This qualitative, exploratory case study focused on the design and implementation of a human rights curriculum in a fourth grade, public school classroom. Based on a review of the literature on human rights education, a curriculum incorporating a month long unit, democratic classroom practices, and social action projects was designed and carried out with a group of eighteen, White fourth graders. The study examined students' responses in terms of their thinking about human rights, themselves, and others; their peer relations; and their involvement in social action projects. Data collection methods included participant observation, interviews, audiotaping and videotaping classroom events, and document analysis. Feedback from the students, parents, and teachers in the school helped to establish reliability and confirmability. The major finding of the study was that students' personal experiences, developmental levels, and family and cultural backgrounds strongly influenced their ideas, interests, and subsequent learning about human rights. Most students were able to develop a basic understanding of human rights concepts. Effective teaching techniques were simulations, using children's literature, role play, and action projects. Though the students' peer relations did not change appreciably, most of the students developed a greater interest in human rights issues and learning about different others as a result of the human rights curriculum. The democratic classroom practices and the social action projects gave many students opportunities to become empowered in their own learning. The implications of this study are relevant for teaching at the upper elementary level. It is important for teachers to become aware of children's pre-existing knowledge and attitudes and provide them with with meaningful experiences to build upon or change their thinking. In teaching about human rights and other cultural issues, educators need to be aware of their own biases and teach in ways that reduce rather than increase stereotypes and prejudice. An integrated, comprehensive, and developmentally appropriate approach to human rights instruction will maximize students' learning.

This qualitative study undertook an exploration into the connections between creativity and change/transformation. Its purpose was to begin to understand how creativity could be used as a tool for empowerment, liberation, and transformation, and how creative techniques could be incorporated into educational efforts. Participants were students who were enrolled in an undergraduate course designed and taught by the researcher, entitled Creativity and Change. Using their coursework and interviews, this research explored how these student/participants perceived of themselves as creative individuals and as persons capable of making change in their lives and in the world, how they connected the two concepts of creativity and change, and how they utilized creative processes in envisioning change strategies. This study broke ground in two areas of creativity research: (1) looking at the effects and benefits of a creativity class from the perspective of the students who were enrolled in it, and (2) expanding on the research on climate for creativity by connecting creativity to personal and social change efforts, again, from the perspective of students. The results of this study are a beginning to better understanding the multiple aspects of creativity--expression, process, products--and their importance ta self-development, empowerment, and liberation in education. The responses of the students who participated in this study were encouraging in supporting the premise that there are multiple connections between creativity and change. They demonstrated the effects of creativity in increasing self-knowledge and self-esteem, making connections between people, envisioning solutions to social problems, expanding perceptions to incorporate different perspectives and viewpoints, breaking boundaries, and taking the risks that transformation demands. These student/participants demonstrated, through the discovery of their own creative, capable selves, a sense of empowerment arising from the knowledge that "I CAN." Being able to think outside of conventional structures and paradigms, challenging dualistic thought, and incorporating holistic teaching and learning strategies are some of the strengths and gifts of creativity. This study has shown that the openness and imagination of creative thought and behavior can become a tool to dismantle the injustices of the world and create new, transformative paradigms.

The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action research. This study revealed that there are no uniform solutions or standard methods to address issues of equity and accessibility in science education. This study recommends teachers be given time, support, and freedom to collaborate with other teacher-researchers, enact decisions for change, and reflect on and make public the results of their work. Additional implications suggest science teacher educators collaborate with practicing science teachers to devise practical applications and feasible resources for a wider audience.

Although the federally funded TRIO Program entitled Upward Bound has been in existence for over thirty years and numerous federally and privately funded studies have been conducted about the hundreds of programs available throughout the nation, there has been relatively few investigations involving qualitative research approaches. Additionally, despite the fact that first generation college students, the primary target population for Upward Bound Programs, are most likely low-income and Latino, few studies have sought data directly from these target groups about their experience in Upward Bound. In this regard, the data gathered and reported in this qualitative education evaluation research study is unique. Twelve former first-generation, low-income, Puerto Rican Upward Bound students who had completed at least one year of college were interviewed for this study. The interviews utilized a protocol from a twenty-five year old study that also interviewed Upward Bound students (Bemak, 1975). The purpose of this inquiry was to investigate how first generation, low-income, Puerto Rican college students evaluate the impact of their participation in a high school Upward Bound program on their academic preparation for college, self-perceptions, family and social relationships, future educational goals, and ultimately their post-secondary success. The findings of this study shed light on the impact Upward Bound has upon first-generation, low-income, Puerto Rican students who have succeeded in post-secondary education. Data from the study indicate that the services and support provided by Upward Bound effectively intervenes in the unique struggles of first generation, low-income, Puerto Rican students who are at great risk for educational access and attainment. Reflections of former Upward Bound students inform the field of education regarding the impact of college preparatory programs on students who face the most difficult barriers in college completion. This research identifies practices that contribute to post-secondary success and uses the words and ideas of first-generation, low-income, Puerto Rican students as a guide to the implementation of future support services.

The human side of school reform implementation and analysis is often marginalized in favor of an emphasis on rationality, student outcomes or formal structures. The perspective of the Teacher-as-Being, which is grounded in existential philosophy is a conceptual framework that acknowledges the human condition, our situated existence and the lived world of teachers. Teachers' interpretations of their experiences on problem solving service teams will be analyzed from this perspective. The tenets of existential philosophy, with an eye toward issues common to our existence as human beings, can serve to build a deep and humane framework for explaining the role of individual teachers' meaning making, interpretation and contextual experiences in the implementation of a reflective practice school reform initiative.

Objective. The purpose of this study was to gain an understanding of teaching strategies used by approved clinical instructors (ACI) to facilitate student learning during clinical experiences in athletic training. Design and setting. A qualitative case study design was used to examine the questioning skills of ACIs at an athletic training education program (ATEP). Subjects. Participants consisted of eight ACIs and 24 athletic training students (ATS) affiliated with an ATEP. Measurements. Data consisted of: 23 field observations and field audio recordings, eight interviews with ACIs, and 64 stimulated recall interviews with ATS and ACIs. Data was analyzed through open, axial, and selective coding and coding for process. Cognition level of questions posed by ACIs was analyzed using a Question Classification Framework (Sellappah et al, 1998). Results. Three themes emerged. Theme 1: Approved Clinical Instructors in Athletic Training: training technicians or educating problem-solvers. Theme 2: Creating and nurturing learning relationships to establish enriching clinical learning environments. Theme 3: Cognitive engagement of the learner: active or passive participant. Conclusions. The affective and cognitive tone of the clinical learning environment appears to be related to ACIs beliefs and attitudes, ATS active or passive participation in the experience and the strength of the learning relationship between the ACI and the ATS. ACI selection and utilization of teaching and questioning strategies is related to ACI beliefs and attitudes toward clinical education and the purpose of clinical experiences. ACIs who identify more strongly with ACI as athletic training educator tend to possess student centered teaching strategies that support student exploration and creativity. ACIs that identify more strongly with ACI as service provider tend to possess instructor centered teaching strategies that support student identification and replication of athletic training skills and knowledge. Implications. ACIs use of strategic questioning and student centered teaching strategies appears to be strongly related to the ACI's beliefs and attitudes toward clinical experiences and his or role as an ACI. A shift away from apprenticeship learning environments toward problem-solving learning environments may require a shift in ACI beliefs and attitudes.

This dissertation is based on a field study of an alternative schooling program, CHOLEN, in Bangladesh. The purpose was to seek a clearer understanding of an alternative education model known as 'accelerated learning', where the time required for learning is much shorter than in conventional models, and is used where learners are unable to attend normal schooling due to poverty, cultural barriers, or conflict. CHOLEN used innovative strategies to enhance learning for tribal/indigenous children who were marginalized and bypassed by mainstream education. Key among the strategies used by CHOLEN was 'activity-based learning' that allowed learning to be organized around activities, rather than relying solely on the textbook, expanding learning outside the classroom to the learner's life and environment, creating a friendly learning environment, and using varied materials and methods to deepen the learning experience. Teacher training helped to develop teachers as facilitators with creativity and openness to shift from conventional methods to learner-centered ones. The training used a 'reconstruction approach' which taught teachers how to create their own learning activities. The study also looked at the policy context of CHOLEN. As a non-governmental or NGO program, what were the possibilities and challenges it faced. It looked particularly at the kinds of training and support systems that were essential to effective implementation of this approach. The study employed qualitative methods, using interviews with teachers and trainers, classroom observations of learners, and discussions with parents and community members. The schools studied included both community and government schools so that comparisons could be made as to how the training was applied by teachers in these two systems. The major findings were that CHOLEN promoted 'accelerated learning' by creating a 'culture of learning'. This involved changing beliefs and assumptions of teachers, trainers, and supervisors about learning, learners, the role of teachers, and building a new vision. Changing beliefs went hand-in-hand with practicing new ways of teaching-learning where learners took active role in learning, group and peer-learning were the norm, and learning was often in the form of games and fun. Community members actively participated in supporting this changed environment of learning.

Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media production into their curriculum in order to prepare new generations for a media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes media literacy skills/goals through analog and digital production techniques. This study describes and analyzes the varied reactions and educational experiences of analog and digital video production groups. This dissertation was based on research conducted in Hingham and Sharon, Massachusetts and Verona, Wisconsin from the spring of 2001 through the summer of 2001. The study investigated the educational experiences of three groups of forty-eight students who were completing their technology in education master programs. The study examined how participants were affected by different media production activities. This qualitative research focused on the importance of learning new media literacy skills through simple production techniques on a video camera versus digital editing on computer. The participants in three different groups were asked to produce the same technique, transition, or special effect. Their responses to the media survey, questionnaires, media productions, interviews, as well as their midterm and final projects were compared and evaluated. The study described in this dissertation explored three key topics in order to understand the educational experiences of participants: the wide range of meanings participants associate with media education; the impact of video production activities on participants' understanding of media; and the ways in which they integrated media production in their midterm and final projects.* *This dissertation is multimedia (contains text and other applications not available in printed format). The CD requires the following applications: Windows 95 or higher; Microsoft Office; QuickTime; MediaPlayer or RealPlayer.

This research explored the effects of implementing a curriculum based on important principles of Waldorf education with a Latino student population enrolled in a Transitional Bilingual Education program for gifted Hispanic students attending a public school in central Massachusetts. Qualitative research methods were employed in order to record how the students interpreted specific experiences and to gain insight and understanding concerning the impact of a curriculum based on Waldorf education principles used with bilingual/bicultural students. The study focused on two groups of bilingual gifted classrooms--a sixth grade in a Magnet school and a fourth grade in a community school. All of the students were Puerto Rican with the exception of one girl from El Salvador. Data used for this research study were collected for a period of four months through observation, videotaping, audiotaping, student interviews, and field notes. The finished products of the students were also considered data. The research revealed that the students became connected to the curriculum in three stages--social, physical, and cognitive. The cognitive connection to the curriculum occurred most successfully when artistic activities preceded the introduction of intellectual concepts. This finding is compatible with the research of Martin L. Albert, Lorraine K. Obler, and Kenji Hakuta concerning language formation in bilingual individuals. Increased use of verbal language in the native and second language of the students, a positive sense of self, and increased motivation to learn were noted as results from the students' involvement with the curriculum. Recommendations were made by the researcher to reform traditional public school teaching practices so that a culturally and educationally relevant curriculum might be developed for language and culture minority Latino students.

Most of the studies conducted on bilingual education emphasize current educational problems. Instructional, administrative, fiscal, and political issues have highlighted the development of serious attempts to produce research accounts of the history of bilingual education in the United States. Nevertheless, it is almost impossible to find an accurate and global account of the legal struggle that allowed bilingual education to survive years of obstacles, intolerance, and success. Without utilization of recollected information on the legal process across the nation dealing with bilingual educational issues, it is rather difficult to make an objective assessment on the legal status of bilingual education within the educational and legal boundaries. This study focuses on the historical repercussions of the laws, consent decrees, and enactments favoring bilingual education across the country, specifically, the impact of those legislations that, according to the researcher's estimation, went beyond the notion of responding to political pressure. The notion of responding to the educational needs of linguistic minority students and the responsibility to a large constituency that would not understand the bilingual education concept produces the middle-road solution called "bilingual education" to pamper an everlasting educational problem. To explain the present situation of bilingual education, in general, and in Massachusetts, in particular, an historical sequence of the most important events affecting education is covered. An historical legal framework is included to provide a better understanding of the nation's educational view through the law and how cultural diversity has affected the development of education nationally. Major legal cases, as well as other legislation in favor of bilingual education, is explored in detail. After reviewing the history of laws, enactments, and consent decrees, and observing the present situation of bilingual education in this country, one has to conclude that bilingual programs have been programmed for failure. This study will enhance the information base of educators, parents, community activists, and others who need to work with linguistic minority students coming from educational systems that have denied them the right to learn. Furthermore, the intent of this dissertation is to put forth information central to the development of initiatives to aid parents, students, and educators in overcoming obstacles created by unclear bilingual laws and biased to bilingualism politicians or school administrators.