The purpose of this study was to determine whether or not components within middle school organizations promote and nurture efforts to implement collegial coaching programs. Three schools were selected on the basis of the following criteria: (1) the schools were middle schools, (2) coaching was in at least its third year of implementation, (3) the coaching concept encompassed a transaction among equals, and (4) the program was not related to staff evaluation. Data was collected at each site through interviews, direct observation and document review. Findings were reported using a cross-case analysis format in which cross case issues and information from the individual cases were dispersed throughout the data presentation in Chapter 4 and the data analysis in Chapter 5. The effects of teaming and common planning time on school climate and the enabling nature of enhanced levels of teacher empowerment were identified as powerful variables which contributed to the successful implementation of coaching programs at each site. Factors such as common planning time, supportive leadership, teacher accountability and empowerment in the areas of curriculum, scheduling, grouping, staff development, and staffing are analyzed. Ultimately the form of coaching in accepted use became much less formalized following the implementation period. As coaching becomes an accepted part of the fabric of the school, its practice becomes much more informal and focuses on the improvement of current instructional techniques. Time and the reluctance of teachers to assume quasi-administrative roles were found to be significant factors in this area. (Abstract shortened with permission of author.)

Research by educators in lifelong learning experiences is one of the most important fields in American education today. Even though adults are usually self-directed and will acquire knowledge or will learn skills to solve immediate problems, they usually need a facilitator and a variety of learning experiences to meet their needs and abilities. One of the learning experiences adults will be seeking is through art museums. Consequently, museums need to focus on how to make museum education more significant for adults by teaching them how to learn in museums. The goal of this exploratory study was to analyze any interesting variables in the effectiveness of three dissimilar treatments, using different interpretive techniques and symbol systems, on adults' understanding of the subject matter, content and style of landscapes. This study was developed around a specific exhibition, "A Return to Arcadia: Nineteenth Century Berkshire County Landscapes." In order to evaluate the effectiveness of the three different learning experiences through different symbol systems, eighty-seven adults were divided into three groups. One group was given a straight, formal slide lecture on the exhibition. The second group participated in an informal gallery presentation in the exhibition. The methodology for this presentation was the discussion/inquiry method. The third group was given a double exposure to the exhibition. The slide lecture was presented as orientation before the participants were exposed to the landscapes in the gallery with the discussion/inquiry method. Each of the three groups was given a post slide test, open-ended questions to answer, and an interview immediately after its particular treatment. The findings from the slide post-test, open-ended questions and interviews seem to indicate that art presented in different symbol systems, environments and interpretive techniques does convey different meaning and concepts. The implication of this exploratory study is that definitive research, using the scientific and naturalistic paradigms, should be completed to investigate the significance of the findings from this study.

The effectiveness of teacher evaluation is enhanced when teachers and principals view evaluation in a similar manner. The current process of teacher evaluation, in the selected large urban school district, has been designed to provide a uniform, sequential means of assessing teacher performance. Stages, time lines and evaluation forms have been standardized and distributed. Although the instruments of evaluation have been developed and are utilized system-wide, there appears to be much diversity in the manner in which evaluation is perceived by both principals and teachers. The purpose of this study is to examine the various aspects of teacher evaluation, in this district, from the perspective of both elementary school teachers and principals. The method of accessing this information occurred as a result of collecting and compiling data from survey instruments that were constructed for data collection. The instruments were designed to measure both principals' and teachers' perception relative to six identified areas of teacher evaluation, using a Lickert scale. Specific items for the survey were delineated as a result of reviewing the literature on teacher evaluation, examining the existing measurement instruments utilized by the school system and field testing the items. The two surveys (Teachers' Perceptions of Teacher Evaluation and Principals' Perceptions of Teacher Evaluation) were distributed to a representative sample of elementary teachers and principals within the chosen district. This would include approximately 10 principals and 70 teacher participants. It is expected that there will be a significant difference between teachers' and principals' perceptions of the various aspects of teacher evaluation. It is also expected that areas of non-congruence will be identified in order to provide data that could be utilized in developing staff development programs to address these areas.

The major focus of this study is to identify the effect of teacher's verbal expression on children's learning during the free-play period. The verbal expression of teachers was identified as a form of the adult's reinforcement of the child's performance during the free-play period. This reinforcement of the primary learnings which are the children's on-going activities, lead to the elaboration of learning into associate and concomitant learnings. Fifty four-year-old children in ten classrooms were selected and observed. The Child Activity Observation Form designed for 40 minute observations and adapted from Day and Weinthaler (1982) was used to collect the data. A videotape of two classrooms was used for training twelve teachers for inter-observer reliability. The researcher and the twelve teachers observed the tapes and recorded observations. The observation results were correlated with each other to identify the percentage of agreement amongst the thirteen observers. The percentage agreement for all variables was calculated for the activities observed. Findings indicate average percentage agreement amongst variables in two activities ranged between 84% and 94%. SPSS/PC+V.3.1--Statistical Package for the Social Sciences (1988) was used to analyze the data. Contingency table analysis was used, which showed the frequency distribution and crosstabulations. The analysis of the results indicate that there was no significant difference between teacher and child on "who initiated activities." The teacher initiated in 61 activities while the child initiated in 53 activities. In looking at the effect of teacher interaction on the child's achievement of elaborated learnings, results revealed significant differences in the roles of the teacher and the frequencies of both associate and concomitant learnings. Results show that teachers were observing in 43 percent of all the activities, directing in 28.9 percent, participating in 17.5 percent and absent in 10.5 percent. There was no observed associate learnings in 61.4 percent of all activities and no observed concomitant learnings in 57.0 percent of all activities.

In an era of mathematics and science evaluation, concerns have been raised about the underachievement and underrepresentation of minority students in mathematics. Their opportunities to take advanced courses in these areas could be limited by many factors that only members of a minority group get to experience. Many studies have been concerned about comparing ethnic groups' achievement in the area of mathematics. However, there is a need to study those problems affecting each group individually. The purpose of the study was to explore the relationship between Hispanic students' attitude toward mathematics and students' academic achievement, program of study, gender and career interests or goals. Six research questions guided the study. Three survey instruments were utilized to gather the information needed to respond to the six research questions guiding the study. The Mathematics Attitude Inventory (MAI) was used to determine students' attitude toward mathematics of secondary school students in grades 10 to 12. The Metropolitan Achievement Test was used to obtain a measure of students' achievement in mathematics in grade 10. The students' Personal Data Form was used to collect the nominal data necessary. One hundred twenty Hispanic students from regular and bilingual programs participated in the study. Frequency counts and percentages were made. Mean scores and standard deviation were computed for the total attitude toward mathematics for each of six subareas. For the Metropolitan Achievement Test, mean scores and standard deviation were computed. They represented the average percentage of items answered correctly. The Pearson Product-Moment Correlation coefficients subprogram of SPSSX was utilized to analyze the data collected by the instruments. No significant differences were found regarding the six research questions. However, significant differences were found in the areas of students' attitude. Students participating in the bilingual program showed a more positive attitude toward mathematics and also showed less anxiety toward learning mathematics. The value of mathematics did affect students' attitude toward mathematics. The study has raised more questions than it has answered. Other variables must be considered in future studies if we are to help Hispanic students achieve more and participate in mathematics-related careers and activities.

This study provides a description of how 12 first year physical education teachers perceived their workplace, how they believed it affected their first year of work, and how they understood the role of that workplace in shaping their induction into the social and organizational context of the school. All of the participants had some experiences that were similar to those encountered by beginning teachers in every area of public education. They had other experiences, however, that were different from those commonly reported in the literature concerning first year classroom teachers. The evidence suggests that such differences were a consequence of the nature of physical education as a subject, as well as its place in the school curriculum and the social fabric of the workplace. This conclusion is based on the analysis of data derived from two interviews conducted with each participant. The interviews were conducted at the end of the participants' first year of teaching. The profiles of each participant describe the interactions between the participants and their workplaces. There were commonalties that cut across all cases. All participants reported that the following workplace factors operated to shape their first year of teaching: the physical education facilities, the presence or absence of teaching colleagues, the scheduling of physical education classes, the community environment, and the students. In addition, several "unarticulated" (Schein, 1988) factors were identified which represent generic themes of influence in the process of learning to teach physical education in their schools. These included: the status of physical education in the schools, the teachers' sense of efficacy, the testing of values, and the realities of the school as a social institution. The results of this study, when added to the information provided in the literature, suggest that despite modest efforts, many schools provide inadequate support for beginning teachers. First year physical education teachers, like other beginning teachers, still "learn the ropes alone" (Deal & Chatman, 1989). Moreover, the subject matter of physical education presents unique problems in accomplishing the transition to professional teaching.

This study focuses on the education of adult students as being more complex than traditional students. Because jobs are more complex, and the growing emphasis on credentials, these factors create a demand for better access to a greater range of educational programs. These demands can be an opportunity for creative institutions to design individualized curricula, new roles for faculty, and new approaches to learning. The (COP) Project was designed to do some of the above in the past. A survey study focusing on participants in the (COP) Project in Springfield, Massachusetts, was conducted. Three questions were addressed: (1) Was (COP) able to attract persons who would not normally have pursued educational careers? (2) Did (COP) provide career ladders for the participants. (3) Did (COP) improve education and career advancement for the participants. A sample of 75 participants were selected from the Springfield (COP) Project based on their availability. A questionnaire was mailed to the participants and a return rate of 50% was achieved. Some highlights of the responses collected were: (1) The participants viewed the (COP) Project participants, instructors, and administrators as being very supportive, cooperative, flexible, and available when help was needed. (2) There was strong evidence of support among the participants. (3) The participants were appreciative of the opportunity offered by (COP). (4) The participants indicated that without COP, their goals would not have been achieved. Generally, there were only positive comments about the (COP) Project. The only negative comments were that the program ended when there were many more people in need. The data indicated a need for more men in the secondary school levels for, role models, and that over 75% of those entering education through the COP remained and pursued advanced degrees. The participants were more secure and comfortable, learning with other adults from similar backgrounds. It is suggested that the work environment is considered a potential learning environment, and that learning is not limited to academic institutions but a lifelong process.

This study is a descriptive analysis of the perceptions of selected first and second grade teachers on the design and implementation of writing-portfolio assessment. The literature supported the need to examine alternative writing assessments that include both product and process-oriented information about developing writers. Writing-portfolio assessments focus on day-to-day interactions in the classroom and provide on-going diagnostic information about students' writing development and involvement with various instruction processes and procedures from one month to the next and from one year to the next. Two first grade teachers were chosen for an indepth investigation of their portfolio assessments of the early writer. Data were gathered using indepth interviewing, field observations and the analysis of student portfolios. The data collected were analyzed around categories derived from five main areas of investigation: (A) Changes in writing instruction. (B) Instruction and assessment. (C) Reporting procedures. (D) The Changing role of the teacher. (E) Support for teachers. Data gathered in this study indicated that as changes in writing instruction occurred in teachers' classrooms, a need for alternative assessments developed that would focus on a closer analysis of students' writing strengths and needs and would "capture" writing process opportunities and self-assessment activities in the classroom. As student portfolios were analyzed, teachers were able to outline patterns of strengths and needs that led to designing specific goals and implementation plans with individual students and the class as a whole. The specificity of the assessment allowed teachers to include students in self-assessment processes that focused on their development. Reporting portfolio assessment results to parents, future teachers, administrators and students themselves proved to be positive and informative. Teachers implementing writing-portfolio assessments needed time and opportunities to discuss and define good writing, determine the kinds of information to collect, articulate realistic writing goals and expectations, design appropriate implementation plans and writing strategies and organize necessary record-keeping that would document and report on progress in students' writing portfolios. Student writing-portfolio assessments documented students' development as writers, informed instruction and provided a "window" into the classroom. They offered teachers a greater potential in understanding and supporting their students' literacy development.

This study is to explore the effective use of the five basic protocols for oral discussion and debate as articulated by the National Council for the Social Studies, (NCSS, 1988), as a basis for promoting cooperative learning in Social Studies for grades three-six. Social Studies is especially suited to cooperative learning because it develops skills and processes for cooperative problem solving and the social participation skills. Children engage in discussion of social issues in the classrooms and in so doing grasp fully their social meaning and complexity. And, it is in this setting that cooperative learning is especially appropriate, since discussion is a prime means of developing and teaching thinking and analytical skills. This study was conducted in two stages: (1) Sixteen administrative interviews; and, (2) Nonparticipatory direct observations of 786 children. During these observations, every child observed the following five basic protocols as articulated by the National Council for the Social Studies (NCSS, 1988). They are: (1) Giving one's ideas; (2) Listening to the ideas of others; (3) Planning one's work with the group; (4) Presenting the group project; and, (5) Discussing how the group worked. Moreover, these rules were adhered to during the classroom meetings and small groups. This author concludes that during the discussions and debates, these elementary school children were in fact demonstrating the six classifications of cognitive development according to Bloom's Taxonomy of Educational Objectives: Knowledge, comprehension, analysis, application, synthesis, and evaluation as well as cooperative problem solving and metacognition. Furthermore, in this post-Cold War era, our world is becoming a world of increasing democratic nations, therefore, this author's general conclusions that cooperative learning in the Social Studies is "dress rehearsal" at the elementary school level for the children's adult community activism.

The purpose of this dissertation is to explore the integration of the computer into the art classroom with specific intent to provide teacher training and to determine the need for standards in curriculum development. The following questions will be addressed: What (if any) direction should be followed to implement a systematic curriculum methodology for computer graphics? What are we currently doing to meet this need? How are we training our art educators to integrate the computer for art and design, and what do these teachers need in the way of background? What considerations become relevant to the classroom art teacher in the logistical procedures of setting up labs or utilizing pre-existing labs in a school district? The conclusions of this study were based on results from both qualitative and quantitative investigations. The quantitative results were obtained by sending out close-ended questionnaires for self-completion, by mail. The sample included 276 public school districts. The demographic results reviewed include statistical data which is displayed in chart and graphed formats. The qualitative results were obtained by creating and then implementing a teacher training tutorial program for 10 teachers in respective school districts. The results of pre- and post-assessment questionnaires were evaluated regarding each teacher's documented variances in attitudes, performances, acquired skills, knowledge, and opinions. While carrying out part two of the study, I intended to promote literacy, awareness, and understanding to the participating art teachers on the potential usage of the computer for art in the art classroom. If teachers have a stronger foundation and confidence in this area, they will more effectively integrate this tool into the art curriculum. Such grounding will hopefully give students in art the opportunity to use computers more efficiently and, it will create an awareness of the inherent possibilities this tool offers at an early stage.