<p>This study is an exploratory case study on supervisors' and front line managers' current practices towards the promotion of the socialization of employees with disabilities with their non-disabled peers. The researcher interviewed eight participants, four men and four women, purposefully selected from Connecticut and Indiana in person or over the phone. Various supporting secondary data documents were located by the researcher on the internet to further explain the work place's role in the promotion of socialization of employees with disabilities with their coworkers. Utilizing the Social Identity (Turner, 1975) and Social Categorization (Tajfel, 1970) theories to further explain the phenomenon of social integration of employees with disabilities as it relates to the under employment of Americans with disabilities when compared to their non-disabled counterparts, the researcher hopes to answers the following research questions: How are supervisors and front line managers in various work place arenas currently promoting social integration of employees with disabilities with their non-disabled coworkers? How are supervisors and front line managers in various work place arenas currently utilizing work place accommodations, when requested, to promote the social integration of employees with disabilities with their non-disabled peers? Once socially integrated, are supervisors and front line managers in various workplace arenas able to retain employees with disabilities for the long term? </p>

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.P.A.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Barbara Heyl, George Padavil (co-chairs), Linda Lyman, Paul Baker. Includes bibliographical references (leaves 208-215) and abstract. Also available in print.

<p> As the U.S. becomes more diverse, school leaders, major corporations, and areas of national defense continue to investigate science, technology, engineering and math (STEM) education issues. African-American female students have historically been underrepresented in STEM fields, yet educational leadership research, examining this population is limited. The purpose of this qualitative study was to explore how principals support African-American female students in schools with a STEM program. </p><p> The Critical Race Theory (CRT)was used as a theoretical framework to highlight the inadequacies to support educational inequalities. The application of the CRT in this study is due to the embedded inequality practices within the educational system, that have resulted in the underrepresentation of African-American female students in STEM. To complement CRT, the transformative leadership model was also utilized to examine the emancipatory leadership practices principals utilized. These theories framed the context of this study by recognizing the need to address how support is actualized to African-American female students in STEM by their principals. </p><p> A case study approach was an appropriate method to answer the two research questions, 1) <i>How do principals feel they support African-American female students in their STEM programs?</i> and 2) <i>What practices do principals engage in that support underrepresented students in STEM?</i> This approach intended to uncover how a principal leads a multifaceted population of underrepresented students in STEM programs. Two principals of STEM schools, where more than 50% of the population were African-American, were interviewed and observed completing daily operations at community-wide events. The STEM Coordinators and a teacher were also interviewed, and test scores were examined to provide further information about the STEM program, and public records were obtained to analyze the principals&rsquo; means of communication. </p><p> I found that principals supported African-American female students by engaging the community, and exhibiting leadership practices that align with the school culture. The results of this research bring voice to principals who lead schools with thriving STEM programs with majority African American female students. Leaders that exhibit transformative leadership practices by acknowledging race, and recognizing obstacles students of color face, support negating color-blinding ideologies that could impede the progress of all students. </p><p>

<p>In U.S. school districts, African American special-education students are disciplined more heavily than other students. This case study examined how a suburban high school district in Southern California addressed disproportionality and significant disproportionality in the discipline of African American students with disabilities. The study gathered qualitative data through interviews with 28 of the district?s employees?including officials, administrators, psychologists, security officers, teachers, and classified staff?and analysis of the interviews, along with relevant documents and field notes. This research provides an overall picture of the challenges involved in overcoming disproportionality and significant disproportionality in student discipline, especially those of marginalized groups, and suggests ways to improve school programs. The study highlights the importance of taking cultural issues into account as they relate to employing effective disciplinary tactics, especially for African American special-education students. Findings indicate that district employees may not clearly understand which student population the California Department of Education (CDE) has identified as disciplined disproportionally or significantly disproportionally (African American students in general or African American special-education students) and that current practices have been inefficient in addressing the issue of significant disproportionality. The findings also demonstrate a systemic racism and favoritism of students who embody White hegemonic values and that this impact is represented in the significantly disproportional discipline of African American students with disabilities. The findings support the need for school communities to discuss the best ways to teach African American special-education students and create a targeted approach to dealing with the excessive discipline of this population rather than continuing with the current generic approach.

The problem. Teachers have been given responsibility for providing the academic, social and vocational education necessary for students to function as whole and healthy citizens in society. In the United States, public schooling has stood at the center of viable democratic processes. This study examines the extent to which one large, urban school district with a multicultural population, provides multicultural educational opportunities to classroom teachers. Scope of study. The primary questions this study seeks to address include: (1) What multicultural staff development opportunities are available to teachers in the District of Columbia school system? (2) Are teachers given release times to participate in multicultural staff development training? (3) What incentives are provided to encourage teachers to participate in multicultural staff development training? and (4) What resources have been made available to assist teachers with training and development in multicultural education? Chapter one outlines the statement and background of the research topic and research questions. The significance of the study and study's assumptions and limitations are described. In addition, definitions of the key terms used in the study are provided. Chapter two provides a review of the literature on multicultural education. Research on teacher education and staff development and multicultural curriculum development is also reviewed. Chapter three outlines the research design. This includes a description of the data collection and analysis procedure, the population of the study and the methodology used in the data analysis. Chapter four presents the study's findings and chapter five provides a summary of the conclusions, implications and recommendations of the study. Method. A six-point Likert type scale questionnaire consisting of 27 items was designed to measure four categories related to multicultural education training and development opportunities for middle school teachers in three randomly selected middle schools. Subsequently, a total of 57 out of 65 respondents returned questionnaires. In conclusion, an overall review of the qualitative data reveals the level and frequency of participation of middle school classroom teachers within three randomly selected middle schools in multicultural staff development activities. Further, the analysis of the data will serve as a guide for subsequent planning with system-wide training.

Limited attention has been given to Black teachers' attitudes toward school-based diversity initiatives. This study focuses on African American educators' responses to strategies to promote academic achievement and anti-racist education in predominantly White schools. Their perceptions are offered about racism's educational ramifications for African American students and families. This inquiry has significance for in-service staff development and pre-service teacher trainers because it illustrates a setting where educators of different races explicitly address racism and factors of student achievement. This study examines African American educators' experiences in an extended professional development course funded by a multi-district consortium created to support Black student achievement. The study focused on Black perceptions of curriculum investigating racial identity development theory, White privilege and the influence of racism in classroom practices. The methodology included ethnographic data, in-depth interviews and analysis of documents from a 52 hour, year long course. The analysis examines Black educators' attitudes on what facilitates or obstructs schools' capacity to provide equitable and anti-racist education. This study finds that Black educators want staff development that provides comprehensive and reflective approaches to address racism. This type of experience is supported by a curriculum that explicitly addresses White privilege, racial identity theory, and social dynamics that perpetuate racism. To carry out this experience instructors need to be experienced in facilitating anti-racist training and indicators of individual and institutional commitment to anti-racist staff development goals must be recognized. This research recommends staff development planners and facilitators working in predominantly White settings recognize distinctive professional conflicts African American educators experience and the significance of having a critical mass of Black participants present in the training experience. It further recommends support for on-going communication for Black and other racial minority members via affinity groups. Finally, this study supports organizational analysis that informs strategic interventions promoting student achievement and active anti-racist programming. From inception to conclusion this study asserts the need to solicit the perceptions of African American and other educators of color regarding institutional commitment to inclusion and educational equity.

Empirical evidence substantiating the effectiveness of engagement programs to support at-risk students is virtually nonexistent. In an attempt to improve student engagement and literacy for Grade 9 students enrolled in a developmental curriculum known as the essential-level program, the staff at one school implemented single-gender classes during the 2010--2011 school year. This project study was designed as a summative, goals-based, quantitative program evaluation to assess the effectiveness of the first-year single-gender program based on its stated goals and objectives. A purposive sample of 45 students, 6 teachers, and 2 educational assistants in the essential-level program was used to collect pretest and posttest Developmental Reading Assessment (DRA) score data as well as teacher and student survey data related to perceptions of single-gender classes. Survey data were analyzed using descriptive statistics to determine perceptions of student engagement, academic achievement, and behavior in single gender classrooms. Findings revealed that students and teachers indicated more positive perceptions toward single-gender classes. Analysis of covariance revealed that students in single-gender classes showed significantly higher reading achievement scores when compared to students in mixed-gender classrooms. The results of this program evaluation contribute to social change by adding to the body of knowledge focused on quantitative program evaluations, addressing a deficiency in the literature on single-gender instruction for at-risk students, and assisting the educational community in decision making to address gaps in literacy development and student engagement.

The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can improve individual outcomes in education. Under NCLB, states are required to develop assessments in basic skills to be given to all students in certain grades if those states are to receive federal funding for schools. The purpose of this study was to determine if reduced inclusion class sizes affect student's scores on the Assessment of Skills and Knowledge (ASK) test administered in one northeastern US state and to solicit teachers' opinions of smaller class sizes. Inclusions classes are those that enroll special needs students. Theoretical foundations guiding this study included social learning theory, constructivist theory, and the cooperative learning theory. The key question this study focused on was whether or not smaller class size has an effect on academic achievement for special needs inclusion students. Using archival data, this ex post facto study found a statistically significant difference using a MANOVA, F(2,34) = 14.55, p < 0.0001 for the research question investigating the effect class size has on special needs inclusion students. Positive social change implications include helping inform the efforts of local, state, and federal education officials to narrow the achievement gap between regular and special education students. These results could provide justification to school boards for hiring more staff, creating and passing building addition referendums, and providing professional development to identify ways to adjust school schedules and reduce class size.