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Researchers report that implementation of scripted reading programs has been inconsistent. Although administrators need to understand teachers' experiences with scripted reading instruction to make decisions about best practices for implementation of those programs, little research on those experiences exists. The purpose of this phenomenological study was to understand and describe teachers' lived experiences and self-efficacy when using a scripted reading program. Bruner's constructivist theory, the concept of pedagogical content knowledge, and self-efficacy theory were used to frame the study. Eight elementary teachers in Grades K-3 from the Mid-Atlantic region of the United States each completed 4 individual interviews. Template-based iterative analysis using open and axial coding resulted in 5 major themes: self-efficacy changes, confidence and lack of confidence, experiences with guided reading instruction programs, strengths of scripted learning, and weakness of scripted learning. The scripted nature of the programs allowed teachers to focus their time and energies on teaching and content and less on planning, which helped build confidence in their abilities. Teachers did modify the scripts to meet the needs of their individual students, especially ELL students. Findings suggested that as teachers grew professionally, though, scripted programs had the potential to stifle creativity. Implications include having teachers and administrators explore hybrid and flexible program options with opportunities for teacher choice. This study contributes to positive social change by informing educators and others of how teachers perceive and use scripted reading instruction in their effort to reach all learners in a climate of increasing accountability.

Teachers in elementary schools are often faced with countless disruptive bullying behaviors, which cause them to lose valuable classroom instruction time. In addition, bullying victims have shown a decline in academic success as compared to students who are not bullied. The purpose of this qualitative bounded case study was to explore teachers' understanding and awareness of bullying behaviors and policies at the elementary school level, particularly in an elementary school in a southeastern state that has experienced large increases in student disruptive behavior over the past 2 school years. Bandura's social cognitive theory served as the conceptual framework. Semi-structured interview data were collected from a purposeful sample of 8 certified teachers at the school who taught students in Grades 3 through 5 during the past 2 school years. Open and axial coding procedures were utilized to discover themes based on teachers' perceptions of bullying, interventions and regulations. The findings revealed that teachers struggled with recognizing bullying behaviors, were unsure of the policies and procedures related to reporting bullying incidents, and their confidence levels were low when handling bullying behavior. Findings reflected components of Bandura's social cognitive theory in that individuals with high levels of perceived competence were motivated to set goals and complete tasks. A professional development workshop was created to provide teachers with the necessary tools to assist them in recognizing, responding, and reporting bullying incidents. Positive social change might occur from promoting bullying awareness among teachers and creating a positive impact on teaching, student learning, and the overall school environment at the local level.

In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

In the United States, over 10 million children under the age of 5, including half the infants and toddlers, spend time in the care of someone other than their parents. Changes in family roles and the need for dual-earner households make childcare decisions important for middle class millennial mothers. Research addressing middle class millennial mothers' experiences in choosing childcare for their infants and toddlers and their adjustment to family changes is limited. The purpose of this phenomenological study was to discover the lived experiences and decision-making processes of these mothers concerning childcare. The conceptual framework was informed by the theories of Bowlby, Bronfenbrenner, and Bandura. Interviews were conducted with 15 middle class mothers, who were 19 to 36 years old, who had a child between the ages of 6-18 months, and who had children in nonfamily care for at least 5 months. Participants from the northeastern states were recruited through social media. A combination of a priori and open coding was used to reveal emergent themes. Findings showed that the mothers balanced societal expectations and meeting their children's needs with self-gratification; also, additional financial resources were important to the participants. Emotional connections with caregivers and comfort level with the setting were the most influential elements in placement decisions. Each participant was content with her choice of childcare arrangement and confident that their children would benefit, both educationally and socioemotionally. These findings can inform early childhood practitioners of factors that contribute to mothers' decisions related to nonfamily childcare and can help educators provide millennial mothers with effective support and information systems.

Researchers indicate repeated participation in violent video games increases the likelihood of aggressive and hurtful behavior toward others. Media violence is one of the most studied phenomena affecting children over the age of 8. Media violence has become accessible for very young children through various sources. The purpose of this study was to explore perspectives of parents and teachers of children 5 to 8 years old regarding children's exposure to violent media, their definitions of violent media, and parental monitoring practices. Questionnaires were completed by 35 parents, and 6 agreed to participate in face-to-face or telephonic interviews. Four teachers from kindergarten through second grade participated in face-to-face interviews. Bronfenbrenner's model of human ecology was the conceptual framework. A combination of a priori and open coding was used to support thematic analyses. Participants indicated they need to be more informed about the possible effects that exposure to violent media, specifically video games, has on children. Both parents and teachers noted that often it was the younger children, specifically of kindergarten age, who were exposed to the most amount of time with violent media. Implications for positive social change included ways to properly monitor children's access, such as more restrictions on time and content of the media. This research could provide support to advocacy groups to provide parents, educators, and policymakers with reliable data on children's media use and the impact it has on children.