Thesis (M.A.)--Rutgers University, 2008. / "Graduate Program in Archetypes in literature." Includes bibliographical references (p. 64).

Thesis (M.A.)--Rutgers University, 2008. / "Graduate Program in Liberal Studies." Includes bibliographical references (p. 42-44).

The purpose of this study was to demonstrate how a well developed and validated national standard for United States history can affect public school achievement levels. Currently, there is no mandated national standard for United States history; rather it has been left to the respective states to create their own. This study focused on the state of Virginia, which has been able to meet both the nationally mandated adequate yearly progress (AYP) level, and achieve high proficiency levels in United States history achievement. This comparative case study examined two neighboring states of similar demographics: Virginia which made both the AYP and high history achievement, and a southern U.S. state which did not meet either the AYP or acceptable history scores. Archival data included achievement levels as assessed by the National Assessment of Education Progress (NAEP) test scores in U.S. history for both states, and State of the State (SOS) national assessments of state history standards. It was hypothesized that there would be a correlation between well established and vetted standards and achievement levels. Sequential analyses employing Pearson correlations and Somers' D tests of association demonstrated significant correlations between SOS standards and NAEP achievement scores. These results can contribute to positive social change by informing research based decision making related to best practice standards for U.S. history curricula that will increase student achievement levels, and provide a more common curricular foundation from which supporting resources can be developed and shared to offset reductions in education budgets.

It is vital for future generations to clearly grasp what it means to be global citizens in order for them to be successful and for America to maintain its status as a world leader. The purpose of this mixed-method study was to measure and describe the growth of global attitudes and intercultural sensitivity that fourth-grade students acquire through reading and discussing globally significant children's literature which honors and celebrates diversity worldwide, in terms of culture, race, language, religion, and social status. According to Rosenblatt's transactional theory, readers experience aesthetic transactions with the text leading to an understanding of the world around them. The research question involved whether the use of globally significant children's literature created aesthetic transactions and would result in significant changes in fourth-grade students' intercultural sensitivity and global attitudes. Using literature as a catalyst for group discussions and personal responses related to global issues, 23 fourth-grade students participated in a 12-week study. Qualitative data included participants' personal reading response journals and audio taped group literature circle discussions, which were reviewed and coded for evidence of growth in intercultural sensitivity based on Bennett's developmental model of intercultural sensitivity. Two surveys were developed by the researcher to gather quantitative data. A dependent samples, two-tailed, t test at the p < .05 level was used to test the hypothesis that students' global attitudes and intercultural sensitivity would increase after participating in these literature circles. The statistical data gathered showed gains in both areas. It is recommended that teachers at all grade levels utilize globally significant literature and encourage literary exchanges to promote cultural understandings among their students. Developing a mindset of cultural sensitivity in elementary students can have a positive impact on the relationships between individuals and groups representing diverse cultures.

There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation in order to increase the number of programs that pursue specialized accreditation. The research question focused on understanding the predictive relationship between institutional factors and CACREP accreditation status. A quantitative, cross-sectional correlation design was employed that used existing secondary data provided by institutions on institutional, government, and CACREP websites, as well as existing literature. The target population was 91 doctoral-level CES programs offered through U.S. institutions. Key findings from both correlational and logistic regression analyses indicated that the existence of master's-level CACREP accredited programs was the strongest predictor of CACREP-accredited doctoral-level CES programs. Graduate enrollment and the public/private status of an institution were also found to be predictors of doctoral-level CES CACREP accreditation status. Increased availability of accredited doctoral CES programs would impact the number of highly trained counselors practicing within mental health services, thereby improving quality of life for counseling clients, their families, employers, communities, and society.

Vocational high school students are not passing state tests and are not meeting adequate yearly progress (AYP) requirements in Puerto Rico. Limited qualitative research has been conducted to examine the experiences of vocational high school students regarding mandated standardized tests. Using a qualitative case study, the experiences of Puerto Rican cosmetology and barber vocational high school students regarding mandated standardized tests were examined. The conceptual framework was based on Dewey's theory of experience regarding the influence of continuity and interaction on students' career paths. The sample was 20 vocational students from cosmetology and barber classes who participated in standardized tests. Data were collected via audiotaped face-to-face semi structured interviews and were analyzed using open coding and thematic analysis for emergent themes. The findings revealed learning strategies, experienced by the participants, which help vocational high school students improve their proficiency in cosmetology and barber curricula. Teachers could use the findings to help students improve their standardized test scores and meet AYP. This study has implications for social change, in that it may inform the implementation of learning strategies to help vocational students be successful on standardized tests, graduate from high school, and enter higher education or join the workforce.

Bullying in American schools has increased to what some have considered an epidemic and is a major problem among youth. Bullied youth experience poorer mental health and lower school performance, in comparison to those who are not bullied, and the growth of bullying has raised concerns from parents, schools, policy makers, and human-services professionals interested in prevention and intervention of bullying behaviors. The purpose of this study was to explore how parents whose children experienced school bullying perceived school administrators, teachers, antibullying school policies or programs, and their family's dynamics, to better understand the parents' internal experiences. The theoretical framework for this study was the symbolic interactionism theory, which posits that individuals develop subject meanings of themselves and their world, based on their experiences. A phenomenological study design was employed, using purposeful semistructured interviews of 7 parents of different schools, all of whom had witnessed bullying in their children's lives. Data were open coded and analyzed for emergent themes. The study showed that these 7 parents were not satisfied with their respective school's approach to handling bullying, especially when their home environments were adversely impacted. One recommendation that stemmed from these findings was to establish sanctions for schools failing to adhere to bullying policies. This study may provoke positive social change in the area of school safety and in areas concerning improved understanding and communication among parents, teachers, school administrators, and other professionals. Along with this notion, students may have the opportunity to thrive in a more secure atmosphere, which may lead to positive social and emotional achievements that may promote higher societal achievements.

Thesis (M.A.)--Rutgers University, 2010. / "Graduate Program in Liberal Studies." Includes bibliographical references (p. 32-33).

Thesis (M.A.)--Rutgers University, 2010. / "Graduate Program in Liberal Studies." Includes bibliographical references (p. 37-38).

Thesis (M.A.)--Rutgers University, 2008. / "Graduate Program in Liberal Studies." Includes bibliographical references (p. 28-30).