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This particular partnership was initiated by the 82 teachers and administrators at a middle school who wished to have some guidance and added expertise in applying to become a STEM Designation School. In the fall 2017, professors within a college of education met with the school administrators and some of the lead teachers to discuss how to begin.

Presenters will demonstrate concrete examples and supporting research regarding professor presence within online courses. Additionally, the presentation will address the skill of transforming this content into practice, valuable practical applications, the importance of professor presence in the online classroom, and why such presence is important in building a learning community in the online environment. The presentation is appropriate for all instructors of blended and exclusively online environments.

Fun problem solving! Participants will leave with ideas to help students become engaged in the art of solving problems using 3-act tasks and open middle.

This session will present games that use materials you already have to help your students develop fluency in all operations.

The modern music educator is constantly working to improve his methods of teaching in the public schools. Whatever his principal interest may be or wherever his principal ability may lie he desires to remain cognizant of the activities of those who are working alongside him in the system of public education. This same teacher is as much interested in the choral program if he is an instrumentalist as would the choral teacher be in the band or orchestra program of the school in which he is teaching. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: Robert L. Briggs, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of social constructivism and differentiated instruction, the purpose of this study was to investigate second grade teachers' perspectives about using differentiated literacy instruction and the effect of their teaching experience and participation in professional development on those perspectives. Data for this nonexperimental, causal-comparative study were collected from 93 second grade teachers via an anonymous, online survey and were analyzed using ANOVA and t tests. No significant differences in perspectives were found among teachers based on years of experience nor participation in professional development tailored to instructing English language learners or gifted and talented students. However, teachers who took part in Response to Intervention professional development were more positive about using differentiated literacy instruction. Based on these findings, a professional development series was designed to provide second grade teachers with specific differentiated instruction strategies to raise all students' reading achievement. Teachers' effective application of differentiated literacy instruction strategies in the classroom at this study site will contribute to positive social change by providing educational opportunities for all students to learn to read. As students succeed in reading, they will succeed in the upper grades, in secondary school, and beyond.

Education is the foundation for the future, and a successful education begins with strong literacy skills. The 2013 National Assessment of Educational Progress reported that only 36% of eighth-grade students in the United States were classified as reading on a proficient level, and 22% of eighth-grade students were unable to read and comprehend text at the basic level. The purpose of this quantitative, quasi-experimental, post hoc analysis was to determine whether a difference existed in the change in test scores of the reading portion of the Criterion Referenced Competency Test from the 2011-2012 academic year to the 2012-2013 academic year for eighth-grade students who received differentiated instruction compared with those who received direct instruction. Using Vygotsky's constructivist learning theory as the framework, this study was built on existing research regarding adolescence and literacy, cooperative learning, scaffolding, direct instruction, and differentiated instruction. Archival CRCT data was collected for sixty-four students. 32 that were instructed with differentiated instruction and thirty-two that were instructed with direct instruction for the 2011-2012 and 2012-2013 academic years. A one-way ANOVA was conducted to determine which instructional pedagogy yielded higher academic results. Overall results revealed no significant difference in academic achievement when differentiated instructional pedagogy or direct instructional pedagogy was used for instruction. Implications for positive social change include providing research results to administrators at the local site to better inform pedagogical decisions at the school level. Recommendations to the local site include further research on other strategies to improve literacy achievement in secondary classrooms.

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