Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in…

The No Child Left Behind Act of 2001 (NCLB) established guidelines pertaining to student achievement and included requirements regarding parental involvement and communication between the school and home. Various issues stand in the way of realizing the level of parental engagement desired by educators and ordered by NCLB. Parental participation…

This qualitative study focused on how teachers in a small, urban elementary school in Pennsylvania negotiate their beliefs and instructional delivery the classroom. In the area of literacy instruction, there has been an increased reliance on Core-reading programs in elementary school. Classroom teachers, caught in the middle, are charged with the…

Purpose: The purpose of this paper is to examine the way in which low-performing schools and their district define, acquire, use, and diffuse research-based evidence. Design/methodology/approach: The mixed methods case study builds upon the prior research on research evidence and social networks, drawing on social network analyses, survey data and…

The Title IX legislation of 1972 was established to promote gender equity among public entities (primarily schools) that utilize federal funding to support and sustain their operation. However, the United States (U.S.) Government developed new regulations for Title IX due to No Child Left Behind (NCLB). This change allowed public school districts…

The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through…

Public schools are attempting to work with a growing number of immigrant English language learners (ELLs) in the U.S. education system at a time when the No Child Left Behind (NCLB) Act has mandated that ELLs achieve proficiency on assessments even if they have not acquired sufficient language proficiency. The purpose of this qualitative case…

This case study examines issues related to teacher hiring and accountability policies, including the adequate yearly progress and highly qualified teacher provisions of the "No Child Left Behind" act. The focus of the case study is the nexus among findings from the teacher-quality research, realities of teacher labor markets, and…

High stakes accountability has intensified the marginalization of social studies in public schools. A popular response to the dilemma between raising achievement in English Language Arts and preserving social studies is to integrate the two subjects. This qualitative case study analyzes instruction in a fifth grade urban classroom where the…

The purpose of this qualitative case study is to discover how teachers view the teacher supervision practices that are in place in two selected charter schools in Southeast urban Pennsylvania by developing an in-depth perspective and understanding of teachers' perceptions of the efficacy and impact on the current system. Data will be gathered on…

The purpose of this study was to describe the perceived problems that precipitated principal leadership change at the end of the 2008-2009 school year at an upper Midwest middle school and to describe the effects from the perspective of system participants. Using a case study approach, the research focused on the perceived effects of principal…

Students not having the positive opportunities of an education, often experience negative effects throughout their lives. Educators need to do more to meet the needs of elementary students at risk, and if this can be accomplished the students will receive a 21st Century education that will help students with a global education, which is necessary…

Currently school reform discourse encourages states to adopt college readiness standards. Meanwhile, federal and state accountability and related mandated reforms remain a policy concern. As such, it is important to examine the interplay between accountability and the establishment of a college-going culture in high "minority", high…

This qualitative study examined the actions of district and school leaders in changing from a traditional age-based grade-level structure to a standards-based student grouping model in a Western school district. Based on interview, observation, and artifact data collected over 5 years, the findings identify specific leadership actions that…