<p>Children need to be ready to enter kindergarten, or they may begin to fall further and further behind. The achievement gap may start prior to children entering kindergarten due to their lack of early learning opportunities. The purpose of this study was to examine the perceptions of kindergarten teachers regarding which readiness skills preschool children should master prior to entering kindergarten in order to be successful. </p><p> A literature review supports the variance in perceptions kindergarten teachers have in relation to readiness skills. The conceptual framework starts with a brief history of preschool programs. Following is a discussion regarding the benefits of preschool programs. Next is an overview of the rigor of kindergarten and the transition between preschool and kindergarten. Finally, what readiness skills children need in order to be successful in kindergarten will be reviewed. </p><p> This quantitative study surveyed 30 kindergarten teachers in a suburban school district with nine elementary schools. From these surveys, data were collected on kindergarten teachers' perceptions of the readiness skills needed. The results indicated that kindergarten teachers endorsed social-emotional skills as very important skills that should be taught prior to entering kindergarten. Directions for future research or implications for practice are discussed. </p>

<p> My study concerns the teacher knowledge of <i>mehankhim</i>, teachers in Israeli high schools entrusted to promote students' moral, civic, and social growth. It examines two <i>mehankhim</i> from a secular Israeli high school who participated in a long-term professional development program in secular Jewish education, centered by traditional and modern Jewish texts. This study is situated within the body of research on teachers' professional development, focusing on the vocation of <i>mehanekh</i> in secular Jewish education, teachers' professional knowledge, and <i>mehankhim's </i> life stories. I suggest that <i>mehankhim</i> are professionals, with a professional practical knowledge unique to them, despite their current lack of specific training for their vocation. One major source of knowledge that informs the practice of today's <i>mehankhim</i> is the historical legacy of the role. A second is the evolution of Israeli public discourse, which demands a corresponding evolution in the undefined "mission statement" of <i>mehankhim</i>, and in their preparation and in-service training. Using the qualitative method of portraiture and relying on narrative analysis, I have drawn portraits of two <i>mehankhim</i>. I completed a full ethnographic survey of the participants in their professional setting, engendering the creation of a multi-layered, comprehensive and esthetic whole. This study examines ways to professionalize the vocation of <i>mehankhim</i>. It offers hope for change in the Israeli public discourse by well-trained Jewish and Arab <i>mehankhim</i>, invigorated with a new popular mandate; it suggests an opportunity for Jewish Israeli <i>mehankhim</i> to collaborate with their American counterparts in Jewish education, giving Jewish texts a central role.</p>

<p>There is extensive research on the benefits of making data-informed decisions, but research also contains evidence many educators incorrectly interpret student data. Meanwhile, the types of detailed labeling on over-the-counter medication have been shown to improve use of <i>non</i>-medication products, as well. However, data systems most educators use to analyze student data usually display data without supporting guidance concerning the data's proper analysis. In this dissertation, the data-equivalent to over-the-counter medicine is termed <i>over-the-counter data:</i> essentially, enlisting medical label conventions to pair data reports with straightforward verbiage on the proper interpretation of report contents. The researcher in this experimental, quantitative study explored the inclusion of such supports in data systems and their reports. The cross-sectional sampling of 211 educators of varied backgrounds and roles at nine elementary and secondary schools throughout California answered survey questions regarding student data reports with varied forms of analysis guidance. Respondents' data analyses were found to be 307% more accurate when a report footer was present, 205% more accurate when an abstract was present, and 273% more accurate when an interpretation guide was present. These findings and others were significant and fill a void in field literature by containing evidence that can be used to identify how data systems can increase data analysis accuracy by offering analysis support through labeling and supplemental documentation. Recommendations for future research include measuring the impact over-the-counter data has on data analysis accuracy when all supports are offered to educators in concert. <i>Keywords:</i> abstract, analysis, data, data-driven decision-making, DDDM, data-informed decision-making, data system, data warehouse, footer, ICT, interpretation guide, report. </p>

<p> The purpose of this study was to explore the use of instructional videos in K - 12 classrooms. This study sought to determine how often the use of instructional videos occurred in K - 12 classrooms, how the instructional videos were used, teachers' perceptions of the advantages and disadvantages of using instructional videos, and the frequency with which the cognitive theory of multimedia learning recommendations were included in the design of the videos that were being used. </p><p> A mixed-method study was used to answer the research questions. The superintendents at two different school districts in southwestern Pennsylvania distributed an online, researcher-created survey via a mass e-mail system. A total of 324 classroom teachers were invited to participate in the study, and 73 teachers responded to the survey creating a 23 % response rate. </p><p> Based on the findings, 85 % of the K - 12 educators who responded used instructional video technology for educational purposes. The frequency of use results indicated that the teachers used instructional videos frequently and maintained a collection of different video titles. Teachers reported using instructional videos to <i>reinforce, motivate, meet student needs, </i> provide <i>authentic content,</i> and <i>demonstrate. </i> Advantages to using instructional videos included <i>maximize instructional time, teacher and student control, multi-modal instruction, </i> and <i>motivation.</i> Teachers reported the following disadvantages to using instructional videos: <i> lack of access, full group viewing, lack of interaction,</i> and <i>learning barriers. </i> </p><p> The cognitive theory of multimedia learning is a theory of how people learn from multimedia messages and defines specific design features that, based on empirical research, improve learning. This study investigated the use of the design principles recommended by the cognitive theory of multimedia learning. Although the principles of voice, politeness, pre-training, personalization, and signaling were present the majority of the time in the instructional videos used by K - 12 teachers, the principles of redundancy, spatial contiguity, temporal contiguity, coherence, and segmentation were used less frequently. </p>

<p> This mixed method study examines teachers' and administrators' perceptions of what contributes to the growth of the students in the educational disabilities subgroup in reading within the context of Adequate Yearly Progress (AYP) mandated by NCLB in New Hampshire until June, 2013. This study researches effective reading instruction for students identified with reading disabilities, and the factors within a school that support it, that help that group become proficient in reading. Using the New England Common Assessment Program and AYP data as criteria, four schools that had made AYP in 2011 and 2012 were selected. Participants were 68 special education and regular education teachers and five administrators. Data were collected by 15 initial interviews with special educators, administrators, and reading specialists. Fifty-three classroom teachers were then surveyed. QSR NVivo analyzed qualitative data while quantitative data were analyzed with SPSS software. Analysis yielded six key factors: highly trained teachers, high expectations of success, what the district provides both in resources and organization, collaboration/communication, what to do when students don't make progress, and delivery of instruction. The study yielded a list of the most used direct instruction programs, while small group instruction in the classroom or resource room was the preferred method of instructional delivery. A framework for decision-making was suggested, which included core curriculum, programs, time x intensity, progress monitoring, and tuning-up (CPTPT).</p><p> Key Words: reading instruction, students with disabilities, elementary education, Response to Intervention.</p>

<p> In the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.</p>

<p> Technology is increasingly present in American homes and offices and in nearly every form of American entertainment. As a result, U.S. society has become dependent on technology. Most Americans' daily routine consists of frequent interactions with electronic gadgets, interfaces, and computers in order to purchase goods online, meet people, and work. Therefore, to some extent, U.S. schools should mimic the current social environment by using technology as an educational tool. The global environment demands that students have 21st-century technology skills. Today's students learn using different modalities that require various accommodations in the classroom setting. Teachers play a pivotal role in fully preparing and engaging students. Thus, it is important to identify what factors influence teachers' decision to integrate current technology educational tools in the classroom. </p><p> The purpose of this study was to determine the strength of the relationships, if any, between teachers' demographics, use of current technological tools, attitudes, professional development, and rate and stage of technology adoption/integration. A survey instrument created by Buckenmeyer was modified and updated to reflect the technologies used in the classroom. Five elementary urban public schools and 133 teachers in Newark, New Jersey, participated in the study. Their responses were used to determine the relationships between various factors and the rate and stage of technology adoption/integration. </p><p> Significant correlations were found between technology adoption/integration and each of the categories&mdash; especially teachers' beliefs and attitudes and professional/staff development. Various items in each category were found to be significantly correlated with technology adoption/integration, including teachers' belief that they are better teachers with technology and addressing students' learning styles. Additionally, mean scores showed strong agreement with the desire to participate in professional/staff development workshops on how to integrate current technology educational tools into the instruction, especially into the new English language arts and math curricula in Newark Public Schools. </p><p> Based on the strength and significance of the correlations and mean scores, there were three recommendations for stakeholders regarding the factors that influence teachers' decision to integrate current technology educational tools into the classroom: (a) improve teachers' belief in and attitudes toward the use of current technology educational tools; (b) provide continuous, technology-infused professional development opportunities that align with the current literacy and math curricula; and (c) provide current technology educational tools such as hardware, learning software, and Web 2.0.</p>

<p> The purpose of this project was to locate a potential funding source and write a grant to enable children with physical disabilities to become more included in their education and with their peers. An extensive literature review was performed to investigate the best way to meet these needs through the usage of assistive technology (AT) devices and how such technology can be implemented into an educational curriculum. </p><p> The Inclusion Through Assistive Technology (ITAT) program has the following goals: (1) train children and teachers on the usage of AT devises, (2) reduce children's emotional difficulties, and (3) increased the involvement of children and parents in the educational process. </p><p> The Children's Charity Fund was selected as the program's potential funder, due to its focus on the educational needs of the target population. The actual submission of the proposal was not a requirement of the thesis project. </p>

<p> This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity. </p><p> Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses. </p><p> Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.</p>

<p> The prevalence of mobile technology, particularly the mobile phone, is changing the manner in which individuals communicate, access information, conduct business, teach, learn, and cultivate relationships. These technologies have charged stakeholders in both the business and the educational arena with the challenge of embracing mobile phone use and leveraging it as a learning tool. Researchers and educators are exploring the concept of integrating mobile phones into classroom instruction to enhance academic experiences for students, engage them in the learning process, and find new ways of extending learning beyond the school walls. Although this topic of research is in the infancy stage, emerging evidence supports the utilization of mobile phone technology, indicates it can successfully be leveraged in the academic setting and is rapidly becoming the technology of choice. This study contributes to the developing research in the field of integrating mobile phones into the classroom setting as high school teachers and students express their perceptions regarding how mobile phones are currently being utilized in the classroom to support instruction and whether future practices should support integration. </p><p> Data gathered from this study indicate the teacher and student participants support mobile phone access and utilization both in and out of the classroom and value the devices as an instructional resource. Further, in this study participants offer solutions to the perceived challenges that may occur as mobile devices are implemented in the school setting in order to ensure meaningful and successful mobile phone usage. Collectively, teacher and student participants encourage a shift in current educational pedagogy which will support 21st century learning through the use of mobile phones in the educational arena.</p>