Multicultural education is only one of the major changes, which have occurred since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for both educators and educational institutions. A literature study was done to discuss and clarity concepts of multicultural education, culture, race, ethnicity, bias and anti-bias. The perspectives, principles and history of multicultural education in the United States of America, Britain and South Africa were also investigated. An exploratory study, using a qualitative research design, was done to investigate educators' viewpoints on multicultural education in schools. The results of the investigation indicate that there is a lack of tolerance in schools and that educators require training and intervention strategies to help them cope with the changes in a multicultural education system in South Africa. Recommendations regarding training and policy implementation were discussed and intervention strategies for educators have been given. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Text in Afrikaans / Multikulturele onderwys is die uitkoms van demokratiseringstendense wereldwyd. Die Verenigde State van Amerika, Zimbabwe en die Republiek van Suid-Afrika is as eksemplare geselekteer om die wordingsgang van multikulturele onderwys te ondersoek. Die wordingsgang toon duidelike ooreenkomste met die wordingsgang van gesegregeerde, monokulturele onderwysstelsels. Weerstand teen die eksklusiewe aard van monokulturele onderwys het uitgeloop op die ontwikkeling en implementering van multikulturele onderwys. In die Verenigde State van Amerika word die implementering van multikulturele onderwys wetlik afgedwing. Multikulturele onderwys in Zimbabwe word nie s6 intensiefverreken nie. In die onderwys van Zimbabwe val die klem oorwegend op Afrikanisering en lewensvoorbereiding en daarna op die optimale hantering van kultuurdiversiteit. Onderwys in die Republiek van Suid-Afrika is steeds gesegregeer en hoofsaaklik monokultureel. Dit blyk uit die beleidsdokumente van onderwysbelanghebbendes dat 'n toekomstige onderwysbedeling dieselfde weg as die in Zimbabwe gaan volg. Die onderrig van samelewingsvaardighede word as prioriteit gestel. / Multicultural education is the consequence of universal trends towards democratisation. The United States of America, Zimbabwe and the Republic of South Africa were selected as exemplars to investigate the emergence of multicultural education. There are distinct similarities between this process and that of the development of segregated monocultural education systems. Opposition to the exclusive nature of monocultural education resulted in the establishment and implementation of multicultural education. In the United States of America multicultural education is enforced by legislation. Multicultural education in Zimbabwe is not applied as stringently. Zimbabwe's educational model emphasises Africanisation and the preparation for life, also proficiency in dealing with cultural diversity. Education in the Republic of South Africa remains segregated and predominately monocultural. From the policy documents of those parties interested in education it seems that any future educational dispensation will follow a course similar to that of Zimbabwe. The teaching of societal skills enjoys precedence. / Educational Studies / M. Ed. (Historical Education)

The education of the children of migrant farmworkers is difficult to manage because of their mobile lifestyle. The dropout rate of these children is extremely high and remains the highest of any group in the United States. This project offers an historical overview of the creation and development of the migrant education programs of today. After examining sample distance learning programs and their important components, this project features a model distance-learning program for migrants. The goal is to create distance learning programs that will allow migrant children to continue school as they travel, guide them to graduation, and lead them toward higher education.

This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising.

This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.

The purpose of this project is to examine what strategies can be devised to transition those with learning disabilities into the workforce. This is accomplished by a qualitative review of the history of educational policies and programs used in England, France, Russia, China, Hong Kong, Kenya, and Nigeria. These strengths and weaknesses are compared with the history of policies implemented in the United States, to see what strategies can be used to affect policy changes that will better the chances for employment for those with learning disabilities.

In the study of Training and Selection of Police Officers: Toward a Community Police Model the researcher relied on data gathered using questionnaires distributed in a broad geographical range and among a diverse but relevant respondent population. Samples were obtained from police officers, and candidate officers in training and citizens from the southeastern and northeastern sections of the United States. Overall accuracy of survey documents is believed to be high. Survey documents were tested using a Chronbach's alpha test for validity and were constructed around a Likert type scale for responses. Analysis of data was accomplished using a one way analysis of variance (ANOVA) Tukey post hoc test with a .05 level of significance. Outcomes suggested a relationship between more conservative belief patterns among police officers and their post secondary education levels. Additional possibilities were noted in the overall training systems related to the police respondents as in alignment with current needs for traditional policing but, not necessarily adequate for community policing needs. These views also proceeded along educational lines. In addition, outcomes of researched based secondary education models constructed during the research, and even European models for police selection and training may offer some solutions for police in the United States. Other valuable points found during the study were indicators that careful personnel selection and college education when found in predominance among members, seemed to positively alter the general working environment of one police agency involved in the study. / Political Practice / D.Litt. et Phil.(Police Science)

In the study of Training and Selection of Police Officers: Toward a Community Police Model the researcher relied on data gathered using questionnaires distributed in a broad geographical range and among a diverse but relevant respondent population. Samples were obtained from police officers, and candidate officers in training and citizens from the southeastern and northeastern sections of the United States. Overall accuracy of survey documents is believed to be high. Survey documents were tested using a Chronbach's alpha test for validity and were constructed around a Likert type scale for responses. Analysis of data was accomplished using a one way analysis of variance (ANOVA) Tukey post hoc test with a .05 level of significance. Outcomes suggested a relationship between more conservative belief patterns among police officers and their post secondary education levels. Additional possibilities were noted in the overall training systems related to the police respondents as in alignment with current needs for traditional policing but, not necessarily adequate for community policing needs. These views also proceeded along educational lines. In addition, outcomes of researched based secondary education models constructed during the research, and even European models for police selection and training may offer some solutions for police in the United States. Other valuable points found during the study were indicators that careful personnel selection and college education when found in predominance among members, seemed to positively alter the general working environment of one police agency involved in the study. / Political Practice / D.Litt. et Phil.(Police Science)

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis is a critical literature review on the studies of social movements and contentious politics in the U.S. and China. Thanks to theories of contentious politics, we can analyze the studies of America’s social movements and China’s collective actions in the same “frame.” By making a comparison, this thesis tries to construct a theoretical dialogue between the studies across both countries. At the same time, it criticizes over-generalizing the mode “democratic-nondemocratic” in analysis of repertories of contentious politics and downplaying capitalism’s role in the social movements. From the various empirical studies in both countries, this thesis argues that a generalization should be based on the diversity of this realm, not just from the western perspective.

Indiana University-Purdue University Indianapolis (IUPUI) / This research explores what roles nonprofits play in political representation by applying the concept of the representational role to nonprofits. The representational role consists of representational focus and style. Representational focus shows those whom nonprofits aim to serve: members, constituents, or the general public. Representational style denotes the ways nonprofits advocate for their focal groups: the delegation, trusteeship, and educational styles. The survey and regression analysis results demonstrate that nonprofits serving their members are most likely to convey their members’ voices directly to policy makers: the delegation style. In contrast, nonprofits advocating for their constituents are likely to pursue what they independently identify as the interests of their constituents: the trusteeship style. Finally, nonprofits speaking for the general public are most likely to work toward educating the general public: the educational style. These results suggest that nonprofits play different roles in political representation, depending on the types of their focal groups.