1:1 laptop schools have increased over the past decade, yet minimal research exists that focuses on classroom observational practices within such schools. This study examines how teachers and school administrators from three 1:1 laptop Title 1 schools perceived standardized teacher evaluation systems and classroom observation practices. Findings…

This study examined how the professional development initiative of Reading Apprenticeship (RA), which included the support of a school-based literacy coach, impacted two high school Title I teachers and their students. In the field of education, much is known about the qualities of professional development which lead to improved learning on the…

The amount of research on successful Title One Schools is woefully inadequate. Because so much money has been allocated for this program, more in depth research is imperative. A qualitative exploratory case study of one school and eight participants, including a principal, an assistant principal, a math coach and four teachers, focuses on the…

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…

The purpose of this study was to explore and report on the impact of coaching as an embedded part of professional development has on teacher learning and practice in the context of educating English Language Learners (ELLs). A close examination was made of what teachers, coaches and principals believe to be effective professional development and…

This was a multi-faceted mixed methods study that investigated several aspects associated to class size and the perceived effects on student achievement in Title I elementary schools. The data collection in this study was conducted through two separate phases. The first qualitative phase was a case study that was comprised of teacher interviews…

In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study's…

The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…

The purpose of this study was to examine the impact of the Florida Master Teacher Initiative (FMTI)--an i3-funded early learning program aimed at improving the quality of teaching and student outcomes in grades PreK through third grade in high need schools. The FMTI schools participated in four program components: (1) a job-embedded graduate…

The purpose of this dissertation was to explore the perceptions and experiences of one class of sixth grade students enrolled in a Title I supplemental reading class. Qualitative research methods included observations, interviews, archived data, and Miscue Analysis. I examined the data through a Vygotsky constructivist perspective to provide…

THIS SHORT-TERM EVALUATION OF THE MORE EFFECTIVE SCHOOLS (MES) PROGRAM IN 21 NEW YORK CITY PUBLIC ELEMENTARY SCHOOLS ASSESSED THE MES INSTRUCTIONAL PROGRAM AND ITS IMPACT ON THE STUDENTS. DATA WERE GATHERED FROM (1) OBSERVATIONAL VISITS TO CLASSROOMS BY TWO-MEMBER TEAMS OF EDUCATORS AND SOCIAL SCIENTISTS, (2) STRUCTURED INTERVIEWS WITH…

This report presents an evaluation of a Title I preschool program which served 403 children during the 1973-74 school year, and was designed to prepare disadvantaged 4-year-olds for entry into kindergarten. In terms of instructional approach, the program closely followed Piagetian theory and included preservice and inservice teacher training. The…

This evaluation report is a description of a program designed to provide individualized intensive remedial reading services in both English and Spanish, home and community articulation, and bilingual guidance services to Spanish surnamed pupils. The program was funded under the Elementary Secondary Education Act Title I. One thousand one hundred…

IN THE PROJECT EVALUATED IN THIS REPORT, THE SCHOOL DAY WAS EXTENDED 2 HOURS MONDAY THROUGH THURSDAY, TO OFFER REMEDIAL AND TUTORIAL HELP IN READING, ENGLISH AS A SECOND LANGUAGE, MATHEMATICS, SCIENCE, AND TYPING. ITS SPECIAL POTENTIAL DEVELOPMENT PROGRAM INCLUDED ACTIVITIES IN THE ARTS, HOME ECONOMICS, INDUSTRIAL ARTS, AND LANGUAGE ARTS. A TRIP…

Options are suggested for using and expanding upon the RMC models for evaluating the effectiveness of Title I mastery learning programs with planned high turnover of students. Examples are given of uses of the diagnostic and reporting systems for program planning and decision making. It is suggested that consideration be given to: (1) determining…