Language and languages -- Study and teaching (Secondary) -- Connecticut; Special education -- Study and teaching (Secondary) -- Connecticut; Learning disabled -- Education (Secondary) -- Connecticut
Connecticut's high school reform, as outlined in Public Law 10-111, mandated universal foreign language study for all students. Two credits of foreign language study will be required for all students graduating a public high school in Connecticut...
New England Association of Schools and Colleges; Teacher participation in administration -- New England; High schools -- Accreditation -- New England
Public secondary schools invest in regional accreditation for accountability, quality, and instructional improvement. To understand the instructional improvement aspect, this study investigates whether the self-study process employed by NEASC...
The purpose of this study was to examine the professional growth opportunities for teachers in multicultural education that contribute to improving student achievement. This mixed method was conducted by the researcher in three different urban...
Reading (Kindergarten); Reading comprehension -- Study and teaching (Elementary)
The purpose of this study was to identify and describe the effectiveness of small group literacy instruction on kindergarten students' text comprehension. A comparison study of half-day kindergarten programs in an urban city in Educational...
Teacher effectiveness; Self-efficacy; Teachers -- Professional relationships; Teacher work groups; Professional learning communities
This quantitative study using survey methodology examined the relationship between perceptions of elementary school teachers about their school as a professional learning organization/community (PLC) and their perceptions about the collective...
This study attempted to identify, investigate, and report the ways in which effective high school principals were using constructivist learning theory to enhance accepted practices of transformational leadership. The researcher proposed a ...
This study investigated if phonemic awareness training is an effective method of instruction to increase reading performance for students with learning disabilities. This study employed an ex post facto design. Participants from grades 3 to 7 were...
