While there is preliminary evidence supporting the use of collaborative problem solving teams in schools (e.g., Telzrow, McNamara, & Hollinger, 2000) only a few outcome measures have been explored in relation to these procedures, and the results have been inconsistently demonstrated across projects (Burns & Symington, 2002). Additionally, it has been found that many school teams are inconsistent in their implementation of quality consultation procedures (e.g., Doll et al., 2005). Unfortunately the positive outcomes that have been associated with collaborative problem solving teams cannot be implied in practice until there is evidence that these procedures can be incorporated into real life situations (Telzrow et al., 2000). This research utilized an explanatory case study design to investigate the factors that contribute to quality team consultation procedures in applied settings. The analysis of the permanent products of cases seen by three Instructional Support Teams (IST) during the 2006-2007 school year, revealed that on average IST’s were able to implement five out of seven problem solving steps with fidelity. There was little evidence to confirm that teams provided detailed information on interventions that were implemented, or that treatment integrity data were collected regularly. Higher rates of implementation were found to be weakly associated with both greater goal attainment (r=.203, p=.044) and fewer referrals to special education (r=.230, p=.025). A comparison of mean implementation rates between academic and behavioral problems also indicated that teams implemented the process with greater fidelity when working on academic concerns (t (97) =3.387, p=.001). Focus group discussions revealed that team members and teaching staff considered the IST process to be more effective in addressing academic rather than behavioral problems. IST members identified the following factors as contributing to the success of their teams: administrative support, intervention support provided by specialists and Title 1 staff, participation of experts on teams, and teachers’ attitudes. Teachers and IST members identified time and scheduling to be the most significant barrier associated with the IST process. The supports and barriers to the IST process were interpreted in the context of the studies limitations, and presented with implications for practice and future research.

The purpose of this study, a formative program evaluation, was to provide an overview of treatment integrity rates, attitudes, and assessment methods within a specialized school for children and adolescents with Autism Spectrum Disorder. The study utilized a partnership model whereby the evaluators worked collaboratively with primary stakeholders (school administrators) to determine areas of focus for the evaluation. The program evaluation was conducted between August 2009 and August 2010, spanning one school year. The evaluation participants were the school’s teachers. The evaluation was based on an exploratory case study design and included both quantitative and qualitative data. Quantitative data consisted of direct observations of treatment adherence to behavior plans in classrooms, teacher knowledge of treatment content assessed in quizzes, and observations of teacher engagement with students at recess. Qualitative data consisted of teacher surveys and focus groups. The evaluation yielded an in-depth assessment of treatment integrity within the school; an intervention to define and enhance teacher engagement during recess was also developed and implemented.

The purpose of this study was to determine the effects of teacher collaboration and co-teaching on the response to literacy intervention of elementary-aged students with learning disabilities. The study utilized a multiple-baseline approach. The participants in this study included three second-grade students identified with learning disabilities, their special education teachers, and their classroom teachers from a north metro school district in Colorado. During the baseline phase, students received traditional pull-out literacy interventions and classroom instruction. During the intervention phase, the general education teacher and special education teacher collaboratively planned and co-taught the student's small group reading lesson. Students' literacy skills were monitored weekly using a variety of progress monitoring assessments. Students' oral reading fluency was monitored using the DIBELS Test of Oral Reading Fluency (Good & Kaminski, 2002). Sight word fluency was monitored using the Easy CBM word reading assessment (Alonzo & Tindal, 2007). Decoding fluency was measured using the DIBELS Test of Nonsense Word Fluency (Good & Kaminski, 2002). Overall reading levels were assessed using the Phonological Awareness Literacy Screening (PALS; Invernizzi et al., 2003). Results were analyzed based on a visual analysis and the percentage exceeding the median (PEM). Results varied among participants. Overall results for oral reading fluency indicated that two students had a moderate response while the third student had a questionable response. The EasyCBM Word Reading assessment results resulted in two of the three students falling in the questionable range while the third student demonstrated a high effect size. A higher level of response was illustrated on the DIBELS Nonsense Word Fluency assessment with two out of three students falling in the high range and one student falling in the moderate range. Overall changes in reading level varied for each student. Student One regressed, Student Two increased his reading level, and Student Three remained the same. Teachers filled out a post-study Intervention Rating Profile (IRP) and participated in a teacher interview to measure the social validity of the intervention. The teacher interview and IRP indicated that teachers perceived the use of the co-planning and co-teaching intervention as beneficial for students with academic difficulties. Benefits of the co-planning and co-teaching intervention included the opportunity to learn from each other and the ability to create a bridge from the classroom to intervention setting. Teachers identified scheduling co-teaching opportunities and finding time to co-plan as barriers to the co-planning and co-teaching intervention.^

One fundamental purpose of American education is to provide an equal and quality education for all children. Unfortunately, evidence that schools are failing to meet this important challenge is abundant. One barrier to equal educational opportunity is the practice of ability grouping, which is widespread despite research showing that it does not consistently benefit any group of students and may be detrimental to students in lower-ability groups. Teachers favor ability grouping, but little is known about why. Two major research questions guide the present study: (1) How do Coalition elementary schools group students for instruction? (2) What do Coalition elementary school teachers perceive are the effects of existing grouping practices on student learning? The study employs qualitative research methods to describe the practices and perceptions of a particular group of principals and teachers in relation to school and classroom grouping. Data are drawn from 47 interviews with principals and teachers representing Grades K-6 in 12 elementary schools associated with the Coalition for School Improvement. Data show that principals in all 12 schools attempt to create heterogeneous classes. However, teachers create groups within classes to reduce the heterogeneity of student abilities in some subjects. Usually, reading is taught in ongoing, similar-ability groups. Most other lessons are introduced to entire classes and are followed by ad hoc similar-ability groups for a specific skill lesson or mixed-ability groups for peer tutoring or cooperative learning. Teachers defend similar-ability groups on instructional grounds, usually to maintain appropriate content and pace in reading and math. They defend mixed-ability groups because of social benefits to children, usually in science and social studies. Teachers' perceptions of groupings' effects on students' personal development are mixed. The study concludes that within-class ability groups operate with different learning conditions for different groups. Teachers hold unexamined assumptions and are remote from research linking grouping and student learning. Grouping decisions also are influenced by forces outside of teachers' control, including mandates, norms, and requirements

The purpose of this study was to probe the attitudes of elementary teachers with respect to teacher autonomy, perceived and desired, and its relation to job satisfaction. It was also the purpose of this study to probe the attitudes of dissatisfied elementary teachers as to the nature and degree of their dissatisfaction. Specifically, the study was to answer the following research questions: (1) To what degree do elementary teachers perceive they have autonomy in their work, as measured on the Perceived Teacher Autonomy Scale, (2) To what degree do elementary teachers desire autonomy in their work, as measured on the Desired Teacher Autonomy Scale, (3) To what degree is there discrepancy between the perceived and desired degree of autonomy afforded elementary teachers in their work, as measured by the difference between scores on the Perceived Teacher Autonomy Scale and Desired Teacher Autonomy Scale, (4) What is the likelihood that elementary teachers who perceive low autonomy, but desire high autonomy, will experience low job satisfaction in their work as measured on the Job Satisfaction Scale, and (5) Is there a greater likelihood that elementary teachers who perceive low autonomy, desire high autonomy, and have low job satisfaction, will be planning to leave the teaching profession than teachers who have lower desire for autonomy and greater job satisfaction? Results from an initial questionnaire indicated that teachers who perceived low autonomy but desired high autonomy were less satisfied with their work than other teachers. In addition, these teachers indicated a greater likelihood of defection from teaching. Ten follow-up interviews further indicated that the areas of autonomy teachers were most concerned with were input into the decision making process that affects their classroom instruction and teacher evaluation as it relates to their professional development. Data gathered in this study clearly show the desire of teachers to have greater autonomy in their work. Such a lack of autonomy increased the likelihood of teacher defection. The findings indicate the need to address teacher job satisfaction and their implications for organizational and staff development.

Can planned primary level guidance procedures be included in the regular teaching program so that the children are helped to make a maximum amount of growth emotionally at the same time that they are acquiring the learning and work skills?

This case study investigated the planning, implementation, and assessment of a staff development project designed to reduce stress and provide a support base for improved learning by introducing Movement/Relaxation skills to an urban elementary school. Focus of the research was directed towards meeting the needs of differently-abled children in the low income African American community. It examined possible body/mind strategies for making the curriculum more accessible to the active learning style of African American children. The program also took into consideration concerns of the adult learners among the professionals. It acknowledged school improvement as an ongoing process that must appeal to the efficacy of teachers who may commit to change when they feel what they are doing will make a difference. During workshops and coaching sessions, an action team of volunteer educators explored aspects of nonverbal communication in space, ways of bringing Movement/Relaxation into the curriculum and techniques for developing body depth, or inner space, and relaxation. The action team generated a group dynamic that enabled the participants to: (1) share experiences; (2) clarify understandings; (3) encourage each other in the classroom practice of body/mind activities; (4) gain an awareness of nonverbal communication and how to improve teacher/student relationships; (5) realize the value of relaxation as basic to concentration, attention and learning; (6) excite the interest of other faculty members; and (7) foster a more nurturing school climate. Endorsement of the study by central administration strengthened the commitment of school personnel who contributed towards its implementation. Cooperation by the principal, math and reading coordinators, as well as the responsibility demonstrated by school aides were essential to the progress of this research. The time spent working together served to bond the participants and those who lent supportive assistance to their efforts.

This study investigated Massachusetts elementary principals' perceptions of the changes in their leadership roles as a result of the implementation of the Massachusetts Education Reform Act of 1993. This study also examined how principals perceived the effectiveness of the Reform Act—what they saw as positive results, what obstacles continue to exist, and what they would change to make education reform more effective. As an elementary principal, the researcher was in a unique position to engage fellow principals in a dialogue about Education Reform, and analyze and comment on principals' perceptions. As leaders in their schools, principals are in a key position to report on the changes they have seen in their jobs and their schools as a result of educational reform. With restructuring efforts concentrated at individual schools, principals become the pivotal people to initiate and direct change. Recognizing the importance of the principal in implementing reforms, the Reform Act legislated many changes in the authority and the role of the principal. These changes included greater accountability for student achievement, more authority over staff hiring and firing, and a mandate to establish participatory decision-making involving teachers, parents, and the community. At the same time, the Reform Act took away many aspects of a principal's job security by eliminating tenure, forbidding collective bargaining, and downgrading the standard for dismissal. This study found that these changes have had both positive and negative effects on principals and their schools. Positive effects as reported by principals included a focus on a consistent curriculum, higher learning standards, increased accountability for learning, increased communication and collaboration, and a push for schools to make needed changes. Negative effects included loss of job security, an increase in job demands and time commitments, increased stress, and inadequate support for principals. Other obstacles to effective reform cited by principals were teachers' unions, the perceived negativity and lack of support from the State Board of Education and the legislature, and the continuing power of superintendents and school committees. Principals in this study also made many recommendations for changes they felt would increase the effectiveness of reform efforts in Massachusetts.

Die doel van hierdie studie was om deur die implimentering van die fenomenologigse pedagogiek-denke die werklike essensies van die verhouding primere skoolhoof-onderwyser-leerling m.b.t. leidinggewing aan lg. twee oop te dek. Om leiding te gee, is 'n proses wat ontwikkelend van aard is en waardeur 'n indiwidu gehelp word om sy eie moontlikhede, vermoens, vaardighede en gesindhede te verstaan en aanvaar n.a.v. sy eie aspirasies sodat hy in toenemende mate in staat gestel kan word om sy eie verantwoordelike keuses as indiwidu en as lid van 'n groep van 'n dinamiese maatskappy te voorsien waar hy kan leer omtrent vlakke van onderskeie beroepe en opvoedkundige strewes en waarde-oordele.

Problem. The purpose of this study was to conduct a content analysis of elementary school science textbooks from two time periods to determine whether or not the female image contained therein had undergone any qualitative or quantitative changes. The population consisted of textbooks adopted for use in the State of California for 1970-1971 and 1980-1981. In both time frames, all series were selected that included titles for grades one through six. The result was a per-page examination of more than eight thousand pages in thirty pupil editions for grades two, four, and six. Procedure. The investigation was completed in four stages as follows: (1) a panel of sociologists and science educators established the content validity of the definitions used in the questions under investigation, (2) a Content Analysis Form for the Female Image in Elementary School Science Textbooks was developed using the definitions, (3) an interrater reliability for analyzing the books was established at .91 with a correlation coefficient of .82 between the investigator's and panel members' responses, and (4) the evaluator analyzed the thirty textbooks independently. Seventeen contingency tables summarized the data collected. Findings. During the decade between 1970-1971 and 1980-1981, the image of women in the elementary school science texts analyzed has improved on most variables. The female image in these texts, however, still remains unequally represented as compared to males in all but two of the areas examined. These areas include: (1) numerical representation in illustrations, (2) the allocation of biographical citations, and (3) the allocation of vocational, non-traditional, physically and/or mentally active roles. In addition, both groups of texts were found to utilize male referents to describe the activites of both males and females. Implications and Recommendations. Textbook evaluators should conduct vigorous examinations of educational materials to determine if fair and equal treatment has been given to both sexes. Secondly, educational publishers should be commended for the apparent progress toward equalization between the sexes, but they should also be encouraged to complete the process.