Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 177-184). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 97-100). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 129-139). Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 190-192). Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 142-145). Also available in print.

Thesis (Ph. D.)--University of Chicago, Dept. of Sociology, March 2001. / Includes bibliographical references. Also available on the Internet.

<p> This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high schools in the State of Florida, three of which are Title 1 schools and three of which are Non-Tile 1 schools. This study evaluates the difference in student performance from year to year and between the school types. This study analyzes archival student performance data for approximately 25,000 students in 9th and 10th grades. This research study found that a performance gap exists specifically with students attending Title 1 schools which results in a performance gap for the group as a whole. This study also found that over the course of time evaluated the performance gap has widened and the performance of students attending Non-Title 1 schools has dropped almost to the level of creating a performance gap.</p><p>

<p>In U.S. school districts, African American special-education students are disciplined more heavily than other students. This case study examined how a suburban high school district in Southern California addressed disproportionality and significant disproportionality in the discipline of African American students with disabilities. The study gathered qualitative data through interviews with 28 of the district?s employees?including officials, administrators, psychologists, security officers, teachers, and classified staff?and analysis of the interviews, along with relevant documents and field notes. This research provides an overall picture of the challenges involved in overcoming disproportionality and significant disproportionality in student discipline, especially those of marginalized groups, and suggests ways to improve school programs. The study highlights the importance of taking cultural issues into account as they relate to employing effective disciplinary tactics, especially for African American special-education students. Findings indicate that district employees may not clearly understand which student population the California Department of Education (CDE) has identified as disciplined disproportionally or significantly disproportionally (African American students in general or African American special-education students) and that current practices have been inefficient in addressing the issue of significant disproportionality. The findings also demonstrate a systemic racism and favoritism of students who embody White hegemonic values and that this impact is represented in the significantly disproportional discipline of African American students with disabilities. The findings support the need for school communities to discuss the best ways to teach African American special-education students and create a targeted approach to dealing with the excessive discipline of this population rather than continuing with the current generic approach.

<p> This study examines relationships of African-American high school equivalency (HSE) students' sense of belonging to their peers, faculty, and community college environment. A sense of belonging is an important factor in understanding students&rsquo; internal and external motivations, perceptions, desires, and academic successes. For many African-American HSE students, community colleges are the pathways chosen to enhance their skills for a better education, potential income increase, and possible advancement in the workforce. A sense of belonging, socioeconomic desires, and cultural influences can promote adult learners&rsquo; return to the classroom in pursuit of a high school diploma. The purpose of this study was to examine and gain in-sight on a sense of belonging, educational attainment, and gender gaps of African-American high school equivalency female and male students&rsquo; experiences in quest of a higher education. This mixed-method research study recorded students&rsquo; shared experiences and insight in regards to a sense of belonging; as a result, the findings from this study have implications to change policy, curriculum, and program structure. The significance of this study was to make a contribution to the knowledge on African-American students&rsquo; sense of belonging with peers, faculty, and the community college environment. </p><p>

<p> Online foreign language course offerings have grown exponentially in secondary and post-secondary schools during the last two decades. Although numerous instruments and surveys exist to assess readiness for a student to take online courses, insufficient research has dealt with the particularities of learning a foreign language online. This study was designed to ascertain the attributes that determine readiness for the online foreign language student. In addition, questions used in the Educational Success Prediction Instrument 2^nd Version, ESPRI V-2, an instrument created to test online readiness for secondary students, were presented to the participants to determine if the instrument would be efficient to evaluate online foreign language readiness. Those surveyed and interviewed were online instructors of foreign language who: taught the foreign language at least two years; taught foreign language at least six months online; and were willing to participate. Data were gathered via a 25 question Google Survey, as condensed by John Siko (2014), which included four open ended questions pertaining to foreign language instructors&rsquo; experience and opinions as well as one to assess their willingness to participate in an interview. The results led to verification of the appropriateness of four attributes used in the ESPRI V-2: achievement and self-esteem beliefs (motivation), responsibility/risk-taking, technology skills and access, and organization and self-regulation (learner autonomy). In addition, a sub-component of motivation, or having a concrete motive for learning the foreign language, was found to be an indicator for online FL readiness.</p><p>