<p> This qualitative research study examined developmental reading instructors&rsquo; reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.</p>

<p> This dissertation examines how critical thinking skills are addressed in university-level intensive language programs for international students in the United States. The theoretical framework for this study was built upon Vygotsky&rsquo;s sociocultural theory. Three research questions inquired about language instructors&rsquo; ability to conceptualize critical thinking, integration of critical thinking into intensive language programs curricula and assessment tools, and obstacles in implementation of critical thinking in language instruction. Twenty-one instructors from intensive language programs for international students at six research universities in the Northeast part of the United States participated in this study. The data collection instruments were a questionnaire and follow-up interviews. A qualitative data analysis using a coding scheme revealed that the majority of the participants did not have a strong conceptualization of critical thinking and had difficulty in articulating critical thinking as a cultural construct. The analysis also revealed that the instructors from intensive language programs with re-designed curricula that included critical thinking as learning and instructional objectives reported a high success rate in preparing international students for academic challenges unlike the instructors from language programs that follow a traditional structure-oriented approach to language teaching. Some instructors from structure-oriented language programs reported that they developed their own critical thinking materials to infuse language instruction with critical thinking instruction. Other than their programs&rsquo; focus on language assessment, obstacles in implementing critical thinking into language curricula listed by the instructors included a lack of textbooks encouraging critical thinking, resistance from administrators and other instructors to re-design language curricula, students&rsquo; lack of motivation to learn critical thinking, and difficulty of teaching and evaluating critical thinking. With no other studies existing on teaching critical thinking in intensive language programs in universities in the U.S., this study offers pioneering evidence and implications for (a) stronger implementation of critical thinking skills in language support programs for international students planning to pursue academic degrees, (b) reconceptualization of the notion of academic literacy to include critical thinking, (c) development of critical thinking instructional materials and textbooks for language instruction, and (d) training in critical thinking instruction in teacher education programs and professional development initiatives.</p><p>

The purpose of this study is to describe the multicultural curricula that are currently being offered to prospective elementary teachers for promoting learning for diverse students. First, multicultural courses that exist in selected elementary teacher preparation programs are identified and described. Second, perceptions of teacher educators toward the importance of the role of multicultural education in the preparation of elementary school teachers is reported. Specifically, the following research questions guide the nature of the study: (1) What courses in multicultural education are part of the teacher education curriculum for elementary teacher certification in selected institutions of higher education? (2) What do teacher educators consider as the main reasons for including or excluding multicultural education in the elementary teacher preparation program? (3) What recommendations do teacher educators suggest for improving the multicultural education of their elementary teacher preparation program? This study is significant because it brings into sharp focus the multicultural curricula that are currently being offered to prospective elementary teachers. Additionally, the study reports the perceptions of teacher educators toward the importance of multicultural education in the preparation of elementary school teachers. Seven diverse colleges and universities provided the data on multicultural courses. Twenty-one teacher educators from these participating institutions reported their perceptions toward the importance of multicultural education to the preparation of elementary teachers. The analysis of data on multicultural courses and perceptions of teacher educators revealed that there was significant difference between the way teacher educators perceived the importance of multicultural education and the way multicultural courses were actually offered to prospective elementary teachers. In six of the participating institutions of higher education, multicultural education was offered as topics or units within already existing Foundations courses. Only one university offered a separate multicultural education course as a part of its elementary teacher education program. It is reasonable to conclude from this study that whenever a new issue in student learning and curriculum emerges, too often the curriculum to prepare prospective teachers responds by adapting existing courses rather than by considering a curriculum reform that may include new courses. (Abstract shortened by UMI.)

This study reviews historical current factors limiting Puerto Rican women in the area of educational preparation and in the island's work force. Attitudes are identified in Puerto Rican society as well as reactions to the increasing role of women in the island's work force. Three questions guided this study. (1) Is there evidence in the history of Puerto Rico indicating discrimination of women at work? (2) Have educational opportunities promoted or limited the participation of women in the island's labor force? (3) Are Puerto Ricans' attitudes obstacles deterring women from entry into occupations or professions traditionally male dominated? An instrument designed, tested and applied randomly on a cross section of voters in Jayuya and in Precinct Two of San Juan, provided a 68.66% return. After a careful analysis of the findings of the study the following conclusions could be made. (1) There is clear evidence in the history of Puerto Rico indicating discrimination towards women in the work place. This is evident in a perusal of the island's political, economic, social and educational history. An analysis of data gathered by governmental agencies and findings of studies done by private and public work places show a limited number of higher management positions held by women. Prevalent discrimination is evident by the need to pass laws to protect the rights of women and to eliminate gender bias in the work place. The low representation of women in administrative positions as well as in legislative, judicial and other jobs in government, have further limited professional growth for women. (2) Even when educational opportunities for women have advanced their participation in the labor force, they have served to limit their participation in the work force by leading them into jobs and professions that are extensions of traditional roles. (3) Beliefs persist that minimize the capabilities and potentials of women, creating low expectations of their contributions to the labor force. This attitude plays a negative role in educational practices resulting in additional discrimination against women in Puerto Rico.