The UN Convention on the Rights of Persons with Disability promotes equal and full participation by children in education. Equity of educational access for all students, including students with disability, free from discrimination, is the first-stated national goal of Australian education. Australian federal disability discrimination law, the…

Parents of Cherokee children with disabilities encounter educational agencies from their child's birth to adulthood. Living rurally within the Cherokee Nation's jurisdictional boundaries, these indigenous families engage with a myriad of special education agencies and subsequent policies. This qualitative study explores parental involvement with…

Background/Context: Educational researchers and policymakers have often lamented the failure of teachers to implement what they consider to be technically sound assessment procedures. In recent years, the belief that teachers are unwilling or unable to implement appropriate assessment procedures has contributed to the rapid expansion of high…

Inquiry-based and interdisciplinary teaching practices exemplify constructivist approaches to education capable of facilitating authentic student learning; however, their implementation has proven particularly challenging within certain contexts in the United States. This qualitative study considers one such context via an investigation of…

In the United States (US), an increase in standardization, quantification, competition, and large-scale comparison--cornerstones of neoliberal accountability--have been accompanied by devices of transparency, through which various forms of school data are made available to the public. Such public reporting, we are told by politicians and education…

Policy statements of the last two decades have directed schools to enter into partnerships with parents to enhance the social, emotional, and academic growth of their children. However, in practice and scholarship, parental involvement has been constructed as attendance to school-based activities and needs. This article draws on data from an…

The No Child Left Behind Act (NCLB) of 2001 and Individuals with Disabilities Education Act (IDEA) of 2004 have directly contributed to an increase in students receiving inclusive specialized instruction within the general education classroom setting. To accommodate these students, many schools have implemented the practice of co-teaching, or…

Federal, state, and local accountability mandates (i.e., No Child Left Behind Act of 2001) and declining fiscal resources have put increasing pressure on school boards to find the "right" superintendent that can lead their district through this tumultuous period in public education. With over 50% of the current superintendents planning…

The No Child Left Behind Act of 2001 increased the importance of having principals who are not only effective leaders of general education programs but knowledgeable and skilled in special education and able to effectively lead special education programs. The researcher examined four principals of elementary schools (i.e., kindergarten through…

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Using a case study design, with a phenomenological perspective, this research focused on a sample of primary classroom teachers (grades K-3rd grade) in south central Pennsylvania who are currently using and have been using Responsive Classroom® (RC) strategies for an extended period of time. Their perspectives provide insight into their use of…

The researcher developed a case study using a qualitative research methodology to describe the functions of a team of math teachers in a professional learning community in a Title 1 low performing high school that led to increased student achievement. The tenth-grade Texas Assessment of Knowledge and Skills (TAKS) mathematics results for the…

In education, professional development (PD) is the continuing education of teachers and administrators. Many studies have described PD as a conventional, top-down type of training that teachers experience in schools. Commonly known as the "institutional model," this type of PD is isolated from classroom practice and occurs as mandatory…

California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California's Local Control and Accountability Plan (LCAP) encourages the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every…

"No Child Left Behind" is federal education legislation consisting of implementation programs intended to reconcile the goals of insuring equality while promoting competition in public education in the United States. Immigrant students whose primary languages are not English are included in the mandate of "NCLB," categorized as…