Source: Masters Abstracts International, Volume: 47-06, page: 3545. Adviser: Benjamin S. Bradshaw. Includes bibliographical references.

The goal of current education reform is to increase student achievement (Odden & Clune, 1995). Discrepancies, however, continue to exist in the achievement between the White majority and the minorities of color, including Hispanics as seen in the results of the Texas Assessment of Knowledge and Skills (TAKS). Although 198 Texas elementary schools received an exemplary rating in 2005 for their TAKS performance, only a handful of those schools with a high percentage of Hispanic, economically disadvantaged, and Limited English Proficient (LEP) student enrollment achieved this coveted academic rating (TEA, 2005). This study attempts to answer the research questions: 1) Which, if any, instructional practices are present in the exemplary-rated campuses with high numbers of Hispanic LEP students compared to acceptable-rated campuses with the same type of student populations? and 2) Are educators aware of and modifying their instructional practices to be more aligned with proven research-based practices? The Best Practice and Benchmark Concept provides the framework for the study. The design includes the use of a survey, interviews, an observation checklist, and an analysis of documents to compare the practices of two exemplary-rated campuses and two acceptable-rated campuses, all spanning grades PreK-5th grade, enrolling at least 500 students, and serving high percentages of Hispanic, economically disadvantaged, and LEP students. Findings revealed differences in the consistent use of best practices, in the methods of instruction (structured and directive versus constructivist), in the positive attitude and commitment of teachers, in the type of research-based programs, and in the instructional settings of the bilingual/ESL students. The finding of mixing structured, directive instruction to promote student success before moving to a more constructivist method of teaching is a practice rarely encountered in literature. All other practices observed have been documented in literature. In addition, educators were indeed found to be modifying their practices to align with those proven in research. Other factors besides best practices which influence student achievement surfaced, indicating the difference in performance between the exemplary and the acceptable campuses could not be attributed solely to the use of best practices. / text

The purpose of this qualitative research study was to examine the connections between identities and literacies for a group of students entering the university while highlighting their adolescent literacy experiences as urban-schooled Latino/as. This yearlong qualitative research study utilized case study research methods (Merriam, 1998; Stake, 1994, 1995), along with the constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1984), and the critical analytical tools of Fairclough's (1995) levels of discourse, and Curriculum Spaces Research Theory (Cary, 2006). Data collection included focus group interviews, along with individual interviews, digitally recorded and transcribed in their entirety, as well as occasional observations, participants' class syllabi, written work, and personal online communication with the researcher. A theory of identities in practice (Holland, Skinner, Lachicotte, and Cain, 1998) coupled with a broad definition of literacies (Gee, 2000-2001; New London Group, 1996; Street, 1995, 2003) were utilized as frameworks for viewing the university as a figured world where literacies serve as mediating tools for the negotiation of identities (Holland, et al., 1998; Holquist, 1990; Vygotsky, 1962). At the same time, a discussion of discourses (Cary, 2006; Foucault, 1977; Usher & Edwards, 1994) and academic literacies (Zamel & Spack, 1998) offered a window into a discussion of power within institutions. Findings suggest that these students experienced a continuous redefinition of self, due in large part to exposure to White, middle to upper class students who were not a part of their urban school experience. Additionally, as students learned to participate in the academic community of the university, they noted a growing disconnect with family and friends, even though their education was taking place less than six miles from where they attended high school. Learning these new literacies, both academic and otherwise, appeared to cause participants to reevaluate their former identities and their positions in and around various figured worlds. These case studies offer insight into the literacy experiences of Latino/a students in both secondary and post-secondary schools. This research encourages identity work as a means of exploring the individuality of experience of students who are traditionally under-served in our nation's secondary and postsecondary institutions. / text

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Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on Mar. 25, 2009. "March 2009." "In partial fulfillment of the requirements for the degree [of] Master of Science in Psychology." "Presented to the faculty of California Polytechnic State University, San Luis Obispo." Major professor: Lisa I. Sweatt, Ph.D. Includes bibliographical references (p. 102-103). Also available on microfiche.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 248-258). Also available on the World Wide Web.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: Center for Public Policy. Bibliography: leaves 163-180.

Thesis (M.A.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Includes bibliographical references (leaves 164-171).