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Written through the prism of Critical Race Theory (CRT), this paper addresses the question, "How can schoolhouses best serve the students within them?" The author begins by introducing "environmental racism" through a review of the literature. The author argues that CRT proponents, by allying with whites and using geographic information systems (GIS) mapping, can help curb or eliminate environmental racism. (Contains 1 endnote.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant.]

Across the country, more Catholic schools are closing, as support for parochial schools in impoverished communities dwindles. Dr. Vernon C. Polite, Dean of the School of Education at the time he was selected to present at AERA (Dr. Polite joined the School of Education at Eastern Michigan University as its Dean during the summer of 2005.) published extensively on predominantly African American Catholic high schools. He invited the writer, who was serving as a Special Assistant to the Dean of the School of Education at Bowie State University, to develop and write a paper updating the status since his published work. The author accepted and expanded the paper to include its relative importance to her prior knowledge of the Washington Scholarship Program and the Archdiocese of Washington through her work with the Office of Non Public Education (ONPE) in the Office of Innovation & Improvement at the U.S. Department of Education and formal and informal conversations with third world clergy from Catholic University, one of whom taught as an Adjunct Professor at Bowie State University during the Spring of 2005. The update uses Detroit, New York and Boston as examples of large urban areas that traditionally supported Catholic high schools in predominantly African American communities but were forced to close them. While closings occurred across the cities, the African American communities were particularly hard hit, despite the high achievement of students enrolled in these high schools relative to the high schools' counterparts. These losses will be particularly felt because the cultural identities of these schools will be lost. The closings are directly linked to budget deficits in all cases. In most case, the parishes in which these high schools are located do not have the resources to sustain them without help from the archdioceses in these cities. The writer relates the current closings to Vernon Clayton Polite's study of 31 schools, 26 of which are in cities or areas that emphasize the cultures of the schools and their importance in Catholicism, as seen through data from surveys, the eyes of the principals and controlled observations. (Contains 1 table.)

Educational Policy Improvement Center (EPIC) researchers visited 38 public high schools around the United States in 2007 and 2008 with the goal of validating and operationalizing a definition of college readiness. Schools in the sample were selected because they were demonstrating success at enabling more students from underrepresented groups to be ready for postsecondary education. This paper presents a qualitative summary of what researchers collected--programs, activities, practices, attitudes, and cultures of the schools visited. The results of the study include the identification of seven key principles underlying a comprehensive approach for promoting college readiness. In addition, the findings have resulted in the creation of an instrument, the CollegeCareerReady School Diagnostic, to measure school level college readiness over time and provide a detailed profile tied to actionable recommendations and resources. (Contains 3 footnotes, 3 tables, and 3 figures.)

This paper briefly describes and gives examples of how one teacher education program developed and has been successfully using a web based system to effectively and efficiently place student teachers, maintain records of placement information, communicate with schools, determine honoraria requests and obtain evaluation data from student teachers and supervisors in ways that can be easily interpreted and analyzed across several variables. (Contains 19 figures.)

Schools are to prepare students for success. However, they often villainize failure. Instead, schools should teach students how to fail fast and safely in order to learn and to allow innovation through vulnerability. The lessons that the gaming culture has for learning will define future strategies of teaching and learning. Games are sometimes called well-designed work. As a result, people flock to them. The secret of engagement in games can be adopted in academia as soon as courses become well-designed games.

Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).

This paper addresses the concern of educating diverse university students in an increasingly digital environment. Specifically, educators question the quality of student online research skills and how to address gaps in research skills in both the virtual and physical classroom. A 2012 survey conducted by the Pew Research Center in collaboration with College Board and the National Writing Project found of the 2,492 teachers surveyed, 94% stated their students were very likely to use Google search engine as their first source when conducting research for an assignment, rather than traditional sources such as university subscribed databases. The vast majority of teachers surveyed stated the top priority in the classroom is teaching students how to assess the information they find online, how search engines work and how to develop strategic research skills. These findings highlight the discrepancy between how students currently access information and how professors teach students to access information (Purcell, et al., 2012). This problem is important to address because as Ferrario, Hyde, Martinez, and Sundt (2013) found in their independent study, professors must adapt their teaching pedagogy to the new digital age to ensure future student success.

The purpose of this paper is to share the effectiveness of the word study program "Words Their Way" (Bear et. al., 2008) to improve spelling retention of first graders in a regular education classroom in the Spring of 2012. After implementing a traditional spelling program and seeing students continuously spell previous spelling words wrong, different word study programs were researched and decided "Words Their Way" (Bear et. al., 2008) was a viable option. Therefore, "Words Their Way" (Bear et. al., 2008) was implemented. The data tools used were: spelling pre and post tests, teacher made tests, checklists, Likert scales, anecdotal records, writing artifacts, teacher student interviews, and a teacher journal. . Students were grouped according to their stage in spelling development and instructed accordingly. It was shown "Words Their Way" (Bear et. al., 2008) allows individualized instruction to meet the development spelling levels of all students. Appended are: (1) Research Questions; (2) Pre and Post Test; (3) Teacher Made Tests--Weekly Spelling Tests; (4) Checklist; (5) Student Survey; (6) Anecdotal Record Form; (7) Writing Artifact Rubric; (8) Teacher Student Interview; and (9) Teacher Journal.

The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test factorial structure across different grades, academic terms and states. Because of the uniqueness of CAT data (different student receive different items), traditional factor analysis based on fixed form data is no longer practically possible at the item level. This study illustrates how to overcome the difficulty of applying factor analysis in CAT data and study results provide evidences for valid interpretation MAP tests scores across grades at different academic terms for different states. The CFA [confirmatory factor analysis] Measurement Model and the CFA Measurement Model in the Multiple Group are described in an appendix. (Contains 3 figures and 9 tables.)

The Ann Arbor Languages Partnership (A2LP) between Ann Arbor Public Schools and the University of Michigan's School of Education recruits Spanish-speaking undergraduates from many academic majors to teach Spanish in the district's 3rd and 4th grade classrooms during the academic year. The partnership allows the district to offer students a world language experience they otherwise would not have, and gives the University an opportunity to explore an alternative mode of teacher education specifically aimed at the learning preferences of this generation of college students. These students--mostly non-education majors--are members of the "millennial" generation, characterized by a sense of being "special," an expectation that their opinions will be sought and respected on all things, an orientation towards teamwork and social justice, and skills and interests in technology, especially the Internet. This study is a two-tiered investigation: 1) From what programmatic structures--role plays and modeling, seminar discussions, written reflections, formal and informal peer interactions, and classroom teaching experiences--do Apprentice Teachers (ATs) learn best about the practice of teaching? 2) In their individual reflections, which elements of the teaching and learning process are ATs most engaged with emotionally and intellectually? Based on our findings, we consider the following to be important implications for teaching millennial undergraduates and preservice teachers: 1) Millennials are keen on offering their opinions. Seek their feedback on course structure and content throughout the course, via emails, web posts, written work, or even focus groups. 2) Set guidelines for feedback. Ask them to consider the value of activities specifically in relation to the course goals, or ask for their thoughts on how they learn best (give them options to consider) and for suggestions on ways they could share or demonstrate what they know. 3) If it is possible to maintain your core educational values, use student feedback to modify your teaching or expectations during the semester. Do so explicitly. 4) Build their skills in self-assessment and reflection. Exit tickets are a quick way to encourage students to consider what they learned in a class session and how it is or isn't going to be useful to them in the future. These can also be used to assess what students are still uncertain about--what topic or skill are they having trouble with and why? What can they do themselves, and what can you do, to help them? Again, make an effort to respond to these tickets. Two appendixes present: (1) Focus Group Prompts; and (2) Themes from Focus Groups and Reflections: Frequencies of Mention

This study describes a well-defined data-driven diagnostic identification and selection procedure for choosing students at-risk of academic failure for appropriate academic support services. This algorithmic procedure has been validated both by historical quantitative studies of student precedents and outcomes as well as by current qualitative comparisons with existing school procedures and efforts to accomplish the same goal through committee work and recommendations. Results indicate it is both possible and feasible using readily available school student information system data to identify who appears to be at substantial academic risk, what some of those risks are, and who appears likely to benefit from specific academic support service interventions. (Contains 6 figures and 7 footnotes.)

This study tracks initial effects of a philanthropic effort, while disentangling its effects from a major concurrently administrated school improvement initiative. Significant positive effects attributable to both efforts were noted in a middle school student sample. The full impact of the philanthropic and school improvement initiatives will manifest over the years as more and more students mature and matriculate through the system. As we continue to track and monitor student cohorts, we plan to examine the impact on dropout rates, school performance, and attendance and to attempt further to disaggregate school improvement efforts from those of the philanthropic effort. (Contains 2 figures and 3 tables.)

Distance education initiatives that incorporate interactive television are explored from the perspective of two social work programs. Though both programs are of similar size and exist in the same state, one is private and located in an urban area, while the other is public and located in a rural area. Four key dimensions essential to distance education are determined to be recruitment, preadmission screening, retention or student support, and socialization of students and faculty. The BSW Program Directors who are responsible for the effective administration at each university frankly discuss perceived successes and failures that characterized their respective initiatives. Based on reflective evaluation, one administrator chose to terminate its Program's interactive television component, while the other continues to expand its outreach.

The purpose of this study was to investigate whether college athletes perceived that their exposure to racial diversity from within intercollegiate athletics was an important part of their education. Two NCAA Division I and one NCAA Division II institution in Michigan were surveyed, with 188 athletes participating. Athletes were asked to respond to 15 questions intended to measure perceptions of racial diversity within athletic teams and as athletes within the college environment. The results demonstrated that racial diversity within intercollegiate athletics was an important part of the education of student-athletes, both on teams with significant racial diversity (men's football, men's basketball) and for athletes on teams largely homogeneous in membership (such as men's golf or women's field hockey). Intercollegiate athletics is a useful way to provide opportunities for quality interracial interaction, which helps students to learn about multiculturalism and functioning in a diverse society. The unique nature of athletics with its common goals and cooperation provides an opportunity for individual athletes to be perceived as teammates first, and not first as members of a racial group. Looking at intercollegiate athletics through the lens of internalization and social contact theory helps us to learn that quality interracial interaction experiences from athletics can enhance cognitive development and provide new ways for athletes to learn about people who are different, to reduce prejudice, and to improve interracial understanding. This study demonstrated that higher education institutions should support intercollegiate athletics as a learning environment with potential for quality interracial interaction. Colleges and universities should consider maintaining, or enhancing, the recruiting of minority student-athletes to create additional opportunities for quality interracial interaction. In sum, the racial diversity of a college athletic team can positively impact each athlete's cognitive development and academic success. Appended are: (1) Web-based survey; (2) Initial email; (3) Follow-up email; (4) Reminder email; and (5) Mean scores of survey questions 1-15 categorized by independent variables. (Contains 4 tables.)

Determining the cross-cultural equivalence of multilingual tests is a challenge that is more complex than simple horizontal equating of test forms. This study examines the functioning of a trilingual test of preschool readiness to determine the equivalence. Different forms of the test have previously been examined using classical statistical techniques on bilingual forms (Lang, Chew & Schomber, 1992). In this effort, the primary goal was to determine instrument characteristics and explore test language differences using the Rasch model of item analysis. (Contains 3 tables and 13 figures.)

Classroom management strategies designed to improve problem behavior directly affect student achievement. Researchers have demonstrated positive behavior supports (PBS) can reduce problem behavior. However, researchers have also found evidence that PBS may not always be successful and further studies are needed to improve the use of PBS as a classroom management strategy for the most severe problem behaviors in the public school setting. The researcher studied the beliefs of teachers in a center-based program for students with autism spectrum disorder using a four-level Likert Scale consisting of eleven statements regarding the use of PBS strategies. An analysis of the results indicates teachers agree positive behavior supports can reduce, and in some cases, eliminate problem behavior. Based on the results of this survey and the review of literature regarding classroom management strategies for students with autism, positive behavior support interventions can reduce and in some cases eliminate problem behavior. Since the focus of this study is directed toward the most difficult and challenging behavior problems in a public school center-based program, a conclusion can be rendered that teacher's believe behavioral approaches other then PBS may need to be available as part of a comprehensive behavior intervention plan. Appended are: (1) Questionnaire; (2) Informed Consent Form; (3) Acknowledgment and Consent Form; and (4) Final Summary Form. (Contains 13 figures.) [This paper was submitted in partial fulfillment of the degree of Master's in Educational Leadership.]

The position of public school superintendency in the U.S. is the most powerful position in schools. Yet research has shown that women who hold the position have difficulty talking about power (Brunner, 2000). A survey designed to measure perceptions of power was sent to 210 women school superintendents in four Midwestern states during the 2000-2001 school year. Results of data analysis revealed that there were significant differences in the women's age and years of experience in the superintendency and how they perceived their uses of power. Interviews were conducted with nine of the women in the study and revealed that they believed their power increased when they shared or gave power away. Consistent with previous research, this study also found that women were hesitant and reluctant to speak about their power in their role as superintendents. (Contains 5 tables.)

Changes in the policy context of limited income families' lives have created new stresses at the intersection of work and family. This research used detailed interviews with limited income working mothers of infants 4 to 18 months old to learn about their work experiences, individual well-being, and perceptions of their infants' experiences in child care. In addition to zero-order associations, a model in which Work Quality mediates associations between Family Stressors and perceptions of infant Care Quality was tested in a sample that included low-income mothers and mothers from migrant farm working families. (Contains 2 tables.) [This research was funded through grants from the Gerber Foundation, Michigan State University Agricultural Experiment Station, and the Michigan State University Vice-President for Research Intramural Grant Program.]

A survey was conducted among 139 elementary public, private, parochial, charter, and home school teachers to help Kingman Museum in Battle Creek, Michigan re-establish educational programming with area schools after having been closed for two years. The purpose of the study was to identify museum programs that teachers are most likely to use, the curriculum standards that those programs must meet, and teachers' preferences regarding museum program environments. The instrument was a 90-item self-administered questionnaire. The study used survey research methods approved by the Western Michigan University (WMU) Human Subjects Institutional Review Board. Results revealed that teachers were most likely to use in-class programs presented by museum staff or trained volunteers, staff-guided museum visits, traveling exhibits, resource kits, and planetarium programs; and were least likely to visit Kingman Museum multiple times in a school year. Teachers reported that meeting curriculum standards at all levels was very important with priority given to the following order: school standards, teacher's own classroom standards, state standards, national standards, and county intermediate school district standards. Teachers' preferred museum program environments that integrate hands-on activities, use a variety of learning styles and critical thinking skills, help students apply what they are learning to their daily lives, are equally fun and educational, involve physical activity during some or most of the visit, and allow students to learn with a partner or in teams. Teachers reported that the maximum amount of time they could devote to a Kingman Museum visit (not including travel time) was one to two hours. (Contains 5 tables.)