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This paper aims to understand the barriers that face access to the arts in rural high schools and to offer a selection of potential change ideas to combat these barriers that exist in school settings. The literature review shows that access to the arts in rural communities is a barrier to complete education for school aged children because rural school districts are unable to support the arts as fully funded, staffed, and resourced components of their curriculum. The paper also includes a needs assessment for a particular rural high school, represented by the pseudonym Black Mountain High School. The paper discusses an intervention that targets the barriers to arts access for rural high school students at Black Mountain High School in Pennsylvania. The change idea integrates the NASA "Visions of the Future" poster series into two grades 11 and 12 Earth and Space Science classes. The posters supplemented direct instruction of the physical characteristics of the planets, and the study measured changes in students' attitudes about the relevance of visual art in the science class and student achievement in art and science when creating their own posters using visual symbolic representations of planetary characteristics. The design for this study is mixed methods. Data was collected from students using quantitative tools and from teachers using qualitative tools. The findings showed growth in students' attitudes about the relevance of the arts, according to the Changes in Attitudes about the Relevance of Arts (CARA) survey. This growth was evident across all three of the themes of the survey, including students' perception of the value of the arts, the interdisciplinary connection to the arts, and their enjoyment of the arts. Additionally, seven of the eight student groups that participated in the study reached an achievement level of at least 70% of total points possible, based on the Rubric for Grading Arts/Science Collaborative Integration. Finally, the paper proposes policy change that can promote equitable access to the arts for students at Black Mountain High School. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student stress and anxiety are at an all-time high. Following the pandemic, more research is needed to better understand what types of interventions can be supportive in helping students manage their emotional wellbeing. To better support them, the researcher worked with various English Language Arts middle school teachers to implement Calming Corners, a social emotional based intervention. In this qualitative action research study, students in sixth-eighth grades were offered the use of Calming Corners in their English Language Arts classes. This research examined whether the Calming Corners was effective in reducing stress and anxiety for the students in their educational setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study provides interpretations of the nature of strategic plans at small private liberal arts institutions. The study explored the concepts of innovation, entrepreneurship, and transformation detailed in the plans. This study included a specific cohort of eight United States small private liberal arts colleges with similar characteristics regarding academic programs, enrollment, and fiscal stability. The research was conducted through document analysis of the institutions' publicly available strategic plans. The data collected illustrates what the documents indicates about innovation, entrepreneurship, and transformation at small private liberal arts colleges. Key findings on innovations in the plans included a focus on applied learning opportunities for students, career focused curriculum, and transparency of challenges. The research findings were presented to interested audiences through a white paper. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There were many misconceptions about the utility and value of a liberal arts degree in today's culture, with some questioning its relevance in an increasingly specialized employment market (Olejarz, 2017). By conducting a qualitative study, researchers delved into the lived experiences of individuals who had undergone such an education, shedding light on its real-world benefits beyond academic knowledge. While some perceived liberal arts degrees as less directly applicable to certain professions, a qualitative study found that the abilities and perspectives gained from a liberal arts education improved occupational success (Appiah, 2015). Through conducting interviews with 10 participants, this study was able to discover patterns in the ways in which a liberal arts education influenced the graduates' professional accomplishments and workplace adaptability. The primary questions addressed by this research study were: What role does a liberal arts education play on the post-graduate success of baccalaureate graduates? What are the post-graduate returns on investment of a liberal arts education for baccalaureate graduates? What are the suggestions of baccalaureate graduates on how a liberal arts education can be leveraged to maximize post-graduate success and returns on investment? Six themes emerged as a direct result on participants obtaining a liberal arts degree. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The COVID-19 global pandemic caused unprecedented disruption in higher education institutions across the United States, closing college campuses and transitioning instruction to remote learning. During the spring of 2020 and upon the return to campus in the fall, faculty adjusted their teaching of in-person courses to accommodate the disruption. This quantitative research examined instructional change (i.e., instructional technology and in-person instructional strategies) through Rogers's (2003) diffusion of innovations theory, a framework for understanding how innovations, including instructional strategies, are adopted. An online survey addressed three components of the theory: (a) innovation characteristics (i.e., qualities of the innovation), (b) innovativeness, and (c) the social system (i.e., instructional supports) during three time periods (i.e., before, during, and after disruption) at liberal arts institutions in New England. The research found instructional change occurred, some of which continued when faculty returned to in-person instruction. Prior use of strategies impacted use during and after disruption. Instructional technology had more substantial adoption during and after disruption than in-person strategies. Innovation characteristics impacted strategy use during and after COVID-19 disruption, though neither instructor innovativeness or the social system (i.e., institutional supports) were statistically significant. Implications for supporting instructional change focusing on universal design for learning (UDL) are provided, including developing a teaching culture, building upon the changes that occurred during COVID-19 disruption, and using innovation characteristics to prepare for future disruption. This study adds to a growing body of literature on COVID-19 disruption, innovative instructional practices, and enhancing the viability of liberal arts institutions in New England. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study examined four Belizean primary teachers' multilingual pedagogies in language arts instruction. The research question, what multilingual pedagogies did Belizean primary teachers use in the Language Arts classrooms guides this multiple case study. Using a thematic analysis in the data analysis process results in the development of four themes across the cases. The findings revealed that the teachers used multimodal and translanguaging pedagogies to facilitate multilingual students' meaning-making processes. Through language teaching partnerships, the teachers positioned students as agents of their own learning and others' learning. The teacher enacted these multilingual pedagogies with an ethic of care that includes responsibility for their students' emotional well-being. The study makes recommendations for teachers and educators who chose to use multilingual strategies including incorporating multimodal representations of content in various modes, teachers using their multilingual skills to convey meaning, and fostering peer-teaching among students across multiple languages. The study highlights the importance of using students' full cultural and linguistic resources in language arts teachings for students to experience meaningful growth in their literacy lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative research study aimed to evaluate the effectiveness of quarterly assessments administered quarterly to students in a large school district in the northeastern United States and their impact on students' subject-specific corresponding Regents Examination Scores. The study aims to determine if a correlational relationship exists between the independent variable, students' scores on quarterly assessments, and the effect on the dependent variable, students' scores on the English Language Arts Regents examination. The conceptual framework supports this research, whereas a model represents the theory that the independent variable impacts the dependent variable. This research is grounded in a critique of the practices and structural implementation of "high-stakes testing" as required by the Federal Law No Child Left Behind and the research done by Peter Taubman. This study is essential in ascertaining whether the implementation of quarterly assessments as a protocol within a school district is preparing students for the expectations of their high-stakes Regents Examinations. Student assessment scores and data were collected from 50 students from the 2021-2022 academic year. The insights from this study ultimately illustrated a positive correlational relationship between the student's scores on the quarterly assessments and their scores on the English Language Arts Regents. There is sufficient evidence in the data that suggests that students whose scores increase on the quarterly examinations over time (Q1, Q2) are likely to obtain a higher Regents Examination score. It further highlighted that SPSS was used to analyze the assessment data and displayed scatterplot and frequency histograms. This study addresses a gap within the literature, precisely the gap within the practice of utilizing quarterly assessments, either subject-wide or school-wide and their effectiveness in preparing students for their required state and local assessments. The results of this study suggest that educators conduct similar studies with similar assessment scores across various subject areas to reaffirm the data gathered because of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Underachievement in education and the exploration of its factors have been in constant interest in educational research for years. According to McFarland et al., 2017) previously conducted research has found a relationship between family risk factors and negative educational outcomes which include low academic achievement, student retention, and dropping out of secondary education. This quantitative ex post facto research study aimed to investigate if a attending a 4-year-old preschool program impacted third grade English Language Arts (ELA) and mathematics Missouri Assessment Program (MAP) scores in Missouri school districts. Data from 3 rural Missouri school districts were analyzed using district 2022-23 English language arts and mathematics MAP scores. The findings showed a significant difference between MAP scores of students who attended preschool versus those who did not. Therefore, the data indicates that attending a preschool program may have a positive impact on later student academic success in the third-, fourth-, and fifth-grades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative phenomenological research study was to examine if utilizing performing arts elements as teaching tools in large-group professional development (PD) sessions for K-12 educators increased educator engagement during PD. The problem of practice was the lack of K-12 educator engagement during large-group PD sessions. The rationale for this research was to build on previous research conducted on educator engagement during large-group PD. This research study sought to answer the following research questions: 1) In what ways can performing arts elements be effectively integrated into large-group professional development, 2) To what extent does incorporating performing arts elements influence teacher engagement during large-group professional development, and 3) How, if at all, does incorporating performing arts elements in large-group professional development align with instructional best practices? The literature review analyzed ways in which to structure educator PD, educator engagement levels during educator PD, and the effectiveness of utilizing performing arts elements to teach in a classroom. While the literature review found positive effects of using performing arts elements to teach students, limited research exists on the utilization of performing arts elements to teach educators. This study analyzed survey results from 81 educators who participated in the same large-group PD session where performing arts elements were used to teach. The study found that non-traditional methods of PD delivery, such as live performances, audiovisuals, and multimedia, as well as presentations using humor, personal stories, and emotional appeals enhanced participant engagement during K-12 educator large-group PD. Additionally, it suggests that presenters who vary their information dissemination tools, share memorable content, and embed innovation and creativity into their presentations are more likely to engage their participants. The study's findings highlight the effectiveness of integrating performing arts elements into large-group PD settings and offers implications for enhancing educator engagement during large-group PD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher retention and shortages have long been an issue with this profession. This is not a new topic, but after the COVID-19 pandemic took the world by storm in March of 2020, education has not been the same and our students are paying the price with the shortage of high-quality teachers in our nation's classrooms. Teachers have left the profession through attrition, resignation, or early retirement at the greatest rates in the history of education. A trend that is now being observed is the greater number of losses of teachers that teach the same subject area in a school. The Texas middle school campus that was the site of this study is no exception. Year upon year, according to the school's Campus Improvement Plan from 2013-2023, the retention of Reading Language Arts teachers has been phenomenally low. School principals must now determine the best retention strategies of teachers, as well as those specific subject area teachers that are leaving the school at greater rates than others. Video conferencing interviews were held with 15 Reading Language Arts teachers that left the middle school that was the site of this study. They were asked interview questions regarding their time at the middle school and their resignation from their Reading Language Arts (RLA) teaching position. The study utilized a qualitive method approach and the researcher identified how administrator support and teacher unmet needs, as they relate to Maslow's Hierarchy of Needs, played a role in their decision to resign their positions. This study assisted with the understanding of how the lived experiences of the 15 Reading Language Arts teachers differed from other teachers in the school building. A leader may believe that all teachers and staff are sharing similar experiences, but that was not the case in this study. The most pivotal finding within this study was that each type of subject area teacher shared similar commonalities and characteristics and so, therefore, their lived experiences were far from alike. Reading Language Arts teachers tended to be more emotional, introverted, and sensitive as described by the research participants. Math teachers tended to be more logical and less emotional. School leaders must understand the characteristics of the different types of subject area teachers to ensure they are meeting their needs. Teachers are asked to differentiate according to the needs of their diverse students in their classrooms. Principals must also differentiate how they support the needs of their teachers in different departments within their school building. It is that simple. The first step is to build solid relationships with teachers through conversations and get to know them and their professional needs and begin to understand them on a basic human level. This is where the support begins and where the magic of retention happens. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this non-experimental, quantitative study was to determine the effectiveness of one-to-one device initiatives in a secondary school setting. Not only was this study focused on the academic achievement of all students, but also the impact of such initiatives on the academic achievement in the free and reduced lunch population. The study was conducted utilizing standardized test scores from 30 schools in the state of Missouri. Test scores from three years pre-implementation and three years post implementation were compiled and analyzed using a paired samples t-test. The results demonstrated that one-to-one device initiatives were ineffective at improving academic achievement in the areas of math and English language arts. As one-to-one devices become more commonly utilized by school districts, this study serves as an opportunity to determine their effectiveness and consider the amount of money being used for their implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While extensive research explores student belonging in higher education, the experiences of faculty, staff, and administrators remain relatively unexamined. Employing case studies at three private, liberal arts colleges in the United States and semi-structured interviews with presidents as well as selected faculty, staff, administrators, this qualitative study investigated the president's role in fostering a sense of belonging on campus. It examined how university presidents perceived their role in creating a culture of belonging, the strategies they employed to promote belonging, and the challenges they encountered in this process. The study revealed several key findings. Presidents overwhelmingly acknowledged their responsibility to foster a sense of belonging for all members of the institution. In terms of the strategies they employed, the findings highlighted the importance of communication, transparency, and engagement, and of emphasizing these values from the outset and cascading them throughout leadership structures. Presidents who successfully fostered belonging elevated it to a top institutional priority, dedicating resources, setting measurable goals, and actively seeking feedback. Additionally, accountability and data-driven decision-making played a crucial role, with presidents utilizing surveys, focus groups, and climate assessments to understand and measure progress. Finally, fostering a sense of shared purpose and investment, grounded in the principles of Shared Equity Leadership (Kezar et al., 2021), emerged as critical. This study also revealed significant challenges. Presidents grappled with stark ideological differences, major partisan divides, limited resources, competing priorities, and the inherent complexities of fostering belonging within diverse communities. Overcoming these challenges often necessitated collaboration with leadership teams and campus stakeholders, active listening, and a willingness to adapt feedback-based strategies. Presidents who cultivated leadership teams committed to shared equity empowered managers to create inclusive environments. They ensured everyone felt accountable for belonging initiatives to achieve the most significant impact, creating a stronger foundation for engagement and leading to improved retention, morale, and institutional success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The required literature (frequently referred to as "the canon") taught in the secondary English Language Arts curriculum often focuses on the "classics," which do not always connect to modern students or reflect their identities. This study sought to investigate how the ELA canon could be adapted to better reflect students' lived experiences. Two cycles of research were conducted in response to this problem. The first cycle focused on the viewpoints of educators and curriculum coordinators, while the second focused on the student experience. Data collection tools included surveys, semi-structured interviews, focus groups, and document analysis. The data from Cycle 1 was used to formulate an action step which was planned, implemented, and analyzed in Cycle 2 as a means of exploring how choice reading impacts students in the classroom. The data combined with the extant literature led to four findings: 1) the literary canon must be taught through a critical approach, 2) the canon should be paired with student choice texts, 3) students must be collaborators in curriculum design, and 4) literature should be presented to students in an accessible and appealing way. The study concluded that the canon does not need to be eliminated, but the pedagogy around the teaching of literature (particularly literature that addresses complex topics) needs to be reassessed, and the balance of literature offered in the classroom needs to be altered to include student choice readings and more 21st century modalities. Implications for the organization included the need for student partnerships and regular reassessment of texts in ELA curriculum design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Research on liberal arts colleges (LACs) has yet to consider possible effects of using Non-Tenure Track Faculty (NTTF) on the character of LACs. LACs are characterized by their strong academic ethos, collegial faculty-student relationships, all at a sanctuary-like setting. Tenure Track Faculty (TTF) and administrators at three LACs were interviewed in a case study format at an urban, suburban, and rural LAC to consider whether NTTF are affecting the character of such institutions. NTTF, especially when full-time faculty, support the academic ethos, foster strong student faculty relationships, and help maintain the sanctuary like setting. NTTF use by change agents is viewed through the Theory of Gradual Institutional Change lens, identifying the types of change agents, the political contexts at the LACs and the ways NTTF are utilized on the respective campuses. NTTF are recognized as a permanent faculty type likely to persist and grow in use at LACs. NTTF are used especially to develop new curricular programs, to add curricular diversity to LACs, to support LAC financial solvency, to maintain small class sizes and small student to faculty ratios. Further NTTF support ongoing TTF development programs including sabbaticals, study abroad programs, and competitive fellowships. Further, the manner and percentage of NTTF faculty utilization may help demonstrate the health or stability of LAC. Organizational Justice Theory additionally explains faculty compliance and interactions with administrators and NTTF in response to institutional change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this transcendental phenomenological study was to understand the lived experiences of secondary English language arts teachers implementing personalized learning in Southeastern Pennsylvania. Teachers who personalize learning must currently determine their own method of doing so without adequate research about the process to inform their pedagogy. The theory guiding this study was Vygotsky's theory on social development, as it highlights the necessity of social interaction to help students stay within the zone of proximal development even in a personalized learning framework. The ten participants for this study were selected by purposive sampling, and data were collected through semi-structured interviews, non-participant observations, and document analysis. Data analysis was conducted to organize information into themes. The four main themes that emerged from the data analysis process were: (1) student engagement; (2) time and resources; (3) positive relationships; and (4) multitasking and balancing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

An educational debt exists for Black and Latinx students with and without IEPs. This debt extends to underrepresentation in curricula and overrepresentation in special education. Identity representation in English Language Arts curricula offers promise to counter this existing educational debt as well as overrepresentation. This qualitative study explored the ways in which secondary ELA teachers working with Black and Latinx students with and without IEPs consider identity representation in their curriculum choices amidst state curriculum bans. Interviews were conducted with n = 12 teachers working with Black and Latinx students in inclusive settings in a state with curriculum bans. A four-level coding analysis yielded three thematic categories: (1) Centering students in curriculum and instructional decisions; (2) Teaching amidst district oversight at a high stakes accountability school; and (3) Articulating a hyperfocus on testing. Implications for research and policy navigation and recommendations for further study are enclosed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Students in Title 1 school districts continue to fall far behind their peers academically in comparison to neighboring suburban districts. School reform has unsuccessfully attempted to improve test scores by consistently changing reading curriculums and mandating the use of various resources that fail when implemented. Struggling school districts must use research-based strategies that include educators' perspectives to best identify how to successfully increase student achievement. Test scores reveal that schools in a Title 1 school district in northern New Jersey are lacking proficiency in English Language Arts (ELA). The purpose of this study was to examine the challenges that educators face when providing ELA instruction to students. The conceptual framework of this study is based on the work of Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kliener. The secondary framework was based on the work of Bronfenbrenner. A qualitative research design was used to collect ethnographic data to investigate the problem with a purposeful sample of 15 district educators. The participant interviews offered a better understanding of some of the challenges that educators face when providing ELA instruction to students in Title 1 school districts. Data were coded and analyzed. Findings indicated challenges stemming from unrealistic expectations of teachers, post pandemic issues, students with learning barriers, and a need for partnership between schools and parents. A 3-day professional development project was developed for teachers and administrators. This research may contribute to positive social change by offering stakeholders suggestions that can increase academic achievement for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The ability to read, the single most important skill students need for learning, has been on the decline across the nation while student interest in books has also waned. Yet, despite the flagging interest in, and proficiency with, reading, English Language Arts (ELA) instruction has remained largely unchanged especially in grades 6-12. The purpose of this study was to determine if changing secondary ELA instruction could have an impact on student attitudes toward reading while also increasing reading proficiency. A diverse group of sixth-grade students at Shue-Medill middle school in the Christina School District participated in the study. Students were surveyed about their attitudes toward reading and data was collected from two different reading assessments to measure how many students read proficiently. The study intended to examine the effects of independent choice reading during the school day on student reading attitudes and reading proficiency. The overall results showed that when students are given daily independent reading practice with books they choose during the school day and teachers are able to provide targeted individual or small group instruction, reading proficiency scores will increase. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teacher autonomy in the classroom can determine the amount of engagement teachers have during literacy instruction. Drawing on previous research, this study investigates the influence of teacher autonomy on teacher engagement in the elementary, literacy classroom. This work is informed by Self-Determination Theory. The Teacher Autonomy Scale (TAS) and the Utrecht Work Engagement Scale (UWES) were used as data collections tools in this research to explore the relationship between teacher autonomy and teacher engagement. Sixty-eight current elementary literacy teachers completed a survey to determine their perception of autonym and the influence it has on their engagement. Linear regression was used to analyze the data. Results demonstrate that teacher autonomy is positively correlated with teacher engagement in the elementary literacy classroom. The findings of this study contribute significantly to the existing body of literature on teacher autonomy and teacher engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The concept of place is more than where people reside. Places are important in shaping the identity and experiences of people. Exploring the idea of relationships with place creates a context that ignites transformative thoughts and actions. "Place' is formed out of the particular set of social relations which interact at a particular location" (Massey, 2005, p. 168). The purpose of this qualitative case study design was to investigate selected secondary ELA teachers' experiences, pedagogical shift, and envision in implementing place-based writing pedagogy during and after a place-based writing professional development in Toledo District, Belize, Central America. The study's design offered the researcher a detailed description of the data collected from the four cases. The artifacts used to collect the data were pre-survey, an open ended post-survey, observations, poem, short story, three written reflections, and a focus group interview. The data was analyzed through thematic analysis. The study was framed in the critical pedagogy of place theoretical framework and added significantly to the responsive writing practices of cultural education research in Belize. The findings revealed the participants' successfully experienced place-based writing workshop. The data revealed to the extent to which the participants attributed their writing pedagogy shift to the place-based writing workshop. The participants' uptake of place-based writing practices included critical place-based lens, peer-review, and writer's notebook. Finally, the data identified how participants envision implementing place-based writing in their lessons. The participants acknowledged how the place-based writing workshop provided them with knowledge and skills needed to make writing more relevant for their students. Additionally, the participants were immersed in a variety of learning strategies that supported their writing knowledge. These findings confirmed the importance of a place-based writing workshop and the need to provide a professional development that is content specific for ELA teachers in Belize. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this case study was to discover the perceptions of the role and programs in school libraries that support academic achievement in the school community for educational professionals at National Blue Ribbon Schools in the United States. Perceptions regarding the role of school librarianship surrounding academic achievement were explored from four National Blue Ribbon Schools locations during 2022 and 2023 in kindergarten through Grade 12. The theory guiding this study was Bandura's self-efficacy theory. The central research question was: How did educational professional self-efficacy influence the implementation of school library programs during the attainment of the National Blue Ribbon Schools Exemplary Achievement Gap-Closing Schools award? Guiding research questions considered the role of school librarians in addressing the achievement gap while further investigating the staffing, programming, and perceptions of school librarians and library programs. Semi-structured interviews with case study participants, document analysis, and observation during site visits were conducted to ensure triangulation. As a result of the research conducted, the role of school librarians and library programs in addressing the academic achievement gap was positively perceived, and participants from the study exhibited self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this two-phase, sequential explanatory mixed-methods research study was to examine the correlation between kindergarten through fifth-grade teachers' self-efficacy and the impact on literacy achievement to determine how professional development (PD) positively impacted teachers with high self-efficacy. The study was conducted in a fringe-rural school district with fewer than 2,200 kindergarten through fifth-grade students. The first set of quantitative data was collected by administering the Teachers' Sense of Self-Efficacy Scale (TSES) from teachers with various levels of experience. The second set of data comprised Lexile scores and student growth percentile (SGP) scores from Renaissance Learning. Qualitative data were collected from initial focus groups and follow-up individual interviews to determine the traits and characteristics of PD opportunities that research participants found to be the most impactful on their pedagogical practices. To achieve this overall objective, the following research questions framed this mixed-methods study: 1. How do perceived levels of collective teacher efficacy affect kindergarten through fifth-grade student achievement in literacy comprehension skills as measured by Lexile scores reported by Star Early Literacy and Reading Assessments? 2. Is there a correlation between perceived collective kindergarten through fifth-grade teacher efficacy and kindergarten through fifth-grade student growth on Star Reading Assessments as measured by Star Enterprise scores? 3. What in-service professional development offerings, either self-selected or school district-provided, have kindergarten through fifth-grade teachers reported as having the greatest impact on their perceived efficacy for improving foundational literacy and comprehension skills of kindergarten through fifth-grade students? The findings of this study suggested that teachers, on average, feel well prepared for the classroom and thus have high efficacy. As the TSES measured teachers' understanding of student engagement, instructional strategies, and classroom management, research participants' average ratings fell within the quite a bit range on the scale's 9-point Likert scale. The research site's focus on literacy strategies at the time of the research study (2023) aided in their professional knowledge. Conversely, teachers with more teaching experience and graduate coursework reported, on average, lower efficacy, and reflect that they always have more to learn, noting why their efficacy scores are lower. When it comes to professional development, teachers noted that, overall, choice, relevance, and clarity is key. When teachers are able to take charge of their learning and select what they want that is in line with that they teach, are able to speak and breakdown the new ideas with colleagues, and the intention of the professional development is clearly explained as to how it will improve their pedagogy, teachers are more likely to utilize the new concepts in their professional work. Recommendations for educators include the suggestion of replicating the same study in the same or similar district in five years. As the research site is in the middle of implementing a few different initiatives, specifically a literacy initiative, and given Illinois' recent passing of a comprehensive literacy plan to guide literacy instruction across the state, all districts will be changing their literacy practices soon. Within a follow-up study, or when working to help improve teachers' perceived sense of self-efficacy, conducting observations to go along with the specific areas measured on the TSES would allow for personal reflection and growth for each educator, as well as perhaps some adjustments on future administrations of the survey. Finally, researching frameworks that help to measure effective implementation of an initiative would make the task easy for educational leaders to not only conduct but communicate to stakeholders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]