<p> Of the many narratives to which educators subscribe, one of the most prevalent for the past three decades is the idea that students&rsquo; success is strongly predicated on their ability to read on grade level by the end of third grade. The purpose of this study was to determine the effect of half-day versus full-day kindergarten on students&rsquo; growth in reading achievement by the end of their kindergarten year. In addition, the study sought to look at the same group of students and growth in reading achievement and their ability to achieve grade-level reading by the end of third grade. In this quantitative study, students (N = 295) from a school district in suburban Chicago, Illinois, were tested to determine what growth, if any, could be seen within their kindergarten year of study. Additionally, student test results were analyzed for each successive year of schooling through third grade to determine if there were any specific variables that contribute to predicting achievement growth or overall achievement by the end of third grade. </p><p> Results of the study indicated that full-day kindergarten provides greater benefit to a student&rsquo;s overall achievement. Specifically, students who were coded as receiving free or reduced lunch support maintained a high rate of achievement in the full-day kindergarten program. In the regression analysis, the element that made the greatest contribution toward kindergarten achievement growth was not having an Individual Education Plan. Additionally, reading achievement growth was made in each grade level, with the most significant growth noted in the second grade year. </p><p> Finally, when students from each kindergarten schedule were compared to the end of year targets for reading on grade level by the end of third grade, students in the half-day program were found to have made the greatest gains. However, the selection of students for the full-day kindergarten program was comprised of students who were considered &ldquo;at risk&rdquo; and not comprised of a cross section of students with varied abilities.</p>

<p> As a result of federal legislation (ESSA, 2015) accreditation ratings of elementary schools are based on the performance of third through fifth grade students on the end of year assessments in the content subjects of reading and math. As a result of these requirements schools that fail to meet these standards are identified as Accreditation Denied in the Commonwealth of Virginia. Once a school receives this designation certain requirements are mandated by the Virginia Department of Education (VDOE) to assist in the improvement efforts toward accreditation. Two of these requirements are the implementation of a Comprehensive School Improvement Plan and the formation of a School Leadership Team. Schools and School districts implement a variety of approaches to the responsibilities of team members and the required components of school improvement planning. As a result of these approaches, toward school improvement processes and distributed leadership responsibilities, research confirms that when both are aligned with the needs of the school population improvement goals increase and accreditation ratings improve (Ahearn, 1998; Anfara et al., 2006; Benolieil, 2017; Bush &amp; Glover,2012; Cain &amp; Gunter,2012; Darling- Hammond et al., 1995; Dufour, 2004,2008; Elmore,2014; Fernandez,2011; Freeman &amp; Wilmes, 2009; Gronn,2000; Harris 2004,2008; hayge et al., 2014; Huber &amp; Conway,2015; Leithwood et al., 2004; Louis, 2015; Mintrop &amp; MacLellan,2002; Rigby,2013; Smylie,1992; Spillane, 2005; Wallace,2002). This study determined, through an instrumental case study, what the role of the school leadership team is in relation to the school improvement process in schools denied accreditation in the Commonwealth of Virginia. The theoretical framework of distributed leadership was used as the foundation for the conceptual framework for this study. This study provides a systematic approach to the development of the school leadership team through the distributed leadership framework and professional development for the School Leadership Team in the Instructional leadership responsibilities in elementary schools denied accreditation.</p><p>

<p>A key component of effective early childhood programs is collaborative relationships between schools, families, and the community (Fiese, Eckert, & Spagnola, 2005). One of these early childhood programs, Head Start, stands out among the others in its efforts to work with children, families, and communities to promote parental involvement. Some families whose children enroll in Head Start continue involvement throughout the elementary years, and others do not. What is not known is parent perceptions of school factors that sustained parent involvement throughout the elementary years. This study uses purposeful sampling techniques to concentrate on a sample of past Head Start parents whose children have progressed into both early elementary and elementary school. Data were collected from Head Start and non-Head Start parents (both involved and uninvolved) from grades K-5. Additionally, administrators from the Head Start program, the Early Childhood campus, and the Elementary campus were interviewed in this study to identify perceptions of the influence of Head Start on sustained parental involvement. Findings suggest that school factors, such as a welcoming environment, leadership efforts to promote involvement, and communication with parents about how to be involved as the child progresses in grade level, encourage sustained involvement. This study provides researchers, school leaders, and parents with understandings for sustained parental involvement. This study supports findings in current research on the ongoing need to recognize school and leadership factors that can both enhance and discourage parent efforts for involvement.

The dissertation is a study to determine which program, Reading First or Bay State Reading Initiative, will demonstrate the greatest gains in reading for students in grades K–3 using a 3-Tier Reading Model. The findings from this study are intended to provide pertinent information on which best practices work in increasing student achievement for reading. Education reform continues to be a hot topic at all levels within the United States. With the spending of billions of federals, state and local dollars, the persistent talk of accountability is ongoing. Since NCLB inception, the year 2014 when all students need to reach proficiency in statewide standardized tests in mathematics and reading, continues to be a threatening time period. With each state setting its own definition and determination of what proficiency is, it is measured by the Adequate Yearly Progress (AYP). This AYP measurement will determine each school's progress incrementally until it reaches 100% in 2014. 48% of all schools in Massachusetts failed to make their AYP in 2004. It is predicted that by 2014, 90% of schools in Massachusetts will not reach its APY obligation (MassPartners for Public Schools, 2005). With the pursuit of reaching AYP, the search is still on for what best practices work in increasing student achievement. This study utilizes a mixed method research design; including quantitative analysis of the reading scores, a qualitative analysis of teacher and administrator perspective on the effectiveness of each program and a financial cost-effectiveness comparison of the two programs. The quantitative research design includes comparing DIBELS and GRADE results of two elementary schools for students in grades K–3 each of which uses a different reading program. School A uses the Houghton Mifflin Reading Series for their core reading curriculum while School B uses Scott Foresman Reading Street. In addition to comparing the aggregate scores of each school to each other, a number of sub-groups will also be compared. These groups will include low income students (students who receive free and reduced lunch), students with limited English proficiency (LEP), and special education students. Mean comparisons will be utilized to identify which program produces the best results. In order to identify strengthens and weaknesses of each approach a questionnaire will be utilize to obtain this information from teachers and the administrators who took part in implementing both programs. In these times of tight budgets and difficult decisions on how to meet the needs of all students it is imperative that cost effectiveness is examined between the two programs. Which of these two programs will provide the greatest gain? How much will that gain cost? Which program will reap the best results for the least amount of money? References MassPartners for Public Schools (2005, June 1). Facing reality: What happens when good schools Are labeled "failures?". In NCLB's AYP requirements (1/7). Retrieved April 12, 2009, FromMassPartners:http://www.resultsforamerica.org/calendar/files/exec_summaryAYP.pgf

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 137 p. Includes abstract. Includes bibliographical references (p. 116-127).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xv, 276 p.; also includes graphics. Includes bibliographical references (p. 241-253).

<p> This study examined the performance gap experienced by high achieving grade four and five students at the Kallang International Day School (KIDS) who were not demonstrating growth in math results from fall to spring as measured by the Measures of Academic Progress (MAP) test (NWEA, 2017). The purpose of this study was to apply the gap analysis problem- solving framework (Clark &amp; Estes, 2008) to identify root causes of the knowledge, motivation and organizational factors that prevented teachers from effectively teaching 100% of the math content required for greater numbers of high performing students to demonstrate growth in the MAP test. The subjects of this study were teachers of grade four and five at the Kallang International Day School. Interview and observational data were collected and analyzed and used to validate and inform possible solutions for the knowledge, motivation and organization influences. Research-based solutions were recommended to close the knowledge, motivation and organization gaps, and included providing teachers with frequent, accurate, specific and timely feedback regarding their use of differentiated mathematics instruction for student groupings and using learning community time to collaboratively plan specific conceptual and skills based math lessons differentiated for high performing students. Critical behaviors of the stakeholders were also examined and recommendations included generating student math goals based on fall MAP results, teaching with the Effective Mathematical Teaching Practices, (NCTM, 2014) and using them to create plans for modifying classroom instruction to enhance high performing students&rsquo; progress. The outcomes of this study may be used by this school and others to improve the growth in math achievement for high performing students.</p><p>

<p> <b>Purpose:</b> The purpose of this qualitative study was to identify and describe the most important factors that motivate or deter teachers in deciding to take on the informal or formal role of teacher-leader in Riverside County elementary school districts. </p><p> <b>Methodology:</b> Endemic of a Delphi method, the instruments used within this study collected data from an expert panel of elementary school teacher leaders from Riverside County, California through electronic surveys in a four-round process. The expert panel consisted of teacher leaders in formal and informal roles as selected by elementary site administrators using criteria established by the researcher. The researcher collected data and tabulated frequency distribution, percentages of participant responses on the level of importance, median scores, and factors reaching 70% consensus. </p><p> <b>Findings:</b> The research data showed that increasing student achievement, making a difference, creating a collaborative community, being informed, and informing others are the most important factors motivating teachers in deciding to become a teacher leader in a formal or an informal role. Additionally, making decisions was important in a formal role, and recognition and respect were important in an informal role. The most important deterrents for a formal and an informal teacher leader role were lack of time, lack of support, lack of direction or goal, and increased responsibility. Another deterrent in a formal role was fear; for an informal role, it was not having enough pay. </p><p> <b>Conclusions:</b> These findings support the need to build a collaborative culture of authentic decision-makers through distributive leadership. The lack of time, support, and direction that teachers experience must be addressed by building teacher-leadership capacity. </p><p> <b>Implications for Action:</b> Districts should train teachers in the Teacher Leadership Model Standards, provide teacher pre-service coursework in leadership skills and distributed leadership, train or hire administrators and teachers who support an authentic collaborative leadership culture, recognize and monopolize individual&rsquo;s areas of expertise, re-examine job titles, change the traditional school calendar, create or change support personnel positions to be housed at the site level where teacher leaders can support teachers on-site.</p>

<p>The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

<p> Noticeably absent from the critical literacy field are accounts of critical literacy written from the experience and perspective of school leaders. This qualitative practitioner study examined the enactment of critical literacy by four elementary teachers and an elementary school principal in a small rural school in south central Pennsylvania. A critical literacy practitioner inquiry community was an important feature of this study, an importance that cannot be overstated. The interdependence of critical literacy and the inquiry community enabled the participants to disrupt notions of learning, teaching, and leading and what it means to be a student, teacher, and leader. This practitioner action research study contributes to the field of critical literacy in important ways. The study took place in a small rural elementary school in south central Pennsylvania, and the participants/co-researchers were all White, female, Christian educators of predominantly White students. During the study, the participants transformed learning, teaching, and leading by developing stances of critical inquiry and spaces of mutuality. The transformation changed the roles of teachers, learners, and leaders. The participants also confronted the state&rsquo;s system of accountability and educator effectiveness, and through that confrontation re-imagined their own professional identities. I am the principal, co-researcher, and author of this work.</p>