<p> Since their inception in the 1960s, federally funded workforce development programs have promised a solution to unemployment, labor market skills gaps, and income inequality. However, until recently, lack of data and methodological challenges have made evaluation of these programs difficult. Funded by the U.S. Department of Labor in response to the Great Recession of 2008, the Trade Adjustment Assistance Community College and Career Training (TAACCCT) program, represented a nearly $2 billion investment in community colleges and the U.S. labor force. Using third-party evaluations to provide evidence of strong outcomes for TAACCCT participants was one of its key objectives. Through a systematic review of TAACCCT third-party evaluation studies and case study analyses of two institutions, this study examined the impact of TAACCCT on participant completion, employment, and earnings and institutional capacity building during its first two funding rounds. TAACCCT enabled community colleges to invest in capacity-building activities, experiment with innovative program strategies, and strengthen and scale partnerships. It also had a positive and significant impact on participant completion and employment. Future workforce development programs should be informed by these successes. The experiences of grantees during these two rounds also offer insights into improvements for future programs. </p><p>

<p> The ability to read proficiently is a comprehensive skill necessary for success at all academic levels. Students who consistently read below grade level continue to struggle throughout their school years with little chance of recovery. The administrative leaders of the Ocean View School District (a pseudonym) noticed a decline in reading scores and recognized a need for a significant shift in its instructional practices to reach its struggling readers. </p><p> The purpose of this study allowed school leaders an opportunity to investigate the effectiveness of the Gradual Release of Responsibility (GRR) reading strategy within the structure of the Missouri Reading Initiative Program (MRI) regarding student achievement in reading at a small mid-western urban elementary school. During the study, the small mid-western urban school&rsquo;s Reading Specialists utilized two gradual release models, a Three-Step gradual release method and a Four-Step gradual release method in Grade 3 through Grade 5. The Primary Investigator collected secondary data in the form of reading and Missouri Assessment Program (MAP) scores, to evaluate student outcomes. </p><p> The implementation of Reader&rsquo;s Workshop at the Valley Breeze Elementary School (a pseudonym) led to a discussion of the effectiveness best practices, balanced literacy, and small group instruction on student achievement and reading levels. Increase in student reading levels was gauged by an increase as assessed by the Fountas and Pinnell (F&amp;P) Reading Assessment. </p><p> The Primary Investigator formulated two hypotheses organized around the following questions: (1) How do reading scores differ in comparison to the implementation of two different models of Gradual Release of Responsibility within the Missouri Reading Initiative program? (2) How do ELA MAP scores differ in comparison to the implementation of two different methods of Gradual Release of Responsibility within the Missouri Reading Initiative program? </p><p> Overall, the Primary Investigator determined the results of the study as inconclusive. However, trends in growth due to student moving levels during a given school year, as well as, a positive average growth percentage of reading scores was noted. The Primary Investigator recommended another form of assessment to validate the increased achievement of student readers.</p><p>

<p> Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students&rsquo; reading levels and students reading on grade level. The purpose of the study was to investigate the difference in STAR reading scaled scores between struggling 2nd grade students who received LLI and peers who did not receive LLI. The researcher also examined the possible relationship between the increase in students&rsquo; literacy skills and fidelity of implementation of LLI. Finally, the researcher examined the perception of LLI teachers and School Leadership Team (SLT) members on the implementation of LLI. The researcher selected a mixed-methods approach and analyzed qualitative and quantitative data, including LLI teacher survey data, LLI teacher and SLT member interview responses, fidelity of implementation tool, and pre- and post-STAR reading scaled scores to determine a possible increase in struggling students&rsquo; literacy skills. The results of the study showed no statistical difference between the LLI students and the non-LLI students. Furthermore, the study indicated no relationship existed between student outcomes and fidelity of implementation. However, the study revealed teachers who implemented LLI with fidelity, LLI teachers, and SLT members believed students&rsquo; literacy skills improved. As a result, the researcher recommended further studies on the implementation of LLI in urban settings.</p><p>

<p> In this mixed methods study, the researcher analyzed three school years of third through fifth-grade students&rsquo; reading scores on the NWEA MAP reading test to determine possible differences in students&rsquo; reading growth relative to the instructional delivery model used to provide Corrective Reading as supplemental reading intervention. Students received Corrective Reading intervention with the classroom teacher, the after-school teacher (both large groups), or in small-groups with the Title I Reading Teacher. </p><p> Five elementary school principals and 15 teachers answered interview questions related to experiences with Corrective Reading, perceptions of student academic and behavioral outcomes, and perceptions of the three instructional delivery models. Teachers and principals agreed Corrective Reading improved students&rsquo; academic and behavioral outcomes. Classroom and after-school teachers believed students demonstrated greater reading growth in small groups. Title I Reading Teachers agreed, but desired the ability to show academic gains with a larger number of students. </p><p> The researcher conducted an Analysis of Variance (ANOVA) test on reading growth scores from the three groups. The <i>p</i>-value of 0.0026 indicated a significant difference among the means, so the researcher rejected the null hypothesis. Students in all the reading intervention groups showed some reading growth. However, both the Tukey and Scheffe post hoc analyses revealed the mean of the Title I Reading Teacher group was significantly higher than the mean of the after-school group. As a result of the findings, the researcher recommends educational leaders staff buildings with reading intervention specialists to provide small-group intervention to struggling readers.</p><p>

<p> The purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn. </p><p>

<p> This research study involved examination of the quality of globalized character-based education in Missouri and the reasons secondary public schools have been slow to adopt globalized educational programs such as the International Baccalaureate Diploma Programme (IBDP). This established programme has been the standard-bearer across the globe during the last 40 years and continues to promote the evolution of new globalized educational programs (IBO, 2017c). The International Baccalaureate (IB) Programme is now in 3,662 schools worldwide with 1,465 schools located in the United States (International Baccalaureate Organization [IBO], 2015b), but only 11 of the 573 Missouri public secondary schools have instituted a working IBDP (IBO, 2017c). A quantitative research study was conducted using a survey based on global characteristics as established by the IB Learner Profile. Data were collected from four specific groups within Missouri: 103 students currently enrolled in an IB Diploma School, 10 IB coordinators, 16 admissions directors of post-secondary institutions that offer IB credit, and 86 human resources directors at Missouri-based globalized businesses. These groups were chosen because of their relationship with the IB Learner Profile characteristics as demonstrated by IB Diploma candidates and the hiring process of employees in the 21st-century workplace. The further a student progresses educationally, the less often evaluators see the criteria of globalized learners being followed. The weaknesses revealed through this study can help drive the evolution and possible expansion of more globalized character-based programs in secondary schools in Missouri.</p><p>

<p> This qualitative descriptive narrative research was the first known study to collect participants&rsquo; perceptions on the effectiveness of the Marine Corps&rsquo; Light Armored Vehicle driver training. The general problem was the Marine Corps&rsquo; vague guidance on curriculum development, instruction, and assessment for driver training of the Light armored Vehicle (LAV). Specifically, it is unknown how LAV drivers perceive the effectiveness of their driver training. The single research question for this study was what are the participants&rsquo; perceptions of the effectiveness of the Light Armored Vehicle Training Course&rsquo;s driver curriculum? This study used a semi-structured interview format comprised of 10 open-ended questions to interview 20 former LAV drivers. Thematic coding discovered six themes: (1) heavy reliance on PowerPoint, (2) instructors rushing through the course, (3) low instructor motivation, (4) minimal driving time, (5) highly standardized instruction, and (6) the need for an extended course. Uncovered by participants, the findings of this research showed gaps in the LAVTC&rsquo;s current education procedure, a heavy reliance on traditional learning methods, improper training emphasis, and instructor weaknesses. To ensure training and education standards are in keeping with the expectations of the United States Marine Corps. Participants&rsquo; observations, perceptions, and experiences are reference points to address the specific problem statement of this study, and to assist military educators and leaders in making measurable and pragmatic corrections to the LAVTC&rsquo;s driver training.</p><p>

<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers&rsquo; attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers&rsquo; attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers&rsquo; attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers&rsquo; attitudes of inclusion in regards to their type of certification, degree level, and years of experience.</p><p>

<p> The purpose of this qualitative research was to (a) explore the issues that international undergraduate students face during academic experiences at U.S. colleges and/or universities, (b) study the relationship between U.S. professors and international undergraduate students as measured by the extent of congruency between U.S. professors' and international undergraduate students' online survey results, and (c) propose appropriate guidelines for U.S. Teacher Leaders in adult classrooms to enhance international undergraduate students' learning satisfaction. The researcher used convenience sampling that included 96 participants at Lindenwood University, Saint Charles. The researcher conducted a focus group discussion with 14 international undergraduate students from 10 countries, an online survey with 70 international undergraduate students and five U.S. professors using the Modified Instructional Perspective Inventory (MIPI), and the in-depth interviews with seven faculty experts selected from the Education Department and the International Students and Scholars Office. </p><p> The results showed international undergraduate students are faced with five major issues including language, isolation, discrimination, professors' instruction techniques, and professors' behaviors in the classroom. The emerging themes in the focus group discussion were financial support, positive experiences, and suggestion for improving teacher leadership in the classroom. There was no congruency between U.S. professors' and international undergraduate students' perceptions on four factors of the MIPI&mdash;teacher empathy with learner, teacher trust of learners, planning and delivery of instruction, and accommodating learner uniqueness. However, there was congruency between U.S. professors' and international undergraduate students' perceptions on three factors of the MIPI&mdash;teacher insensitivity toward learners, experience-based learning techniques, and teacher-centered learning processes. This congruency level, however, did not indicate a good relationship between U.S. professors and international undergraduate students, but instead the professors' inability to balance the practice of learner-centered and teacher-centered teaching approaches in the classroom. The proposed Guidelines for U.S. Teacher Leaders in Adult Classrooms suggested processes to enhance International Undergraduate Satisfaction as follows: application of professors' beliefs (teachers' trust of learners and teachers' accommodating learners' uniqueness), professors' feelings (teachers' empathy with learners and teachers' insensitivity toward learners), and professors' behaviors (delivery of various instruction techniques and appropriate use of learner-centered and teacher-centered learning processes in the right context).</p><p>

<p> National assessments have shown that the majority of students in the United States cannot read at grade level by fourth grade. These results are alarming because students who are not proficient readers by third grade suffer long-term consequences and are more likely to drop out of high school. Feeling pressure to improve reading outcomes, schools have responded by implementing a wide range of interventions. One approach is ability grouping, a system in which students of similar ability levels are grouped together for instruction. </p><p> This study consisted of a quantitative program evaluation of a literacy program designed to accelerate reading achievement. The literacy program placed students reading below grade level into ability-grouped classrooms with reduced class sizes. Quantitative analyses were conducted on secondary student assessment data. First, the performance of students in the literacy program was compared against the performance of a pair-matched group of their peers not in the literacy program via an independent-samples <i>t</i> test. Then, the students&rsquo; performance during the literacy program was compared to their performance in the previous school year via a dependent-samples <i> t</i> test. Finally, a chi-square test of independence was conducted for disproportionality of student subgroups. </p><p> The program evaluation found that, when students in the literacy program were compared to the pair-matched comparison group, the literacy program either had no effect or small, but statistically significant, negative effects. In contrast, the literacy program had positive effects when students in the literacy program were compared to their own prior performance. However, post-hoc analyses showed that all students, regardless of instructional placement, experienced significant growth during the same period. Therefore, it was not possible to attribute the growth to the literacy program. Finally, results showed that English learner students and students in special education were overrepresented in the literacy program. The study concluded that the literacy program was not substantively effective. The findings suggest that ability grouping did not improve student outcomes, concurring with existing literature. This conclusion, combined with potential implications for students, urges school leaders to reexamine ability grouping interventions.</p><p>