up to $12 billion annually. Now more than ever, there is a dire need for medically accurate, high-quality sex education in this country. This thesis explores the history of sexuality education policy in the United States, as well as recent legal developments. It highlights the arguments of those in favor of comprehensive as well as abstinence-only education. Finally, it discusses the pertinent needs of society today, parents' opinions regarding the topic and the risky behavior trends of adolescents. Based on numerous academic studies regarding different curricula types, as well as adolescent behavior, it makes broad policy recommendations to decrease unintended pregnancy and STI acquisition in the U.S.

By elucidating the distinct values of charter school advocates, this thesis will draw out unspoken assumptions about the nature of how charter schools function in America’s public school arena. Laying out the framework of three theories of charter school action will enable discussions on charter school policy to start from a shared point of understanding.

In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning. This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs). The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed. The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.

This study examined expectations teachers have of African-American male student behavior in the classroom. Responses to open-ended questions were analyzed according to the theoretical framework. Five dominant themes emerged from the individual interviews and focus group: Expectations, Experience, Teacher Preparation Programs, African-American Male Student Behavior and Perceptions. After gathering the data on the dominant theme, "Expectations," it was revealed that teachers are fully aware of the definitions of appropriate and inappropriate behaviors however when asked to reflect, it appears that some have never thought about whether they call on more males than females. Others realized that they call on males for different reasons including a strategy to control behavior. Some felt as though their expectations were the same according to gender but others felt that there are different expectations according to race. According to the dominant theme, "Experience," it was found there may be a link into the cultural connection or lack thereof, since some participants stated they were raised in predominantly white cultures and had limited experiences and interactions with African-Americans. The most significant dominant theme, "Teacher Preparation Programs," revealed how prepared teachers were after growing up in predominantly white cultures, and teaching African-American students. They did not feel prepared at all. The African-American teachers did not feel well prepared either. The dominant theme, "African-American Male Student Behavior," yielded results that male students are active, hyper, needs to be engaged and performs well behaviorally when given hands-on type activities. Lastly, the dominant theme, "Perceptions," revealed the frustrations teachers had due to lack of connection with the curriculum, teaching practices and lesson plans. The findings of this study suggest there is a great need for not only preparation programs but quality preparation programs beginning at the college level which take into account one's background and experience to use as a determining factor of what teachers expect from African-American male student behavior in the urban classroom.

Instructional methodology is progressive and ever-changing. Urban middle school teachers perceive that their instructional strategies are working within their classroom. Many professional development workshops have been attended and created; yet reading articles about brain-based teaching strategies and keeping abreast of nontraditional approaches to teaching has been infrequent. As a result, this study investigates and explores teachers' perceptions of cognitive teaching strategies and their use of these strategies in the classroom. Some of the cognitive teaching strategies are explained through the Collins-Brown Model of Cognitive Apprenticeship. The strategies are also explained through the philosophies of Constructivism and Progressivism. In addition, school achievement may or may not be successful when cognitive teaching strategies are used. The stratagems should be followed by teachers who know Gardner' 1 Intelligences Theory and brain-based teaching instructional strategies. This paper discusses cognitive teaching strategies and school achievement. It also explores whether teachers have teacher quality thereby implementing the strategies that they perceive that they are performing in their classroom. In addition, the paper discusses how educational leaders and policymakers should offer support to instructional staff. Educational leaders should know and observe cognitive teaching in classrooms as well as policymakers making decisions to support the instructional component and personnel.