The members of the Boards of Education and the Superintendents of the Americus City School System and the Sumter County School System agreed to begin a merger feasibility study of the two systems in 1934. Specific objectives were identified including an evaluation of the similarities and differences in the two school systems, an identification of the possible costs to both systems, an identification of the possible benefits to both school systems, and a summary of the legal issues involved in the merger of the two systems. This study was concerned with surveying the attitudes and opinions of all the certified personnel in the two systems regarding their perception of how the merger would affect the schools. Questionnaires were delivered to 201 certified personnel in the Americus City School System and 123 certified personnel in the Sumter County School System. These personnel were requested to complete and return the questionnaire within one week. The total number of responses from certified personnel in the Americus City School System was 177, which represented an overall return rate of 88 percent. The total number of responses from the certified personnel in the Sumter County School System was 104, which represented an overall return rate of 85 percent. This report is based upon the data obtained from the 281 questionnaires which were completed and returned.

This study addressed how the academy (specifically theologically-based higher education), the Black Church, and typically oppressed communities can act as a coalition that produces positive social change. This is an investigation of the training and education that ministerial leaders receive in theologically-based institutions of higher education, how that training and education affects the philosophy and activities of the local church, and ultimately how those connections translate to advocacy and activity for social change. Benjamin Mays career in the academy and the church is shown as the type of socially conscious leader that is necessary for social change. Cornel Wests prophetic pragmatism provides the theoretical framework for moving from the academy to the community, or from theory to praxis. Qualitative research methods were used to determine what practices are currently working and what strategies can be utilized for future success.

<p> Though many African Americans have had to cope with a number of adversities (e.g., poverty, dangerous neighborhoods, and racial hostility), they manage to overcome their circumstances and develop into healthy adults. For example, the literature on Black girls elucidates some of the distinct challenges and highlights positive trends and resiliency strategies faced by this group. Yet, there are gaps in available research. The purpose of this study was to identify the factors that contributed to the success of two African American women despite the many challenges and obstacles they faced growing up in a low socio-economic, urban environment.</p><p> This study explored the factors that contributed to the <i>personal resiliency</i> and success of these women. Using data collected through interviews, this narrative inquiry allowed them to tell their stories. Through constant comparative methods, the women&rsquo;s stories were analyzed to look for factors within a resiliency framework, including external factors and internal factors to answer the two questions of this study. </p><p> The study found four overarching resiliency factors supported these women in their youth: <i>caring relationships, a network of social support, culture and ethnic identity, and self-concept.</i> When these protective resilience factors were nurtured, a positive outlook was fostered and both individuals exhibited positive behaviors that lasted into adulthood. But, what drove that upward spiral toward positive outcomes? In this study, a <i> fifth factor &mdash; hope</i>&mdash;appears to have influenced greatly the success of these women. The findings of this study are consistent with research indicating that the construct of hope is a source of resilience with demonstrated protective qualities and positive outcomes, especially for African Americans.</p>

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This study utilizes content analysis to evaluate three United States High School World History textbooks coverage of the Middle East since 1945 in order to determine if an authentic global approach to history is being utilized. This was determined by analyzing the amount of coverage that was dedicated to the Middle East, the focus of the narrative, and the portrayal of the Middle East. Analysis of the narrative content of the texts showed that coverage of the Middle East overall did not receive an equitable representation in comparison to other regions. The focus of this coverage centered on defining the Middle East, conflict and crisis in the Middle East, the Middle East as a resource, and the Middle East as viewed by the United States. As a result of the utilization of these themes within the text, textbooks provide the reader with a biased and incomplete view of the Middle East. As a result, it is necessary to consider other narratives and perspectives such as development in the region, the Middle East from the point of view of its people, and similarities to the rest of the world when teaching the Middle East in order to provide a more global perspective.

This study provided insights into how upper elementary teachers from three southern school districts used standards based curriculum materials and the resulting changes in their beliefs, knowledge, and practice. Additionally, this study sought to identify whether the following four factors were predictors of change in teacher practice: coherence of the professional development program, opportunities to collaborate, years of teaching experience, and curriculum use. The participating school districts were selected through purposeful sampling with districts being chosen largely based on a strong commitment to implementing Eureka Math in their schools. For comparison purposes, a contrast school district was also included in the study. This study employed a mixed method sequential explanatory design with data collection occurring in two phases. First, a survey was administered to teacher participants which included Likert-scale items as well as three open-ended questions. After analysis was complete on this data, interviews were conducted with teachers and district leaders in an effort to further explain, clarify, and enhance the data from the survey administration. Analysis involved examining qualitative data for common themes and coding, computing descriptive statistics on the scales from the survey, and conducting a paired sample T-test as well as a stepwise multiple regression. The analyses of both quantitative and qualitative data in this study provided evidence that curriculum materials can serve as a teacher development tool and an agent of change in teacher practice. Analysis of quantitative data revealed that teaching practices shifted significantly as a result of curriculum use and also established coherence and years of teaching experience as predictors of change in teacher practice. Qualitative data supported these findings and uncovered connections across changes in teacher beliefs, knowledge, and practices. A single, prominent theme emerged across all three areas of teacher change related to problem solving instructional strategies. Curriculum use by teachers appeared to be stable across year one of implementation while in subsequent years, teachers shifted their use of the materials.

The purpose of this case study was to explore what elementary teachers in an urban school district understand and implement as differentiated instruction and the role of learning styles. While there is much research that supports the implementation of differentiated instruction based on learning styles and learning levels to increase student achievement (Grasha, 2002; Patton, 1987), there is limited research that aligns the teachers understanding, implementation, and reflection on pedagogical differentiated practices within the classroom. As an employee of the study district, a former teacher within the district, and a former supervisor of the school, I defined my role as the researcher, obtained participants from within the schools, and examined the process teachers used to differentiate instruction. To better understand teachers perspectives about differentiated instruction as it related to students learning style and students learning level compared to theoretical and pragmatic understandings outlined in research literature, I used walk-throughs, surveys, teachers lesson plans, teachers videoed taped lessons, teachers reflection journal, and recorded interviews. With the knowledge obtained from this process, I provide recommendations for future directions for district implementation of differentiated instruction in the classroom to increase student achievement. I also provide reflective practices that support teachers pedagogical improvement for the implementation of differentiated instruction and the development of reflective pedagogical practice to increase student achievement (Schmoker, 2010).

This study is an attempt to examine the academic experiences among high achieving African American male student-athletes at predominantly White NCAA Division I institutions in the Southeast region. Most existing literature regarding African American student-athletes at Predominately White Institutions (PWIs) have examined their experiences by highlighting major deficiencies of this groups academic abilities. Most studies emphasize these students lack of preparedness, low academic achievement, and high attrition rates (Harper 2005). As a result, little information is available regarding African American male student-athletes who actually excel, achieve at high levels academically, and accomplish goals in which their non-student athlete peers do not. Therefore, this study will serve as a platform for high-achieving African American male student-athletes, and will provide their experiences and perspectiveswhich have been silenced for the past few decades. Self-efficacy theory (Bandura, 1997) and Stereotype threat theory (Steele, 2003) will serve as the theoretical bases for this study. These theories will be used to uncover the motivation of these student-athletes, and also describe the stereotypical experiences often faced while at PWIs.

The government as expressed the importance of a post-secondary education for career advancement, and they have displayed the income increase and rate of return between post-secondary degrees and a high school diploma. Due to the benefits of income and career advancement with a post-secondary education, more women are enrolling in colleges and universities, especially African-American single mothers; however, the graduation rate with this group is low. Little research concentrated on the experiences of African-American single mothers while obtaining their post-secondary education, and more research has focused on the connection between the women and stereotypes that followed the race since slavery. The purpose of this study is to negate the stereotypical perceptions of African-American single mothers and to prove that some of them are motivated to obtain their post-secondary education for the betterment of their children. This study investigated the experiences of African-American single mothers while persisting in post-secondary education for career advancement and financial stability for their children. This qualitative study centered Albert Banduras Social Cognitive Theory and Self-Efficacy, and it consisted of eight participants between the ages of 26-59 who were teenage mothers and graduated with a post-secondary education; furthermore, the narratives from the participants will detail the barriers and external supports faced while persisting in their post-secondary education. Several themes and sub-themes were identified from the narratives to show similarities with the participants experiences.