<p> The current qualitative phenomenological research study was used to explore the lived experiences and perceptions of African American male elementary teachers who were between 22 and 35 years of age and their underrepresentation in elementary education. The study underpinned their need to influence African American boys. The study was guided by 5 research questions with data collected from African American males working at the elementary education level. Data were collected using interviews and observations. The findings of the study indicated African American males are underrepresented in elementary education based on: (a) low salaries of beginning teachers; (b) lack of a qualified pool of candidates; (c) perception of the career as a woman&rsquo;s career; (d) lack of respect; and (e) weak recruitment and retention strategies. The findings were used to identify 4 developing themes geared toward reversing the trend of underrepresentation of African American males in the elementary education field. The 4 themes were: (a) to provide increased salaries that match competitive and current economic standing; (b) promote the profession whereby it is viewed as not a &lsquo;woman&rsquo;s only&rsquo; career, so that African American males are comfortable applying for employment; (c) provide positive exposure for African American males; and (d) increased involvement by school district leaders in recruitment and retention strategies. The participants expressed the need to be highly visible in elementary education to employ their talents, skills, and abilities in the lives of African American boys, ultimately aiding in closing the achievement gap and their success. The research had some limitations, and further research on the topic of the underrepresentation of African American males in elementary education is recommended. </p><p>

<p> This qualitative study reviewed reasons so few Hispanic/Latino teachers remain employed with rural county public elementary schools. The study evaluated issues that present high retention and attrition concerns for Hispanic/Latino teachers in rural schools. In addition, the dissertation offered suggestions on ways to increase the representation of Hispanic/Latino teachers in rural elementary schools. The results of the study included lack of resources, lack of support, teacher isolation, heavy work load, and residency issues as barriers to Hispanic/Latino teachers&rsquo; retention in rural school communities. Suggestions to mediate the barrier included improving school leadership, utilizing alternative funding sources, such as grants, promoting collaboration through Professional Learning Communities, developing diversity programs, and teachers evaluating their professional and personal goals.</p><p>

<p> The enrollment and engagement of middle-class families in historically low-income urban public schools can generate school improvements, including increased resources and expanded extracurricular programming. At the same time, prior research has highlighted the marginalization of low-income parents as one consequence of middle-class parent involvement. However, there is a limited understanding of the factors that contribute to parents&rsquo; central or peripheral positions within school-based parent networks in this context. Drawing on theoretical literature on social capital and social networks, this case study combines quantitative methods including social network analysis and regression-based analyses with ethnographic methods to examine the school-based social networks of kindergarten parents in a Philadelphia public school experiencing an increase in the engagement and enrollment of middle- and upper middle-class parents. I explore how school-based social networks matter to parents&rsquo; access to information, advice, and social opportunities and how these networks are shaped by parents&rsquo; informal participation in school-based events and formal participation in parent organizations. </p><p> Four key findings emerge. First, informal participation in school events is not associated with an increase in network centrality. Second, formal participation in parent organizations is related to network centrality. In particular, the networks of parents who participate in these organizations include other parents who are well-connected themselves and parents who participate in parent organizations also have greater access to network resources overall. Finally, consistent with prior research on parent involvement, findings indicate that middle- and upper-middle class parents are more likely to participate in parent organizations than low-income parents. Findings suggest that while race or class-based social position may influence parent networks in some ways, participation in parent organizations plays a greater role in the connectedness of parents&rsquo; ties and parents&rsquo; access to network resources. Implications for this research suggest the need examine practices for family and community engagement in schools and how parent organizations might be made more accessible to and inclusive of low-income parents, parents of color, and limited English-speaking parents. Furthermore, this research provides support to arguments made in prior research concerning the complexity and challenge of relying on middle-class parent involvement as a mechanism of school reform.</p><p>

<p> Student-led conferences are an alternative method of reporting progress to parents. This qualitative phenomenological research study was conducted in order to examine elementary teachers&rsquo; perceptions of student-led conferences in comparison to traditional parent-teacher conferences in Central and Southern Illinois. Additionally, the study examined what professional supports, if any, teachers would need to continue implementing student-led conferences. The focus groups included a face-to-face audio-recorded interview prior to the student-led conferences where the study participant shared resources, then concluded with a follow-up exit telephone interview. The multiple data sources that were collected provided the researcher with information to support or argue in a triangulation strategy. During the initial face-to-face site visit interview, the researcher asked the teacher fourteen questions and the teacher shared resources used before, during, and after the student-led conference process. During the exit interview, the researcher asked five questions to the participants over the telephone. Data were then generated from both the pre and post audio recordings and analysis of resources over a 22-week period. Finally, the researcher concluded that there were four major themes that emerged from the data analyses: ownership, responsibility, preparation, and family involvement. The research indicated the various styles and formats to a student-led conference but key components included the preparation for the child and teacher, the conference itself, and portfolio artifacts and/or goal-setting opportunities within the conference. Finally, the researcher concluded the need for continuous professional development and/or supports when initially implementing and sustaining the student-led conferencing process.</p><p>

<p> A successful superintendent once shared that, according to his research, the primary reason people remain with a company or a school is they enjoy those with whom they work. The second reason they stay? They enjoy those for whom they work. These kinds of leaders stand out in the crowd. They inspire people to work harder and improve themselves. People stay at the company or school because of them. Initially, this dissertation began as a mixed-methodology study and emerged to be qualitative in nature. The study focuses on two styles of effective leadership&mdash;transformational and servant&mdash;and whether one style has a greater impact on staff retention in elementary schools. Given the percentage of teachers who leave the profession and the impact that loss has on student achievement, elementary principals need to know effective leadership styles and how the role of the principal impacts school climate, job satisfaction, and, ultimately, staff retention. Using two Likert-scale surveys, elementary teachers determined whether their principals led with tendencies toward transformational or servant leadership. The teachers then responded to open-ended questions and personal interviews to determine the reasons behind their desire to remain at their current schools. All participants perceived their principals to lead with more of a servant leadership style than a transformational style. This led to the focus of the study shifting from a comparison of two styles to honing in on only servant leadership. The qualitative data revealed that the elementary principals can encourage staff members to remain at their schools by focusing on building relationships with others, supporting them, and being an effective communicator. Trust was also identified as a key component on how those relationships are built and sustained. Trust was also tied to how effective the support and communication was between the teacher and principal.</p><p>

<p> The purpose of this qualitative phenomenological study was to explore and describe the lived experiences and perspectives of 4 elementary school principals and 4 instructional leaders committed to social justice practices who have improved and sustained grade level performance in reading with Black students for the duration of 3 consecutive years.</p><p> Four research questions guided this study and included: What strategies are used by elementary principals and instructional leaders to advance equity, access, and opportunity, to improve core teaching and curriculum, address barriers faced, and develop resilience when leading the work of social justice? Data were collected through semi-structured interviews with the intention of learning specific leadership strategies used to create, promote, and sustain equitable learning environments where Black students meet and exceed proficiency rates in reading.</p><p> Key findings suggest that leaders who accomplish and sustain high academic achievement at their schools hold high expectations for their students, immerse themselves in culturally responsive professional development trainings, seek community supports to enhance curricular programs, and invest in professional study and self-care practices to sustain themselves both professionally and personally. Recommendations for future policy demonstrate the need for principal preparation programs dedicated to addressing social justice leadership practices as a means to advocate equity, access, and opportunity for marginalized and oppressed students everywhere.</p><p>

<p> Challenging problems require transdisciplinary, novel solutions. Equity demands that all students receive appropriate services to develop talents and potential, however, poverty limits opportunity. According to the National Association for Gifted Children (2017), approximately 6% to 10% of all students exist within the gifted and talented range. A specific subset of this demographic, underrepresented gifted and talented (UGT) student fail to receive appropriate access to develop their creativity and leadership potential. Grounded in the Human Ecology Theory (Bronfenbrenner, 1979), this case study argues that talent development requires arts education to enrich and support UGT students. Application of a qualitative case study, design process allowed authentic interviews of professionals working in the fields of gifted and talented education, fine art, elementary education, and student advocacy to develop. The themes and opinions regarding equity, UGT students, and arts education discovered in this study provide salient recommendations for the academic community. </p><p>

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ed. D.)--Washington State University, August 2008. / Includes bibliographical references (p. 104-107).