<p> Thousands of students across the United States are retained annually in their current grade level for a variety of reasons, but primarily retention is due to academic grade level performance, on local or state standardized tests. The push for higher student accountability has led states and school districts to implement intervention policies to try to bridge the gap for under achieving students. This study focuses on the perceptions of administrators in rural districts and the pros and cons of grade level retention in primary grades. Although there is no one factor able to determine the success or failure of grade level retention as a primary grade level intervention, key findings from the study identify retention is used frequently as an intervention among many rural districts.</p><p> Findings from this study indicate that there are three main reasons administrators retain students: 1) allow students time to mature, 2) academically more than two grade levels behind peers, and 3) allow students additional time to catch up with peers. Administrators indicated that besides social demographics, social maturity played a large role in a student&rsquo;s readiness for a formal education.</p>

<p> This study was a comparison of three different classroom models in upper elementary, 3^rd grade to be specific. A departmentalized two-teacher team, a departmentalized three-teacher team, and a self-contained team participated in a causal-comparative post-test study focusing on student and teacher perception of the model. Its purpose was not to prove one to be best but to rather suggest there were options and school leaders must consider before determining the classroom model that best fit their teachers and students. </p>

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The purpose of this study was to determine whether 120 fifth-grade students composed significantly better writing using word processors than using pencil and paper. The subjects included 65 males and 55 females. Following an introductory lesson in keyboarding and instruction on the Bank Street Writer word processing program, randomly selected control and treatment groups participated in sixteen 45-minute sessions of prewriting, writing, and revising expository paragraphs and essays. Both groups used a process approach to writing. Trained scorers evaluated the compositions. Results were tabulated using MANOVA to test for significant differences between groups. Level of significance was set at .05. Though results indicated a trend toward improved writing with word processors, no significant difference was found in overall treatment effects. However, significant differences between students' writing by teacher were established. This study indicated that, over the short term, use of the word processor by students does not result in significantly better writing. Researchers seeking more immediate results might investigate teacher variables. Further study over a longer duration using older subjects more familiar with word processing may substantiate a positive relationship between word processing and improved writing.

The following work has compiled over the course of my time spent at Claremont Graduate University. Through my time in the program I have not only developed as an educator but an individual as well. My journey began simply by looking at myself and who I am. I thought I knew who I was, but as I continued with my courses, spent more time in the classroom, and engaged in professional relationships I began to wonder. Throughout this ethnography, I will share my experiences and journey through this roller coaster year. However, as I reflect now, I can begin to appreciate the journey I have been on and look forward to what lies ahead. I began my journey fresh out of my undergrad program ready to begin my teaching career. Coming into this program I felt ready to take on anything they threw at me because, obviously, I was prepared. My work through this ethnography has shown me that although my past experiences did provide a great foundation, there was much more to learn and experience. As I spent the second portion of this writing getting to know my focus students, I realized that I had spent so much time in my own world that I needed to step back and observe and appreciate all that was around me. This idea lent itself to the third section of my ethnography. Here I was at a school seven minutes from my home and I had never seen it. There was this whole world down the street that I had never experienced, but my students lived every single day. My work this past year has been a reflection of my growth as a teacher, a person, and a student. The adage “You learn something new everyday” has never been more prevalent than on my journey through the Claremont Graduate University, Teacher Education program. However trying and overwhelming it all was, I still had my family, my friends, and my students to keep my head above water and keep me going. I dedicate this ethnography to them all because without their love and support through this tumultuous journey, I would not be walking away the educator I am today.

<p> A case study was conducted of an elementary STEAM laboratory program in a midwest Missouri school district, which was unique to the area, and involved risk-taking by the school officials. The delivery model for instruction in the program was inquiry-based learning with a STEAM focus. The planning of the program involved the community, as well as district personnel. The purpose of the study was to evaluate the efficacy of the program at the end of the first year to determine if the goals of the planning committee had been met and if the perceptions of the stakeholders were in favor of the decisions made to implement the program. A mixed research design was conducted which included surveys of parents and teachers involved in the program, standardized assessment scores compared to those of traditional elementary buildings in the district, and interviews with administrators involved in the planning and implementation of the program. The over-arching purpose of the study was to provide a model for future planning in the school district, as well as for other districts interested in the development of a STEAM program. Results of the mixed design were mostly positive, with survey results indicating favorable perceptions by the participants. Results of standardized testing were of mixed results as to the academic achievement of students involved in the program; however, administrator interviews indicated no expectations for increased achievement during the first year of operation. Indications were that the first year of operation of the laboratory school had met expectations, and the STEAM program would serve as a model for districts in making the choice to follow the same path toward including a STEAM curricular program in the future.</p>

<p> This study examined data on 795 first-graders to identify the presence of characteristics and factors that might indicate a greater likelihood of later placement in a disciplinary alternative education program. Independent variables were chosen based on research indicating their significance and stability over time. Readiness as indicated by preschool attendance, each students oral reading fluency as indicated by their DIBELS score at the end of first grade, behavior marks on their first grade report card, the number of absences in their first-grade year, sex and race of each student, free and reduced meal plan status, and whether or not the student had been retained were examined. Chi-square analysis and one-way ANOVAs were used to test for significance between the independent variables and disciplinary alternative school placement. There was evidence of an extremely strong statistically significant association between each of the independent variables and disciplinary alternative education program placement. The data revealed there is a greater likelihood of later placement in a disciplinary alternative education program in students who demonstrate these early indicators.</p>

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

<p> This research examined the level of purpose development amongst Montessori sixth graders through the use of an in-person, paper-and-pencil survey, the RYPS (Bundick et al., 2006). It is suggested that Montessori students are highly prepared to consider their purpose in life as defined by Damon and colleagues (2003) because of the values of Cosmic Education. Survey responses were counted and averaged using an on-line spreadsheet program. The sample was found to be purposeful at a higher rate, 34%, than other samples (Damon, 2008; Moran, 2009), and 54% espoused a sense of purpose. It is concluded that adults seeking to educate young people for purpose development examine the uses and benefits of Montessori education.</p><p>