The purposes of the present study are to: (a) describe the beliefs and practices of the US and Taiwan (TW) public and private kindergarten teachers regarding developmentally appropriate practice (DAP), (b) examine the group differences between the four groups of teachers, and (c) identify the salient factors related to the variability of developmentally appropriate beliefs and practice in these teachers. Three hundred and fifty-seven kindergarten teachers participated in the study. The group sizes were 123, 123, 57, and 54 for Taiwan private, Taiwan public, US private, and US public kindergarten teachers, respectively. A survey was used to collect data. Findings from this study showed: (a) Both the US and Taiwan kindergarten teachers highly endorsed beliefs about DAP; (b) US and Taiwan kindergarten teachers also held strong beliefs about developmentally inappropriate practices (DIP); (c) DAP activities occurred regularly in the classrooms; (d) developmentally inappropriate practice (DIP) activities also took place a lot although they were lower than the DAP activities; (e) the Taiwan teachers had higher beliefs about DAP and lower beliefs about DIP than the US teachers; (f) the US teachers reported both higher DAP and DIP activities than the Taiwan teachers; (g) there were no differences between public and …

The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.

The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little …

This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, …

Although technology is available and used in early childhood classrooms, little is known about what early childhood teachers believe about the use of technology and how technology is integrated into early childhood curricula. This study was designed to (a) determine the beliefs of early childhood teachers about technology integration into early childhood curricula and (b) describe the extent to which early childhood teachers integrate technology in their early childhood curricula. The participants included 39 prekindergarten teachers who volunteered to participate in a technology integration project. The treatment group accessed a Web-based technology integration training program and participated in two classroom observations, along with completing an attitudinal questionnaire pretest and posttest. The Prekindergarten Web-based Technology Integration Training included four modules each expanding the following themes: (a) national and state standards and guidelines for technology; (b) setting up a computer center; (c) integrating technology; (d) using the digital camera. The control group participated in two classroom observations without the benefit of the Web-based technology integration training program and completed the attitudinal questionnaire pretest and posttest. Results indicate that Prekindergarten teachers believe that technology can enhance a child's learning, but there was no statistically significant difference between the control and the treatment group.

Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. …

Mainstream teachers who obtained their English as a second language (ESL) certification by exam only are faced with increasing numbers of English language learners (ELLs) in their classrooms. Decreasing standards for teacher ESL certification and increasing accountability for ELLs has made teachers' role in effectively increasing the language and academic skills of ELLs an area of major concern. This study used a survey and focus group interviews to obtain information regarding ESL-certified fourth- and fifth-grade teachers' perceived preparedness, practices and resources needs related to meeting the academic and language needs of ELLs in general education classrooms. The results indicated that teachers reported differences in their perceived preparedness based on years teaching experience, years of ESL certification, professional development hours, and university ESL courses, but not on certification route. The results also showed that teachers reported differences in their sheltered instruction practices based on the percentage of ELLs, but not on grade, instructional design, or preparedness. The correlation analysis revealed there is a positive correlation between preparedness and sheltered practices. The study revealed that while teachers are using strategies that make content lessons accessible and comprehensible to ELLs, they are often not specifically addressing the academic language development of their students. …

Encouraging positive work team growth depends on, in part, the form and availability of organizational resources and support. Support systems have been found to be important for work team health and survival. However, managers are challenged to make resource decisions while working within company budgetary restraints. Previous research has indicated a positive relationship exists between teams provided with appropriate resources and support, and increased team performance. This study extended previous research by exploring if team performance can predict resources and support. Specifically, the means by which managers allocate resources based on team performance was examined. Archival data included 36 work teams and their managers drawn from four geographically dispersed manufacturing companies. Information gathered from a modified version of an original team support system instrument was used to assess the importance and presence of four resource systems. Additionally, a gap score was calculated from these scores to assess the alignment between resource need and resource existence. Data was used to assess the potential relationships between managers' perceptions of team performance and the manner by which resources are allocated. All hypotheses produced non-significant findings. Results of the hypotheses, data patterns, and limitations of the study are discussed, and opportunities for future research …

Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number of English language learners (ELLs) has grown significantly in the school population, yet the level of academic achievement for this population continues to lag. Language planning and policy provide critical decisions about how to measure what students know in all subjects. In 1999, the 76th Texas Legislature approved the assessment of the state curriculum to account for student learning while nationally the No Child Left Behind Act (NCLB) requires assessment and accountability to measure what students know. Long term English language learners (LTELs) in high school are of particular concern because they have not been able to meet standards on the state's assessments. These assessments are used for national NCLB accountability under Annual Yearly progress (AYP) indicators, the state's accountability and the Texas graduation criteria. The purpose of this study has been to examine the impact of educational language planning and policy on LTELs who have lived and attended US schools for more than four school years.