Retention of students at undergraduate institutions, especially in liberal arts colleges has become increasingly important. Liberal arts colleges are distinct because unlike universities they have small enrollments, serve undergraduates students, are residential and its primary goal is to provide a liberal arts education to its students. Students who typically attend liberal arts colleges come from academically prepared and from privileged backgrounds, however, these students are often not enough to sustain enrollment assumptions. Therefore, students who are less prepared and come from low socio-economic backgrounds are accepted to into these colleges to compensate for the difference. This situation leads institutions to be strategic about creating programs to enhance these student's academic and social skills and help them persist. Thus, it is in the best interest of these colleges to have retention strategies in place to help these students persist and graduate. It is also in the best interest of these students and of society that they be given equitable chances to succeed in higher education. This study assesses the James Baldwin Scholars Program, a program for academically under prepared and economically disadvantaged students, by incorporating a combination of existing retention/persistence models and examines the impact the Program had on student's satisfaction and persistence. Using interviews and surveys of current Baldwin Scholars, alums of the Program, and associated faculty/staff as a method of triangulation to examine the student's persistence, I compared and contrasted the expectations and experiences, and discussed the sources of support and challenges of the Scholars with those of the Baldwin alums, faculty and staff at Hampshire College. As a result, the findings from this study suggest that these students experience a journey filled with programmatic, academic and social supportive bridges and challenging barriers that define their experience. Findings from this study demonstrate that students are most likely to succeed in this type of program when expectations are clear and when the students’ experiences match the expectations---a situation that is more likely to help students find, build and maintain bridges to success while navigating barriers to persistence.

This study examined the effectiveness of a national support program in Namibia designed to help new teachers improve teaching and enhance student learning. The support activities currently undertaken are short-lived and not effective, therefore not providing teachers with the continual support needed to strengthen and augment their repertoires. The study also examined problems experienced by new teachers in their initial years of teaching. A major problem affecting teachers' competencies in Namibia is the availability of teaching and learning resources. Another impediment perplexing teachers is learner discipline. Teachers need the appropriate skills to be able to adequately deal with these and other problems, so as to create a nurturing environment for teaching and learning. Based on the recommendations teachers made, a national support program for helping teachers deal effectively with aspects of teaching and learning was advanced. Teachers recommended that the support program incorporate induction and mentoring sessions for new teachers. They also strongly recommended that the program effectively deal with competencies in curriculum and instruction. Teachers reiterated the need for access to knowledge, provision of sufficient teaching and learning resources, and opportunities for further education.

This dissertation explores implications about teacher inquiry group (IG) practices through the representations of achievement gap (AG) discourses. The study draws from the challenges, struggles, and accomplishments of a middle school inquiry group of teachers and staff that worked collaboratively, as an institutionalized practice, with the intention to develop recommendations for closing the AG. After five years of collaborative work, the group did not get to develop an action plan. This longitudinal, ethnographic, qualitative study unveils multiple and contested representations of AG discourses and unpacks three assumptions about teacher inquiry group practices as a strategy for institutional and/or individual change: (1) that the group can resolve the issue at task; (2) that members embody the role of researchers; and (3) participation in the group can provide opportunities for transforming discourses. Critical discourse analysis provides the lens for analyzing four years of data collection: field notes, audio and written records from monthly sessions, written feedback and reflections, as well as interviews. My dual role, as member and teacher-researcher, and the use of CDA allowed me to identify critical moments. I describe critical moments as instances in which discourses of AG changed, reproduced, but not necessarily transformed. The analytical tools facilitated intertextual and discourse meaning connections. Data analysis indicated relevant findings: that the inquiry group provided opportunity for discourses to reproduce and change; that critical moments provided possibilities for transformation; that members did not always recognize these moments for which transformations may have eluded them; that inquiry groups have the potential to be a transforming intuitional practice. In general, findings suggested the need for structures that support, encourage, and engage members in “Self” reflection praxis for personal, and collective transformations, if the status quo is to be interrupted.

Two types of religious education administrators serve the parishes of the Evangelical Lutheran Church in America (ELCA). The professional religious education administrator is commissioned by the ELCA, and the paraprofessional religious education administrator was noncommissioned. This study examined the theoretical orientation, skill level, preparation, and preference for alternative religious education models of religious education administrators. Two hundred professional and two hundred paraprofessional religious education administrators comprised the sample population for this study. The survey study was guided by two research questions: (1) What is the prevailing framework adopted and applied by religious education administrators, i.e. traditional, social cultural, contemporary and social science models? (2) Are there differences between professional and paraprofessional religious education administrators in preparation for their work, their theoretical orientation, and their perception of their skill level and work? Results of the study identified the contemporary model as the preferred religious education model. The social science model was second, followed by the social cultural and traditional models. No significant differences were found between the professional and paraprofessional religious education administrators in their preparation, theoretical orientation, and their perception of their skill level and work.

The purpose of this study is to identify some issues encroaching upon the efficiency and relevance of Guinea-Bissau's educational system. The study has attempted to answer the following questions: (1) What approaches have dominated educational reform in Africa? (2) What factors are behind Guinea-Bissau's educational problems? (3) What are the alternatives, including language policies, that would help Guinea-Bissau break with neo-colonialism and intellectual dependency? The study was divided into five areas: The first area presented an overview of Africa's educational problems. The next area of emphasis examined traditional education in pre-colonial Africa, including its philosophy, the curriculum and methodologies of teaching and learning. It also examined African educational development during independence. Educational policies were seen as primarily determined by the imperatives of resource constraints, manpower needs, and by pressures from both national and international interest groups. The third area explored the special educational problems and requirements of Guinea-Bissau's educational system. Guinea-Bissau's educational problems were seen as determined by lack of financial resources. Other categories of problems were the result of planning and coordination inefficiencies and lack of the necessary indigenous skills to redirect the development of educational system after independence. It is assumed that none of the borrowed educational traditions, be it Portugese, French or English, are adequate to the solution of Guinea-Bissau's problems. The fourth section presents an interdisciplinary framework to the analysis of issues considered essential in designing an autochthonous educational system for Guinea-Bissau. The last area of emphasis explored alternative techniques and methods which could accelerate educational development in Guinea-Bissau. The results of a research study on the relevance and efficiency of Guinea-Bissau primary education suggests that the structures and values of both the modern and the traditional African society, would have to be incorporated. The proposed reforms recognize the existence of degrees of interdependence between traditional and modern values. It is a proposition that sees latitude for compromise and synthesis. An educational system designed with this in mind might be able to cater to the particular learning needs and circumstances of Guinea-Bissau.

This study investigated Massachusetts elementary principals' perceptions of the changes in their leadership roles as a result of the implementation of the Massachusetts Education Reform Act of 1993. This study also examined how principals perceived the effectiveness of the Reform Act—what they saw as positive results, what obstacles continue to exist, and what they would change to make education reform more effective. As an elementary principal, the researcher was in a unique position to engage fellow principals in a dialogue about Education Reform, and analyze and comment on principals' perceptions. As leaders in their schools, principals are in a key position to report on the changes they have seen in their jobs and their schools as a result of educational reform. With restructuring efforts concentrated at individual schools, principals become the pivotal people to initiate and direct change. Recognizing the importance of the principal in implementing reforms, the Reform Act legislated many changes in the authority and the role of the principal. These changes included greater accountability for student achievement, more authority over staff hiring and firing, and a mandate to establish participatory decision-making involving teachers, parents, and the community. At the same time, the Reform Act took away many aspects of a principal's job security by eliminating tenure, forbidding collective bargaining, and downgrading the standard for dismissal. This study found that these changes have had both positive and negative effects on principals and their schools. Positive effects as reported by principals included a focus on a consistent curriculum, higher learning standards, increased accountability for learning, increased communication and collaboration, and a push for schools to make needed changes. Negative effects included loss of job security, an increase in job demands and time commitments, increased stress, and inadequate support for principals. Other obstacles to effective reform cited by principals were teachers' unions, the perceived negativity and lack of support from the State Board of Education and the legislature, and the continuing power of superintendents and school committees. Principals in this study also made many recommendations for changes they felt would increase the effectiveness of reform efforts in Massachusetts.

Submitted in fulfilment of the requirement for the degree of Master of Education to the Faculty of Education in the Department of Philosophy of Education at the University of Zululand Durban-Umlazi campus, 2001. / This study has taken shape over a period of years during which new education policies are implemented in KwaZulu-Natal. The research focused specifically on those aspects of the South African Schools Act, (Act No. 84 of 1996) that are exceptionally difficult to implement in the real school situation. (The South African Schools Act will hence forth be referred to as the SASA). The study made use of questionnaires and interviews as research instruments to determine1 those aspects of the SASA, which sound plausible in theory but prove very difficult in practice. The district managers, superintendents of education management and principals identified the following four aspects of the SASA: the prohibition of corporal punishment, full or partial exemption from the payment of school fees, the inability of numerous school governing body members to perform their duties efficiently and the age restriction in respect of the admission policy. On the basis of views from respondents, the study concludes that these aspects of the SASA which are difficult to implement on the ground have an adverse effect on the culture of teaching and learning in the schools.

The purpose of this study is to explore, identify and describe organizational opportunity through the thoughts, perceptions and experiences of women who are currently mid-level administrators in higher education organizational settings. The idea of organizational opportunity provides the basis of the study, and the tenets of the "new scholarship on women and education" which incorporates a feminist perspective provides the framework for the study's design and methodology. The participants were invited to take part in the study, and the sample was drawn from individual member listings of the current directories of three higher education associations. The participants are women mid-level administrators in selected public, state-supported universities in California with the functional title: Dean of Students (when not identified as the chief student affairs officer), Director of Housing or Residential Education, and Director of Student Activities or College Union. Qualitative research methods were used in collecting the data through the use of a guided, open ended, in-depth interview with the participants. The study's research questions focus on: (1) how women in higher education administration describe organizational opportunity; (2) what organizational opportunities women in higher education administration describe as needing to develop professionally; (3) how women in higher education administration create organizational opportunity; and (4) what conditions women in higher education administration describe that increase and diminish organizational opportunity for their development. The analysis of the data reveals five major frameworks of the concept of organizational opportunity: (1) Organizational Context; (2) Creating Opportunity; (3) Organizational Access; (4) Organizational Support Through Mentors, and (5) Personal Factors Affecting Organizational Opportunity. A discussion of each frame is presented as well as the participant's advice to women interested in a career in higher education administration.

Public universities contribute towards advancing social mobility for individuals. However, a discrepancy exists between how universities balance their institutional needs with the burning issues of local communities. Little research has gone into understanding how universities support socio-economically disadvantaged communities. This study, while acknowledging the excellent work done by U.S. universities in various areas, explores ways through which Community Service Learning (CSL) partnerships can help higher education better meet the development needs of under-served local communities, while meeting institutional needs. Literature suggests that universities emphasize their Research and Teaching missions over their Service mission intended for community outreach. In cases where the Service mission is recognized through CSL, universities primarily focus on projects in wealthier communities rather than those in socioeconomically depressed neighborhoods. This study examines the potential role of CSL partnerships in supporting the socio-economic advancement of marginalized urban communities. It explores the literature related to university CSL partnerships and their contributions to improving and sustaining development in such communities. There is scarce research focusing on CSL models that help achieve community advancement. Although the study uses the U.S. context, the concepts and models explored can be modified to suit similar development needs in less industrialized countries. Mechanisms to bridge the gap between universities and respective neighborhoods through the creation of development opportunities benefiting both constituencies are highlighted using UMass/Nuestras Raices CSL partnership as a unit of analysis. Research questions include: What key conditions of Nuestras Raices farm model applied by UMass/HPN partnership foster socio-economic advancement among the inner city community members? How can conditions fostering socio-economic advancement be sustained and promoted? A qualitative research method with a case study approach was used in answering these questions. Findings indicated a Culturally Integrated Model (CIM) of CSL to be effective in fostering and sustaining socio-economic advancement among impoverished communities. Community transformation is possible where a CSL partnership using the CIM provides opportunities benefiting both educational institutions and marginalized neighborhoods. Key conditions identified for fostering effectiveness were reciprocal partnership, participants' efforts and interest, strong leadership and organization, and the farm-site location. Recommendations for future improved practice of university CSL partnerships are suggested.

This study documented the process of designing, implementing, and evaluating a low-cost, school-based, researcher-conducted staff development program for four voluntary Black seventh and eighth grade science and social studies teachers at Roosevelt Junior Senior High School, New York, during 1987-88. The underlying purpose was to learn more about effective school improvement in low-income school districts. Staff development efforts aimed to expand teachers' teaching styles to accord more closely with urban Black students' diverse learning styles in four homogeneously grouped classes with the intent of (a) improving students' academic achievement, (b) increasing attendance to class, and (c) improving attitudes about school. Five collaboratively planned workshops on teaching styles and learning styles provided opportunities for teachers (a) to expand their repertoire of teaching styles, (b) to recognize students' learning styles, (c) to develop problem-solving techniques for their classes, (d) to work cooperatively with other teachers, and (e) to enhance their professional growth. Based on observations, discussions, interviews, and self-reports, the researcher concluded that teachers (a) utilized different teaching strategies in their classes to address more students' learning styles, (b) provided more opportunities for students to work cooperatively in class, (c) shared ideas with other teachers, (d) planned their lessons with other teachers, (e) incorporated students' suggestions into lessons, (f) utilized a larger variety of teaching aids and materials, and (g) praised their students more often. Their students (a) displayed less inappropriate behavior in class, (b) worked cooperatively with their classmates, (c) offered teachers suggestions to make classes more interesting, and (d) complained less often of boredom. Evidence of positive gains suggests that staff development is feasible in low-income school districts when staff are encouraged to seek support and ideas from students, parents, teachers, and administrators about issues considered important in their setting. Collaborative planning fosters a climate that encourages a variety of school improvement efforts to flourish over time.