Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Michael Gamel-McCormick, Dept. of Individual & Family Studies. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 144 pages. Includes bibliographical references.

abstract: African American students are one of the historically disadvantaged groups by the public education system. Related to this phenomenon is the overrepresentation of African American children in special education due to disability diagnoses, which has been referred to as disproportionality. It has been hypothesized that disproportionality is due to poverty or a cultural mismatch between primarily white, middle-class teachers and African American students. Using a sample of African American children in special education from Memphis, Tennessee, this secondary data analysis explored the relationship between children's behavioral and educational outcomes and their environment, efficacy beliefs, and the impact of an intervention, the Nurse-Family Partnership. This study also explored differences in children's externalizing and internalizing behaviors by self-report, children's mothers and children's teachers. Using multiple imputation and regression analyses, the results indicated the following: 1) children's self-efficacy and number of hours in special education were associated with children's academic achievement, 2) mothers' and teachers' ratings of children's behaviors differed from children's self-report of their behaviors, 3) African American boys are more likely to experience acting-out behaviors, while African American girls are more likely to experience anxiety and depression, 4) children were less likely to experience anxiety and depression if their mother believed that she had control over circumstances in her life. These findings are discussed in light of Brofenbrenner's ecological systems theory and Bandura's social cognitive theory. / Dissertation/Thesis / Ph.D. Social Work 2012

The problem of the present study is to determine if there is a measurable effect on the academic progress, self-concepts, and racial attitudes of newly integrated Negro students in grades four, five, and six after one year of integration.

No description available.

The purpose of this qualitative narrative inquiry was to share the experiences of Black children and families attending early childhood programs across New York City. The theoretical lenses of Anti-Blackness, Intersectionality, and Critical Childhood Studies were employed to provide counter-stories to the dominant narratives told about young Black children and families in traditional educational settings and to examine how the intersection of various identity markers contributed to the participants’ experiences. Semi-structured interviews were conducted with six families and one teacher across Brooklyn and the Bronx. The children ranged in age from 4 to 8 years old and attended Head Start 3-K, Pre-K, Kindergarten, and 2nd grade programs in public, private, and charter schools. Child-centered research methods were utilized when interviewing the children. In addition, classroom observations were conducted in one child participant’s school for additional insights into the moments that shaped their memories of preschool. This study aimed to learn what young Black children and their parents had to say about their early childhood experiences in their own words. An additional aim was to identify conditions and practices that need to be preserved as well as those that should be discontinued as we seek to create more equitable and just learning outcomes in educational spaces. Implications for policy and practice are offered based on insights learned from young Black children and their parents.

The purpose of this study was to raise awareness and to analyze the process of diagnosing African American children with autism and identify variables that correlate with late diagnosis.

Normal phonological development is characterized by phonological processes in preschool children. These processes are sound error patterns, in relation to the adult target, that are expected within the speech of normally developing children. As children grow older, they "outgrow" these developmental errors. Within the black English dialect, speakers may use a combination of these processes and not be considered phonologically impaired within their linguistic community. The purpose of this study was to assess and compare phonological process usage in the speech of lower socioeconomic black and white preschoolers. The APP-R in conjunction with the CAPP was administered to two groups of 15 children to determine if significant differences exist in the usage of phonological processes between the two groups. Group 1 was comprised of 15 black preschoolers from an inner-city preschool program. Group 2 was comprised of 15 white preschoolers from a Headstart program. All children were identified by their respective speech-language pathologist as having normally developing speech for their linguistic community. Data analysis revealed black preschoolers used phonological processes with a higher frequency than white preschoolers. The phonological process usage mean for the black preschoolers was 4.26% (SD = 1.94) and the mean for the white preschoolers was 1.71% (SD = 2.86). Three of the ten basic processes were determined to be significantly different between the two groups, including: consonant sequence omission, strident deviation, and velar deviation. The results were further examined to determine if either group of preschoolers was identified as needing phonological remediation based on their performance on the APP-R. None of the subjects in either group was identified as needing phonological remediation. In conclusion, results indicated black English speaking preschoolers did use significantly more phonological processes in their speech, however, the APP-R did not identify these children as needing phonological remediation. These results demonstrate the APP-R to be an appropriate assessment tool when evaluating the speech of this Portland black English speaking sample.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.