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Typescript (photocopy)

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: Natale Cipollina. Dissertation Committee: Robert McClintock. Bibliography: leaves 239-243.

The problem of this study was to develop a written code of policies and regulations for the efficient operation of the Merced City School District. The specific purposes of the study are as follows: (1) To provide the Board of Education and the stuff with an instrument for handling procedures, recommendations, and various problems in an objective and systematic way.; (2) To provide a reference source for the Board and the staff in interpreting actions to the public's.; (3) To bring up-to-date and codify the existing policies of the district.

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This dissertation seeks to describe and explain the connection between The Supreme Court and politics outside of the judicial system. It is a case study of the reaction to the Brown v. Board of Education integration decision in the American South. I apply a theoretical model of “judicialization,” arguing that when courts affect politics outside of the judicial system, they reshape politics to resemble the adversarial legal system, sparking polarized conflict and causing non-judicial political actors to make arguments in the form of constitutional doctrine. Analyzing editorials and letters to the editor from Southern newspapers, I show that debate after Brown was characterized by appeals to constitutional principles, and that Brown increased the salience of segregation in schools as a subject of political debate. I also supplement my Southern newspaper data with data from African-American newspapers and analyze Southern elections in the periods immediately before and after the education integration decision to assess the impact of the Court’s education decision on both voters and candidates. / text

The purpose of this study is to determine how well the list published by the Texas Board of Education meets the requirements established by studies in the field by comparing it with a number of other lists of known value, which have been compiled by experts on the basis of the studies mentioned.

As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.

As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.