Danielle Bairrington Brown

A Classroom Observational Study of Qatar's Independent Schools: Instruction and School Reform.

ABSTRACT Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.

The Effects of GO Centers on Creating a College Culture in Urban High Schools in Texas.

Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders.

Evaluating the effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas

The purpose of this mixed-methods study was to evaluate the efficacy of 14 Mathematics, Science and Technology Teacher Preparation (MSTTP) academies located across the state of Texas. The aim of the academies was to increase the number of highly qualified mathematics, science and technology teachers, while also improving the quality of certified teachers in these areas by focusing on seven established goals. A mixed-methods design was utilized to analyze both quantitative and qualitative data. The results revealed that the 14 MSTTP academies demonstrated three key strengths: focusing on strengthening content knowledge; developing professionally committed teachers; and providing funding for participants. Additionally, all 14 academies were charged with accomplishing seven goals; however, none of the academies fully implemented all of these goals. Specifically, all of the academies struggled to accomplish two goals: the integration of the areas of science, technology and mathematics; and the infusion of technology into curriculum. Finally, the study revealed that the goal of strengthening content knowledge was a good predictor for participants’ content qualifications, while strengthening content knowledge and strengthening pedagogical skills were good predictors of participants’ pedagogical qualifications. This research study contributes to the fields of teacher preparation and professional development.