The University of Arizona's College of Agriculture and Life Sciences has a long history of serving the agricultural community throughout the state. Located within Arizona's boundaries are twenty-one Indian reservations whose agriculture and natural resources are of significant import to tribal communities culturally, spiritually, and economically. Declining enrollment of Native American students has prompted this study of the perceptions of faculty regarding agricultural and natural resource issues on the Navajo and Hopi reservations. Responses show a disturbing lack of awareness regarding issues important to the two reservations. There are cultural differences between the University and the tribes that are believed to have an influence on recruitment and retention rates. Thus, heightening the awareness of faculty to agricultural and natural resource concerns of the Navajo and Hopi peoples could reverse the downward trend of recruitment and retention rates of Native American students.

This study examined the practice and relevance of having a team of two teachers, one Deaf and one hearing, team teaching Deaf students in a coenrolled classroom. Data were collected to answer the research questions by interviewing five teachers and their supervisor. Six successful teams were asked about their experience team teaching, and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed and analysed. From interview data, four main categories were identified: (a) Philosophy of Education, (b) perception of roles, (c) benefits of team teaching, and (c) current practice. Data for each category is presented separately including subcategories, and illustrated with quotes from informants. Results of this research encourages professionals to work towards collaborative models that positively impact Deaf students' education. There is sufficient evidence to realise that there is an imperative need for Deaf adults to be involved in the educational process of children and young adults who are Deaf.

<p> The purpose of this non-experimental quantitative study was to explore the practices of speech-language pathologists in conducting bilingual assessments with interpreters. Data were obtained regarding the assessment tools and practices used by speech-language pathologists, the frequency with which they work with interpreters, and the procedures they employ prior to, during, and at the conclusion of assessments of English language learners (ELLs). Also explored were the skills and proficiencies that speech-language pathologists believe interpreters need in order to be effective in interpreting for assessments. </p><p> Data for the study were obtained from surveys completed by a sample of speech-language pathologists working in a large, diverse public school district in the mid-Atlantic region. The survey consisted of rating scales, forced choice questions, and open ended questions. Results were reported via descriptive statistics and through description of participants' responses to open-ended questions. </p><p> Results of the study indicated that the participants engaged in best practices in bilingual assessment as defined by the American Speech-Language Hearing Association (2004a, 1999) to a greater extent than has been previously reported in the literature. However, considerable variation existed among participants regarding adherence to best practices, including the decision regarding whether or not to work with an interpreter when assessing ELLs. Study results indicated that participants continue to rely heavily on the use of formal measures standardized on monolingual, English-speaking children when assessing ELLs. Participants were also found to employ identical assessment procedures (assessing first in English without an interpreter, and then bringing in an interpreter for a subsequent testing session) regardless of the English language proficiency of the child. Participants in large measure valued the skills and proficiencies cited in the literature as desirable for interpreters to have, yet they did not express confidence that their interpreters possess these skills. </p><p> The implications of the findings are discussed and recommendations are offered for clinical practice, the school districts, graduate schools, and professional development training aimed at improving bilingual assessment practices. Finally, suggestions are offered for future research on bilingual assessment.</p>

Thesis (Ph.D.)--The University of Mississippi, 2005. / (UnM)AAI3190563. Adviser: Esim Erdim. Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3191.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4251. Adviser: Luise P. McCarty. Title from dissertation home page (viewed May 20, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4584. Adviser: Eyamba G. Bokamba. Includes bibliographical references (leaves 393-442) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1729. Adviser: Sarah J. McCarthey. Includes bibliographical references (leaves 227-243) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1628. Adviser: Fazal Rizvi. Includes bibliographical references (leaves 257-271) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Lehigh University, 2008. / Adviser: Arpana G. Inman.

Thesis (Ph.D.)--Indiana University, Dept. of Literacy, Culture and Language Education, 2008. / Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4219. Adviser: Larry Mikulecky.