General Guidelines for Article Preparation and Development





The Tech-Savvy Teacher: Instruction in a 1:1 Learning Environment

Keywords: 1:1 learning; evaluation; instructional practice; laptop initiative; technology


A research team conducted an evaluation of a laptop initiative in 18 North Carolina high schools through administrator, teacher, and student focus groups; teacher and student surveys; and classroom observations. The study aimed to provide information about the value of the laptop initiative in enhancing student learning. In addition, it intended to identify challenges to the successful implementation of 1:1 programs, strategies for meeting those challenges, and services and supports needed to enable successful 1:1 programs throughout the state. This paper explores how the initiative affected instructional practice in areas such as technology use, communication, the role of the teacher, and the learning environment. It also discusses unique challenges for teachers in a 1:1 environment, as well as implications for educators and administrators.

Teacher Morale, Student Engagement, and Student Achievement Growth in Reading: A Correlational Study

Jenny T. Sabin
Gardner-Webb University,


This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher Working Conditions Survey, Van Amburg Active Learning Inventory Tool, and the NC End of Grade reading tests, respectively. This study found no significant relationships among the primary variables of teacher morale, student engagement, and student achievement growth. However, significant relationships were found between increasing student engagement and an increase in the number of adults present during reading instruction, as well as an increase in student engagement with small group instruction. A final positive relationship discovered in this study was between the teacher morale construct of teacher leadership and student achievement growth.



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