The purposes of this study were (a) to develop, implement, and evaluate a computer-oriented instructional program for introductory calculus students, and (b) to explore the association between a computer-oriented calculus instructional program, a non-computer-oriented calculus instructional program, student achievement on three selected calculus topics, and student attitude toward mathematics. An experimental study was conducted with two groups of introductory calculus students during the Spring Semester, 1989. The computer-oriented group consisted of 32 students who were taught using microcomputer calculus software for in-class presentations and homework assignments. The noncomputer-oriented group consisted of 40 students who were taught in a traditional setting with no microcomputer intervention. Each of three experimenter-developed achievement examinations was administered in a pretest/posttest format with the pretest scores being used both as a covariate and in determining the two levels of student prior knowledge of the topic. For attitude toward mathematics, the Aiken-Dreger Revised Math Attitude Scale was administered in a pretest/ posttest format with the pretest scores being used as a covariate. Students were also administered the MAA Calculus Readiness Test to determine two levels of calculus prerequisite skill mastery. An ANCOVA for achievement and attitude toward mathematics was performed by treatment, level, and interaction of treatment and level. Using a .05 level of significance, there was no significant difference in treatments, levels of prior knowledge of topic, nor interaction when achievement was measured by each of the three achievement examination posttests. Furthermore, there was no significant difference between treatments, levels of student prerequisite skill mastery, and interaction when attitude toward mathematics was measured, at the .05 level of significance. It was concluded that the use of the microcomputer in introductory calculus instruction does not significantly effect either student achievement in calculus or student attitude toward mathematics.

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K-12 schools are more commonly using online learning to supplement traditional classroom learning. Previous online adult education researchers have found no significant differences between traditional and online learning outcomes. However, little research has been done with regard to online General Educational Development (GED)-level learning for adults. The purpose of this quantitative study was to explore the effect of the Skills Tutor program compared with traditional learning on GED student achievement in reading/language arts. The Skills Tutor program was used as a means to address the low GED graduation rates at an adult education program through Memphis City Schools. This research was based on the constructivist learning theory. The research question examined the effect of an online skills program on English/language arts scores among GED students. Scores from the pretests and posttests of 40 adult education students were analyzed using analysis of covariance (ANCOVA) to determine statistical differences between 2 groups. One group (n = 20) received the intervention of the online skills program, Skills Tutor, along with traditional instruction, whereas the other group (n = 20) received traditional instruction delivered by the teacher only. The results indicated the traditional group's adjusted mean scores were significantly higher than the Skills Tutor group scores. Recommendations included additional research with larger samples of students, for a longer period, and focused on the fidelity of implementing of the Skills Tutor program at the local site. Implications for positive social change include providing research findings to the local administration on the current GED program and recommendations for continued research on the instruction that best supports adult learning.

In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the elementary education setting. Data collection consisted of a group interview and classroom observations with a purposeful sample of 4 general education teachers and 2 special education teachers of Grades 3-5 math and language arts who were coteaching at the time of the study. Teachers' perceptions regarding the effects of their professional relationship on collaboration efforts and of the effectiveness of coteaching in meeting the needs of students with disabilities were examined. Emergent themes were identified from the data through open coding and verified through NVivo and a peer reviewer. The findings showed that participants perceived coteaching to be an effective teaching strategy for working with students with disabilities. They suggested the following areas for improvement in their school's current coteaching program: parity among teachers, administrative support, shared planning time, relevancy of training, collaboration, and follow through regarding the roles and responsibilities of teachers. Based on the results, a professional development workshop was developed to improve the overall effectiveness of the coteaching program and better meet the needs of students with various disabilities in general education classrooms. The provision of training through the workshop may positively affect teachers' perceptions and implementation of coteaching. An improved academic environment in cotaught classrooms may benefit students with disabilities.

The local problem that prompted this study was declining student achievement scores in the 4th and 5th grades at a Title 1 elementary school in the southeastern U.S. As a result, school administrators initiated an environmental change from a self-contained classroom structure to departmentalization and team teaching for 4th and 5th grades. The purpose of the study was to investigate perspectives of teachers and administrators regarding their needs to address their own self-efficacy for improving student learning, and their perspectives of the team teaching and departmentalization processes in enhancing student achievement. The conceptual framework for this study was Bandura's theory of self-efficacy. The research design was a qualitative case study using purposeful sampling. Interviews were conducted with 10 participants; 9 teachers who were presently teaching or had taught at the 4th and 5th grade levels for 2-20 years as well as 1 administrator. Participants' responses were coded and analyzed for emerging themes related to teachers' sense of efficacy to improve achievement, and issues with team teaching, departmentalization and student learning. The key findings include teachers' beliefs that, with support from professional development, they could help increase student achievement and then departmentalization would be more successful. A policy paper was constructed as a project to address ongoing, mandated professional development for teachers and administrators in strategies for increasing their efficacy in the use of team teaching and departmentalization structures to improve student learning. Using study findings, upper elementary school administrators and teachers may be able to make effective organizational decisions to improve self-efficacy of teachers to meet the school's increased expectations regarding student learning and achievement.

In the United States, state educational finance systems are required to ensure that every student obtains an adequate and equitable education. The purpose of this quantitative study was to evaluate the financial management aspect of public funding and the consequences of Georgia's reliance on local property tax revenue for financing its public school districts and attaining student academic achievement outcomes. The research questions examined whether there was a difference in student academic achievement levels of economically disadvantaged (ED) students based on the total 8th grade student population, annual property valuations, and median home sale prices during the 2006-2014 school terms. Systems theory management, resource allocation, and property taxation provided the theoretical framework for the study. Data were obtained from public, online databases in Georgia. Purposive sampling identified the ED students who took the Grade 8 Writing Assessment (EGWA), the test used to measure the ED students' academic performance levels (n = 27,136). Results from Pearson correlation analyses indicated an inverse relationship between the number of ED students who passed the EGWA and the median sale prices of homes, and school districts with high property tax revenue were more likely to have higher test scores than school districts located in areas with low property tax revenue. Multiple regression analyses showed that the academic performance of 8th grade ED students who passed the EGWA was predicted by the total number of 8th grade students who passed the test. The implication for positive social change is that it is not the amount of public funding that affects student academic achievement, but how the funds are spent that can change academic achievement.

In the changing field of education, there is awareness of the benefits of parental involvement on student achievement and the impact teachers have on the success of parental involvement programs. However, teachers may rely significantly on their personal experiences as a source of reference for parental involvement and subsequently impact student achievement. There is a gap in the research about the lived experiences of teachers regarding their perspectives and support of parental involvement in the classroom. The purpose of this phenomenological study was to explore teachers' lived experiences and attitudes concerning parental involvement and student achievement. The conceptual framework for the study was supported by Bandura's social cognitive theory and Bandura's self-efficacy theory. A phenomenological research design and purposeful sampling was used to conduct face-to-face, semistructured interviews with 10 participants who were currently employed teachers with at least 5 years of experience and who had an awareness of parental involvement. Data collected from interviews were analyzed using the modified van Kaam method of analysis described by Moustakas. The 3 main themes that emerged from the data were a history of high parental involvement, the fostering of open and positive communication, and teacher-parent relationship building. Understanding how teachers' experiences influence parental involvement could result in a positive social change for education by creating awareness among educators and caregivers and by improving support for students.

The achievement gap stands as one of the top priorities framing educational policy through the past half-century. The middle school level amplifies this gap especially in urban areas. The role of principal leadership in closing the achievement gap is key. The purpose of this study was to examine the relationships between the leadership styles of principals assigned to Title I middle schools, staff longevity, school climate, and overall school achievement. The researcher applied a non-experimental, ex-post facto research design to investigate the research hypotheses. Utilizing the Google Survey Platform, 290 staff members across 30 middle schools within a large urban school district in southeast Florida, completed a survey which included questions related to longevity, and the Multifactor Leadership Questionnaire (MLQ Form 5x). Results of the school district’s School Climate Survey, Staff Form, were employed to gauge school climate. Hierarchical linear regression analyses revealed several significant positive associations between transformational leadership and numerous of the academic areas explored (e.g., reading learning gains of the lowest quartile, math proficiency, and social studies proficiency). In contrast to what was predicted, transactional leadership, also positively predicted some of the academic achievement factors evaluated (e.g., math proficiency, and math learning gains). Staff longevity negatively predicted school grade. Staff climate positively predicted math proficiency, and math learning gains. On the other hand, staff climate negatively predicted school grade, the three factors related to reading achievement (e.g., proficiency, learning gains, and learning gains of the lowest quartile), and social studies proficiency. New research questions arose as a result of the investigation. Further research is recommended that examines the leadership variables explored within a larger sample, and in other geographical areas with similar demographics. As well, additional research is suggested involving staff longevity and school climate alongside a measure of collective instructional efficacy where urban schools are concerned.

Student demographic data in today’s elementary and secondary schools have shown an increase in the numbers of diverse students in classrooms across the United States. This change in classroom demographics has established the need for changes to both the classroom educational environment and the preparation of our teachers. Research supports a few documented ways teachers can support both their student experiences and academic performance. Culturally competent teachers, cultural humility, and culturally relevant pedagogy are a few of the ways educators can adapt to the change in student demographics. Linking the literature to these findings will help provide an overview of several factors associated with teacher cultural competency and student academic performance. Included in the research are classroom demographics, cultural bias, teacher education and experience, relational capacity, and culturally relevant pedagogy. The research suggests that the more teachers are aware of their own bias through culturally competent teacher education, the more successful teachers are at reaching diverse students in the classroom. The goal is to provide information on the importance of teacher cultural competency and how it relates to student success. This action research, case study analyzed the relationship between teachers’ cultural competency and their students’ academic performance through a post-positive research study. Data were collected from various resources: classroom observations; teacher, parent, and student focus groups; academic data; and observations of classroom instruction. This study was a 9-week, two-intervention cycle of action research. The purpose of this action research, case study was to gain insight into teacher, student, and parent experiences and perceptions of classrooms where teachers were of Slavic descent and classrooms where teachers were of non-Slavic descent. This action research, case study aimed to answer multiple research questions to investigate why there were discrepancies between classrooms led by Slavic and non-Slavic teachers with regard to the classroom pedagogy and the academic success of Slavic students. Past research has supported a wide array of culturally responsive teaching techniques for a variety of ethnic and linguistic subgroups. The past research did not specifically look at, or study, the Slavic cultural needs in the classroom. This action research, case study specifically looked at the Slavic cultural needs at one particular school. This is the first study to provide information on the importance of culturally responsive teaching for the Slavic community and how teacher cultural humility with Slavic students can potentially improve perceptions, experiences, and academic success. This study can help fill the gap and potentially lead to further inquiry into Slavic cultural humility.

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