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This qualitative study set out to determine how multicultural literature was used and perceived by US elementary school teachers, and how the beliefs of teachers shape perceptions, selection, interpretation, and the teaching of multicultural literature (Ketter & Lewis, 2001).Twenty-six (26) elementary school teachers across the country responded to this study. An invitational email with a web-survey hyperlink was utilized. Variables pertaining to participant background, definition, selection acquirement and application of "multicultural" literature, the elementary school community and district mandates were addressed in the web survey. Findings revealed that all participants used multicultural literature sometime during the school year. The majority of participants were Caucasian females teaching in suburban schools, which did not have a mandated multicultural curriculum. Regardless of mandates, the majority applied a "narrow" definition for multicultural literature using the words "cultural", "race," and "nationality." Other findings indicated that elementary school teachers used multicultural literature more frequently when they had strong administrative support, regardless of their students' or their own ethnicity.

The purpose of this exploratory study was to identify leadership factors that teachers viewed as most influential in their development as teacher leaders, and to generate suggestions to assist in the selection and cultivation of teacher leaders. This research employed a small sample of six teachers who were pursuing leadership roles and were identified as teacher leaders within their respective schools. Data collection was conducted through structured interviews, review of school documents, and a survey instrument. Teachers' interview data were coded based on key teacher leader qualities and behavioral characteristics identified in current literature. Analysis and subsequent findings concluded that teacher leader development is a blended process involving multiple key factors such as: self-reflection, teacher expertise, student-advocacy, professional development experiences, organizational empowerment for teachers, opportunities for job embedded collaboration with peers, teacher passion, and vision.

This chapter focuses on the use of iPad technology and educational applications to assist struggling K-12 readers. Based on research at a university reading clinic, this chapter offers strategies for selecting, evaluating, and incorporating this technology into literacy instruction. The chapter includes suggestions for educators that offer examples of how specific apps were used successfully as well as the alignment to the Common Core State Standards during the lesson. Further, an evaluation rubric created based on the study results will help literacy teachers identify the app features that both motivate students and target specific literacy skills so that they can offer more tailored instruction for struggling readers. Finally, the implications of this study suggest that more research is required to learn how the use of digital tablets, particularly for students with learning disabilities, allows for individualized and modified instruction for students with diverse needs.