The purposes of the study were twofold: first, to analyze the structures and characteristics of pretend play, and second, to explain how the second language learner manages extended pretend play interaction with his native-English speaking friend over time. Two preschool children were videotaped biweekly for a ten-month period during sessions lasting approximately one and one half hours. One boy, a native speaker of Korean, was five years old at the beginning of the observation, and the other, a native-speaker of English, was four years and seven months old. For analysis, pretend play episodes were selected according to criteria established by Smilansky (1968) and were transcribed verbatim. / Based on Garvey and Berndt's framework (1977) of analysis of pretend play in first language learners, the data of the study were analyzed in terms of the following aspects: (1) macro-level components of play, (2) themes/internal structures of play, (3) individual performances, (4) topics of communication, (5) communicative strategies, and (6) functions of social language in play. With the extension of Halliday's functions of language (1975), the children's utterances were scrutinized in order to understand what types of functions were generated from the transcribed data. Several salient functions of their social language were identified. / The results of the study demonstrated that (1) the schematic structures of play served as a scaffold for the second language learner so that he could contribute to the unfolding of play and keep the play on track, and (2) what developed most significantly was the second language learner's increased ability to use specific language functions over time. The crucial developmental phenomena were observed in his more frequent use and great familiarity with the following functions: (a) retorts such as negation and challenge, (b) elaboration, and (c) regulatory utterances. In addition, the children's use of demonstration had the function of language teaching. Until the second language learner became able to utilize these functions with frequency and facility, he could not move towards the control of play and his playmate. / The results of the study underline the importance of imaginative play as a problem-solving context in child second language learning that allows second language learners to use the L2 productively in a sustained manner. The observation that the second language learner acquired and practiced various functions of language in such problem-solving contexts as imaginative play without adult intervention further suggests that encouraging young children to interact with peers in sustained pretend play contexts would be beneficial to their learning of communicative, social, and cognitive skills. / Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3352. / Major Professor: Elizabeth Platt. / Thesis (Ph.D.)--The Florida State University, 1993.

This study was designed to develop an in-depth understanding of the nature and quality of the international graduate student experience which would facilitate the exploration of theoretical implications of the dynamics involved in social and academic relationships and interactions. A secondary purpose was to assess whether administrative and student perceptions of the international graduate student experience at the Florida State University reflected National Association for Foreign Student Affairs principles for international education exchange. The target population for this research consisted of international graduate students who were near completion of their academic programs and middle-level adminstrators (unit directors and department chairpersons). Data was gather primarily through individual interviews with randomly selected students and a survey of administrators. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1663. / Major Professor: Joseph Beckham. / Thesis (Ph.D.)--The Florida State University, 1988.

In 1970, after two decades of disappointing results from development assistance programs, USAID initiated a new policy, the education sector analysis policy. Its objective was to provide the kinds of information necessary for formulating education policy recommendations and assistance programs tailored to the cultural, political, social, and economic realities facing individual countries. / In this study, the origin and evolution of USAID's education sector analysis policies and practices were traced from their inception in 1970 until the present, 1989. Also, a comparative analysis was made of the recommendations from four sector assessments conducted the late 1980s. Overall, this study showed: that USAID did not successfully implement its sector analysis policy, that the analytical methodologies actually implemented obfuscated national differences, and that assessments generated almost identical sets of policy recommendations for the education sector regardless of the country. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3873. / Major Professor: Sydney R. Grant. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to describe the establishment of the multicultural requirement at Florida State University using the political model (Baldridge, 1971). The research questions focused on six aspects of the policy making process: (1) the nature of the interest in the establishment of a multicultural requirement, (2) type of conflicts, (3) the affect of interest groups or individuals on the policy making process, (4) the process used to translate articulated interests into policy, (5) resolution of conflicts and pressures, and (6) status of the multicultural requirement. / Qualitative research data were collected through interviews and documents. The researcher identified faculty members and others involved in the policy making process. The units of analysis for this study were: (a) the responses of faculty members; and, (b) documents and other information obtained from the case university. The data were triangulated to ensure the trustworthiness of the study. / Based on the findings from this study, institutions that decide to establish a multicultural requirement will face a long and complex political struggle. Each institution will face different challenges depending on the institutional social structure, involvement of groups and individuals who have a vested interest in policy decision, legislative processes, and policy formation and execution. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1194. / Major Professor: Barbara Mann. / Thesis (Ed.D.)--The Florida State University, 1995.

Motivated by the desire to see a world living up to the ideal of harmonious multicultural communities, this thesis critically assesses two contemporary approaches to multiculturalism, namely Liberalism 1 and 2. The central argument forwarded here is that although Liberalism 1 and 2 are commendable approaches to the management of difference in a polity, they are unable to secure long-term intergroup harmony owing to the static understanding of identity that underpins both approaches. To highlight the shortcomings of Liberalism 1 and 2, this thesis examines the relationship between Diasporas and more sessile communities. Diasporas have been specifically selected for this purpose for two reasons. Firstly, most comprehensive discussions on multiculturalism have not employed the experience of diasporas in their research. Secondly, as the number of diasporas are set to grow and as the term is traditionally used in a negative way in reference to a `difficult' minority, there is a need to examine approaches towards multiculturalism through diasporic eyes. Evaluation of the three diasporic experiences of the Chinese, Africans and Jews in both Liberalism I and 2 has supported the main argument of the thesis. All three experiences have revealed that Liberalism 1 and 2 are unable to attain their long-term goals for multiculturalism due to three difficulties that stem from their static notion of identity. (1) Both positions foreclose the possibility for long-term harmony in a multicultural polity due to an overly pessimistic approach to the management of difference. Due to this foreclosure, predictions of conflict unwittingly prove to be true. (2) Liberalism 1 is overly reliant on constant but unachievable enforcement with its difference-blind approach to the management of difference. (3) The need for Liberalism 2 to compartmentalise individuals into distinct groups leads to the perpetuation of stereotypes while also denying individuals the opportunity to redefine themselves.

<p> This study is the result of the researcher&rsquo;s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the theoretical frames from multicultural education, critical race theory, and social justice education represent the underpinnings of anti-bias education. </p><p> Prejudice, bias, and stereotypes continue to exist in schools. For this reason, multicultural education and social justice education equip teachers with the strategies to recognize prejudice, bias, and stereotypes that create barriers to equitable education. This study will add to the growing field of educational research for equity-oriented teaching practices so school systems have the tools to dismantle inequities. The researcher&rsquo;s study focuses on equity-centered approach through anti-bias teaching patterns of the 2016 Teaching Tolerance award-winning teachers. </p><p> What are the best practices and skills necessary for an anti-bias classroom setting? A study of the identified anti-bias 2016 award-winning educators from Teaching Tolerance program are the subjects of this research. The researcher&rsquo;s goal is to identify patterns of teaching, and then compare these practices to Marilyn Cochran-Smith&rsquo;s Six Principles of Social Justice. The outcome of the research will add to the growing educational equity work and provide teachers support needed to act in their classrooms for anti-bias education. Educators can transform and provide equitable teaching and learning for all students. </p><p> The design of the work is the case study. The researcher chose case study research because it allows the researcher to ask how and why questions. For the investigation, the case study method is the best fit for data collection and analysis. Moreover, case study design allows for description and narration in the research. This format will allow the reader to immerse him/herself in the lives of the teachers so they gain a better understanding of anti-bias educators.</p><p>

Justification of the problem. A significant percentage of the children attending school in the Richgrove School District are identified as migrant students. Migratory children often were two or more grades below grade level in reading, spoke little or no English, tended to withdraw from the school environment, had poor self-concepts, lacked nutritionally balanced meals, and had few, if any, previous health records. The present study is an outgrowth of the Richgrove School District's effort to develop and provide an educational program designed to meet the needs of migratory children residing within its attendance boundaries. The problem. The problem was to examine student achievement in "pull-out" instruction classes in reading and in English as a second language, student self-image improvement, food and health services, and 2 community involvement for migrants. Delimits of the study. The study was limited to those aspects of the Richgrove School District's migrant education program during the 1970-71 school year. Hypothesis. It was the hypothesis of this study that migrant education programs can be designed to improve student achievement in reading and English as a second language classes, improve the self image of the student and improve food and health services for migrant children. Method of procedure. The procedure followed in this study was to describe the development, implementation, and observed results of the Richgrove School District's 1970-71 migrant education program. The effectiveness of the migrant education program was determined by student achievement, teacher and student ratings, observed results, records of food and health services provided, and an evaluation of nutritional and health services by a medical doctor. Findings. Migrant pupils in the Language Comprehension Improvement classes who were enrolled for pre-test and post-test evaluations of reading achievement gains in grades two through eight, as measured by the California Achievement Test, averaged more than one month's gain for each month in class . The English as a Second Language pre-class and post-class ratings revealed that children in the English as a Second Language classes learned to speak English at an accelerated rate. Teacher and student opinion indicated that children in the E.S.L. classes learned to speak English more quickly and took part in classroom activities sooner than previous migrant children who did not have the benefit of supplemental instruction. The food and nutritional services provided 11,612 free lunches to migrant students. Migrant families had the option of purchasing reduced priced lunches for their children at a cost of 10 cents per meal. The findings indicated that the food services were available for all migrant children. The findings revealed that health services were improved for migrant children. Fluoride "brush-in" treatment was provided for 96 migrant children. In addition, 85 dental examinations and treatments were conducted as well as complete physical examinations for 76 migrant children. Migrant families were assisted by the school district in obtaining glasses, shoes, and clothing for their children. Observations, student ratings, and teacher opinions indicated that migrant pupils experienced opportunities that aided the improvement of self-image and that migrant children seemed to develop a better self-concept. The related services which included cross-age tutors, recreational programs, learning experience field trips, summer school, and migrant parent involvement were deemed by the findings to have a positive influence on the school experiences offered migratory children. Implications . The project findings revealed that migrant education programs can be designed to increase achievement in reading and English as a second language, offer opportunities to improve self image, and offer increased nutritional and health services for migrant children. The findings of this study may be used to help improve educational services provided migratory children by other school districts or states.

This study was grounded on the assumption that the native culture of a sojourner is the main parameter through which he functions whether in his country or abroad. With this in mind, the educational perceptions of 123 male Saudi graduates from American or Saudi universities were identified and compared for the main purposes and goals of higher education, reasons for students to attend university, and acceptance of staff teaching students of the opposite sex. Furthermore, graduates' level of satisfaction with their higher education, and the views of graduates from American universities regarding the effect of their education on their perceptions and values in general, were assessed. / Their perceptions of the two groups were very similar for most items with only a few items displaying any significant difference. This reflected an "individual centered" ideology for Saudi graduates from American universities, and the "role of the national" by graduates from Saudi universities. / "Enhancing one's religion" as a main purpose and goal of higher education, and a reason for students to attend university showed significant difference across groups with Saudi university graduates rating it higher than graduates from American universities. Graduates from Saudi universities did not perceive it acceptable for staff to teach students of the opposite sex in both countries, while American university graduates considered it more acceptable in American universities. / Religion as a main purpose and goal of higher education, and a reason to attend university showed significant difference across groups with graduates from Saudi universities giving it a significantly higher rating. / Saudi graduates from both countries were highly satisfied with their education, with considerable difference in their satisfaction with the development of their technical skills and religious knowledge, and enhancing their understand of other cultures and religious beliefs. Graduates from American universities stated their education had a very positive effect on their concept of education and values in general through learning a new methods and skills, and becoming more tolerant and understanding of other cultures. Perceptual differences were explained using respondents' comments and original culture. / The results verified Schumann's Theory of Social Distance (1976) when extended to adopting a second culture. / Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 0118. / Major Professor: Frederick Jenks. / Thesis (Ph.D.)--The Florida State University, 1994.

This research project presents three phenomenological studies: (1) teachers’ experience of working with underachieving students in South Africa, (2) teachers’ experience of working with underachieving students in Russia, and (3) teachers’ experience of working with underachieving students in the United States. It also involves a comparative study of teachers’ experience of working with underachieving students in the three countries. All teacher participants in these studies were recommended as expert teachers who displayed qualities of teacher professionalism such as (1) commitment to learners; (2) the ability to make decisions in complex and ill-defined contexts; (3) reflective practice; and (4) a body of specialized knowledge (Ingersoll, 2003). The first three studies employed an existential phenomenological research methodology for studying experience. This methodology gave an opportunity to identify the thematic structure of teachers’ experience for each country and to provide a non-dualistic description of the experience of teachers working with underachieving students. A comparison of the three thematic structures provided an opportunity to describe invariant themes of that experience. Similarities identified in the thematic descriptions of teachers’ experience allowed the introduction of the concept culture of the classroom which included the following characteristics: (1) holistic approach to students; (2) creating a safe place for learning and taking time to establish a relationship with students; (3) teachers’ focus on students learning; (4) helping students become independent self-reliant individuals; (4) teachers’ involvement in students’ lives; (5) teachers and students growing and changing together; and (6) teacher knowledge in their respective disciplines and high sense of teacher efficacy. Similarities in the lived experience identified among the three groups of participants can be explained by teachers’ expertise and mastery of the art and science of mediated learning described by Feuerstein (Feuerstein, Rand, Hoffman, & Miller, 1980). The focus of existential phenomenology on the experience as it is lived by an individual allowed the identification of invariant themes of working with underachieving students across different cultures.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves 110-115.