<p> The ability to read is the foundational skill which is taught in elementary schools across the state of Indiana. It is a complex process which allows children to derive meaning from printed text. Reading is the basis for learning and growth to continue during a child&rsquo;s educational life (Opitz &amp; Rasinski, 1998). Over time throughout history, the ability to read is and has been the great equalizer for people (Ruddell, Ruddell, &amp; Singer, 1994). </p><p> Reading has been taught and evaluated in many different ways (Groves, 2009). The state of Indiana has developed a standardized assessment to measure a child&rsquo;s reading ability and comprehension skills at the end of third grade. This summative assessment is known as the Indiana Reading Evaluation and Determination or IREAD-3 (IDOE IREAD-3, n.d.). The assessment is based on Indiana Academic Standards to measure the foundational reading skills a child has developed by the end of third grade. It is used to determine promotion to fourth grade or retention in third grade (Title 511 Indiana State Board of Education, 2011). </p><p> A mixed method study was conducted to determine if relationships existed between the predictor variables of vocabulary, fluency, comprehension, and teacher pedagogy and the criterion variable of passing percentage rates on the IREAD-3 assessment. In the quantitative survey, two null hypotheses were tested. The first null determined if the composite scores for vocabulary, fluency, comprehension, and classroom pedagogy of elementary primary literacy teachers predict a statistically significant proportion of the variance on the IREAD-3 pass rate among schools of affluence. The second null determined if the composite scores for vocabulary, fluency, comprehension, and classroom pedagogy of elementary primary literacy teachers predict a statistically significant proportion of the variance on the IREAD-3 pass rate among schools of poverty. A multiple linear regression was utilized to examine both hypotheses. The results of the regression analysis found that a linear combination of predictor variables did not explain a statistically significant amount of variance with IREAD-3 passing rate percentages for schools of affluence or schools of poverty. Therefore, the null hypotheses were retained. </p><p> The second part of the mixed method study focused on qualitative case study interviews with three building level principals and one teacher. During the interviews, five themes developed after the field notes and interview transcripts were coded and analyzed. The common themes which emerged were: </p><p> 1. Teachers have time during the school day to meet together to collaborate, plan, and discuss literacy skill development of their children. 2. Schools promote and embrace parents and volunteers as essential components which are included in the learning process during the school day. 3. Teachers voluntarily spend time after school to tutor students on a school-wide basis. 4. Learning is intentionally broken down into small groups based on reading level or ability. 5. Schools have a support network in place and literacy professionals to assist classroom teachers in teaching children to learn to read based on the use of data. </p><p> Several implications for teachers, principals, and district administrators were discussed as a result of the findings and conclusions. Finally, recommendations for further research were proposed.</p>

<p> One-to-One Technology Device Integration in Grades 3-5 and the Beliefs &amp; Actions of Teachers and District-Level Leaders One-to-One technology initiatives began in the 1990&rsquo;s and have expanded over time. It is not about distributing devices but rather how those devices transform teaching and learning. Educators need to harness the power of technology devices to engage students in learning, enhance teaching, and provide opportunities for personalized learning. The International Society for Technology in Education (ISTE) has developed student standards that provide a framework for teachers to guide them in developing content-rich lessons that are supported and enhanced by the use of technology devices. </p><p> The purpose of this study was to examine how teachers in grades three through five operationalize the seven ISTE student standards in schools with one-to-one technology devices. The types of projects designed and implemented with students, as well as the actions taken by leaders to provide systems of instructional technology support, professional development opportunities and systems for learning for teachers was explored. Data was collected through interviews with third through fifth grade teachers and leaders in two districts that have implemented one-to-one student technology devices in their schools. </p><p> A qualitative design was used and data was collected from interviews with twelve leaders, six teachers and a technology integration specialist from two school districts in the Capital Region of New York State that had implemented one-to-one initiatives in their districts. The data was analyzed to develop findings to answer three research questions. The findings of this study indicate that educational leaders who have implemented one-to one student technology in their district recognize that it is not about the device but more about the learning. Teachers reported that one-to-one student technology devices do not replace quality instruction but rather see the devices as a tool to increase motivation and engagement. A formal assessment to gather data to determine the effectiveness of implementing one-to-one student technology devices is needed. </p><p> Conclusions from this study indicate that one-to-one student technology provide the opportunity for teachers to engage students in learning, differentiate and personalize learning, and allow students to be creators of their own learning. This study indicates that when implementing a one-to-one initiative, leaders who provide time for professional development through the creation of social networks of learning and technical support for student technology devices foster the successful implementation of a one-to-one initiative. Recommendations include supporting professional development on the ISTE standards, designing schedules that provide common time for teachers to learn about technology integration, requiring the inclusion of professional development for technology integration in district professional development plans and teacher and leader certification programs, and future studies. </p><p>

<p> Knowing how to promote the literacy success of all students can be elusive to those aspiring to be school leaders and/or principals. The purpose of this study was to identify the perceived instructional leadership behaviors of principals in schools that experience success in reading on standardized tests. The researcher studied these behaviors by examining school principals&rsquo; instructional leadership as identified by the Professional Standards for Educational Leaders and the Principal Instructional Management Rating Scale. Student reading proficiency was measured using the ACT Aspire proficiency rating score. </p><p> Perceptions of principals were gathered from nine principals and 109 teachers in elementary schools in a district in the southeastern region of the United States. The study was a non-experimental, descriptive, mixed methods research design to identify principals&rsquo; leadership behaviors and to determine whether there was a relationship between leadership behavior and student reading proficiency. </p><p> A strong positive correlation was found between principal instructional leadership and reading performance on the ACT Aspire, <i>r</i> = 0.722, <i>p</i> = 0.018. Principals substantiated these findings with responses to interview questions that aligned to the leadership dimensions examined in the study. Their responses revealed that they implement research-based instructional leadership strategies on a regular basis. Findings also provide confirmation of the widely held assumption that principals are the &ldquo;difference-makers&rdquo; in reading achievement in their schools. Further, the findings from this study add to the literature by linking instructional leadership behaviors to student reading achievement. The researcher presents an implementation plan to provide principals with training on the instructional leadership behaviors needed to positively impact student reading achievement. The implementation plan may be customized to meet the needs of any organization. </p><p>

<p> Educators are now charged with instructing students who are growing up in a digital environment (Hsin, Li &amp; Tsai, 2014). Students need access to 21st century learning environments that incorporates technology use, especially in mathematics (Darling-Hammond, Wilhoit &amp; Pittenger, 2014). Unfortunately studies show that technology integration is happening least in mathematics compared to other subject areas (Howard, Chan, &amp; Caputi, 2015a; Howard, Chan, Mozejko &amp; Caputi, 2015b; Howard, Chan, and Caputi, 2014). Moeller and Reitzes (2011) found that according to a National Center for Education Statistics study, only 23% of K-12 teachers feel prepared to integrate technology into instruction. </p><p> The purpose of this sequential explanatory mixed methods study was to investigate and explore teacher perceptions regarding technology knowledge, content knowledge, pedagogy, and preparedness to implement technology integration in mathematics instruction in elementary teachers in an urban ring district in a northeast state. </p><p> This study addressed the following research questions: 1. How do elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the following components of the Technological Pedagogical and Content Knowledge (TPACK) framework: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), technological pedagogical content knowledge (TPACK), and models of TPACK related to preparedness? 2. Is there a significant difference in how elementary teachers rate their perceived knowledge of teaching and technology in mathematics on the components of the Technological Pedagogical and Content Knowledge (TPACK) framework by the following demographics: gender, age and years of teaching experience? 3. How do elementary teachers describe their perceived technology knowledge, content knowledge, pedagogical knowledge, and preparedness to implement technology integration as they relate to mathematics instruction? </p><p> The major themes that emerged from this study included limited teacher mathematics knowledge because mathematics instruction and expectations for understanding are different today than in the past; and teachers did not feel like they were supported or prepared well to integrate technology into mathematics instruction. Administration and teacher educators may benefit from knowing teachers feel a need to be supported in mathematics conceptual knowledge, problem solving and technology integration.</p><p>

<p> Response to intervention (RtI) has created a need to shift from the excluded special education model to a more inclusive model creating a need for increased communication and collaboration when students are exposed to instruction in multiple settings. The basic qualitative research design was used to explore the types and level of communication and collaboration that exists among educators who work with at-risk students through the RtI model in a single South Carolina school district. The study included six teachers and six interventionists, who participated in focus group discussions, classroom observations, and individual personal interviews, and four administrators who participated in individual interviews. The findings of this study indicated, for the most part, that educators held positive attitudes in their role within the organization and his or her ability to communicate and collaborate to effectively provide sound instruction for struggling learners. All participants were aware that the need for collaboration and the need to share information were everyone&rsquo;s responsibility and a necessary part of supporting each student. The findings suggest that administrators felt structures were in place for communication and collaboration to exist among educators, however no suggestion of a common planning time within the daily schedule nor examples from teachers or interventionists in true collaborative roles were evident. Moreover, interventionists were best able to describe examples of true collaborative efforts they had initiated with teachers to coordinate skills or concepts they were teaching in their classrooms. The findings show, the interventionists hope for a change in the current policy in most schools, which excludes the interventionists from data team meetings and RtI meetings where next steps in the child&rsquo;s education plan are formulated and decided.</p>

<p> Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.</p>

<p> The purpose of this study was to find study differences between ELLs who exit ELLs services and ELLs who do not exit based on regularly collected demographic and standardized achievement data. The variables included: ACCESS scores for reading, writing, speaking, and listening, state CRT scores for reading and math, MAP benchmark scores for reading and math, initial English proficiency, IEP status, number of years in the US education system, and the following risk factors, attendance, suspension, transiency, and retention. The study was based on data related to ELLs in third, fifth, and ninth grade from one urban school district in the west during the 2013-14 school year. There were 1096 third grade cases, 591 fifth grade cases, and 261 ninth grade cases. </p><p> Six discriminant analyses were calculated to find the variables with the highest predictive power. One discriminant function was produced for each analysis at each grade level. The variables that had the highest predictive power in the third grade discriminant function were the ACCESS scale scores for reading, writing, and listening. The variables that had the highest predictive power in the fifth grade discriminant function were the ACCESS reading and writing scale scores. The variables that had the highest predictive power in the ninth grade discriminant function were the ACCESS comprehension composite score and the writing scale score. </p><p> In addition the graduation rates for seniors during the 2013-2014 school year who had been ELL at one time was different depending on when they exited ELL. Students who exited in third grade had an 82% graduation rate. Students who exited in fifth grade had a 72% pass rate, and students who exited in ninth grade had a 59% pass rate. </p><p> The findings in this study indicate English as a second language development and literacy development for ELLs who enter the US school system in kindergarten are inseparable.</p>

Thesis (M. Ed.)--University of Hong Kong, 2007. / Includes bibliographical references (leaf 74-85) Also available in print.

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

<p> As a result of the changing educational expectations and regulatory environment, there is a need for elementary school teachers to consider carefully curriculum development. The purpose of this research is to identify key transformational leadership strategies for curriculum development in elementary schools. Other than the requirements of credentials, teacher&rsquo;s deal with state- required policies and standardized testing. Study methods included interviews of retired elementary school teachers in California to discover transformational leadership strategies implemented in developing curriculum. A qualitative approach was selected to identify strategies implemented within the school setting and used within daily curriculum (Creswell, 2003). Validity was established through an expert panel and the data analysis included interrater reliability. </p><p> This study resulted in 6 common strategies (a) attending to students&rsquo; needs, (b) safe and comfortable, (c) listen, (d) showing you care, (e) group work, and (f) connection. These key transformational leadership strategies are relative for curriculum development in elementary schools through the theoretical framework of this research study: idealized influence, individualized consideration, inspirational motivation, and intellectual stimulation. </p><p> The findings of this study provide information to educational scholars who study curriculum development. The results of this study also assist elementary school teachers and elementary school administrators when creating curriculum. </p><p> This study was conducted in one state, thus further research with teachers in other states may add to the findings in this study. Additionally, a quantitative approach utilizing surveys comparing teachers from public schools and private schools may yield additional data.</p><p>