Problems with literacy exist in schools. Children in American public-schools continue to struggle to be successfully identified as proficient readers. Educators need detailed descriptions of how student and teacher interactions aimed at developing positive literate identities impact the literacy development and achievement of struggling readers in…

This study tells the story of first-grade teachers as they have experienced the return to the school building after year-long building closures. It identifies changes needed to support students' social-emotional needs having missed their kindergarten school year of face-to-face instruction in the school building. This study also explores teachers'…

As caseloads for special education teachers continue to rise and as more students with disabilities enter the regular education setting (U.S. Department of Education, 2016), the need for co-teaching, in which a special education teacher and regular education teacher work together in one classroom to meet all students' needs, is significant.…

The COVID-19 pandemic widened existing educational inequities for Black and Latino students, students who are English learners, and students with disabilities. Research shows that family engagement has a positive impact on student outcomes; therefore, forging connections between schools and families as enrollment rebounds will be especially…

Schools are increasingly adopting universal social-emotional learning (SEL) programs to support students' prosocial development and academic success. When adopted across contexts and student populations, SEL interventions can be implemented in different ways particularly under typical classroom conditions that are not part of research efficacy…

The purpose of this qualitative descriptive study was to explore how special education teachers describe selecting and applying differentiated instructional strategies for students with mild, moderate, to severe disabilities in self-contained classrooms within a school district in Arizona. Jean Piaget's social constructivism theory and Carol Ann…

The present study examined the effect of children's enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI…

The dissertation in education administration represents innovative and relative research that provides administrators with a process that students may use to enhance their academic, social, and emotional development. This study gathered the perspective and experiences of recruited educators from a K-8 school who had recently engaged and interacted…

The skill of reading is regarded as the cornerstone of literacy learning in the foundation phase. Although it is the most complex skill to master, it forms part of literacy teaching. Most learners begin schooling without having any kind of exposure to reading. This lack of exposure introduces a number of challenges, which are consequently…

This six week study investigated six urban elementary teachers' educational beliefs in regards to teaching writing, comparing their personal histories as writers with their self-reported beliefs on writing and teaching writing, with that of their teacher practices. A further analysis examined how closely aligned their teacher practices were to…

This study examines mainstream teachers' knowledge, beliefs and attitudes, and classroom practices in relation to English language learners. The study was guided by four questions: (1) What professional knowledge do mainstream teachers have about teaching English language learners, and where and how did they learn what they know? (2) What beliefs…

Results of an ethnographic study indicate that one elementary school teacher's management plan reflects interaction between teaching goals, strategies which are hierarchically arranged, and the selection criteria she considers relevant. Selection criteria include teacher beliefs about the student's personality, the student's level of required…

How knowledge of children's thinking in mathematics derived from a cognitive science research model was used by a first-grade teacher to make instructional decisions over four years is described. The curriculum, teacher expectations, and method for using research-based knowledge are reviewed, along with the teacher's knowledge and beliefs. (SLD)

We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and…