Missouri Department of Elementary and Secondary Education

This convergent mixed-method study investigates the effectiveness of teacher-assisted reading interventions in improving literacy outcomes among struggling readers in Grades Four through Six at a public elementary school in Toledo City. The intervention integrates guided and partner reading with digital tools, such as audiobooks and reading apps, to provide personalized support that enhances comprehension, fluency, and engagement. Data were collected using an assessment tool adapted from the Philippine Informal Reading Inventory (Phil-IRI), which categorizes reading proficiency into independent, instructional, and frustration levels, alongside a self-constructed questionnaire that captured the challenges teachers encountered during implementation. Quantitative data showed statistically significant improvements across all grade levels: mean reading scores increased from 7.78 to 11.21 in Grade 4, from 9.44 to 11.44 in Grade 5, and from 7.33 to 10.92 in Grade 6 (all p < 0.01). The proportion of independent readers nearly doubled, while those in the frustration category sharply declined. Qualitative analysis of teacher reflections revealed four main challenges: instructional differentiation for diverse reading needs; sustaining student engagement, especially among low-motivation readers; time constraints due to curricular demands; and limited resource availability. Teachers highlighted the need for individualized scaffolding, the impact of integrating interest-based materials, and the urgent need for additional resources to support struggling readers fully. Findings revealed that students who participated in the assisted reading interventions demonstrated notable gains in reading proficiency, as evidenced by posttest performance. The study also highlights the critical role of teacher guidance, scaffolding, and consistent practice in fostering literacy development. Ultimately, the findings advocate integrating tailored assisted reading strategies into educational frameworks to address post-pandemic literacy challenges and cultivate lifelong reading habits among elementary learners, thereby contributing to a more inclusive and responsive approach to literacy instruction in contemporary Philippine education.

This article explores the impact of the Transatlantic Educators Dialogue (TED) Program on modern educational practices in schools across the US and Europe, analyzing survey results from participants. It highlights how global education shapes attitudes among students and educators. The TED Program aims to cultivate responsible, culturally aware global citizens through interdisciplinary learning that integrates diverse fields of knowledge. It promotes cultural, linguistic, and social competencies through international collaboration. Surveyed teachers and students report significant social and linguistic development, appreciating the chance to compare educational systems globally. Both data and testimonials underscore TED’s profound influence on international education, fostering personal growth and enhancing global citizenship.

The study aimed to examine the managerial practices of school principals in district Poonch Azad Jammu & Kashmir's private secondary schools, using Henri Fayol's management theory's purpose principles as a framework. The primary goals of the study were to assess how the heads' experience impacted their adherence to Fayol's purpose principles and to compare the implementation of these principles based on gender. The research was founded on Henri Fayol's administrative theory. All the private schools were population of the study which was 94 during the academic year 2012-17. Systematic sampling technique adopted to select the sample. There 76 private schools selected as sample of the study. The data collected through questionnaires. This Instrument had been validated from the experts. Collected data had been entered in Statistical Package for Social Sciences (SPSS). This software supported the scholar for the generation of reports. For data analysis mean, ANNOVA and t-test used to find the relevant results of objectives. Results reported and derived on the basis of data analysis. Some key findings were that principles of Fayol management theory are practiced by heads. However some parts of this theory are being neglected. The implementation of these principles varies based on the previous experience of the team leads. In certain cases, highly experienced individuals may overlook principles that are crucial for those with less experience. The implementation of management principles also varies among leaders based on gender. Based on these variations in results, it is recommended that different performance reviews be provided to the school heads to assess their strengths and weaknesses. In addition, school heads may benefit from proper training sessions and mentoring. It is also suggested that workshops be conducted to raise awareness about management theories

Juvenile blended sentencing statutes enable juvenile courts to impose sanctions in the adult correctional system without the youth being processed by adult courts. The current study examines levels of public support for juvenile courts having the option to consider applying this new blended sentencing policy, and it analyzes the impact of various predictor variables, such as the perceived nature of juveniles and expected consequences of adult-level sanctions, on supportiveness. In 2009, a survey was mailed to a random sample of 1,000 Missouri residents, and through a series of follow ups, a 51% response rate was achieved. In general, respondents favored juvenile courts possessing the option to use juvenile blended sentencing. OLS regression analyses determined that the expected consequences of adult sanctions on youths were the strongest predictors of support. Attitudes about the respectfulness of youth and perceived importance of incapacitation in responding to youth crime also influenced attitudes toward the blended policy. Future directions for research along with policy and legal implications are discussed.

This project sought to determine whether interest and ability measures can help high school students identify vocational education programs in which they may experience satisfaction and success. Interest measures (6) and ability measures (15) were administered to 2,101 seniors in 19 area vocational‐technical schools. About 80% of the satisfied/successful seniors would have been referred, by a computer‐based score interpretation, to the job cluster containing the vocational program they completed. Generally, score profiles were congruent with program content. Results indicate that computer‐based interpretations can effectively and efficiently link interest and ability scores to vocational‐technical program options.