Thesis (Ed. D)--Indiana University of Pennsylvania. / Includes bibliographical references.

A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last several years in an effort to provide strong academic curriculum and to raise student achievement, including minority student achievement, is the College Board's Advanced Placement (AP) Program. The AP Program courses are widely recognized as providing students with academically challenging curriculum, facilitating their acceptance to colleges and supporting their preparation for and performance in post-secondary education. The emphasis of this research relates to the specific concern that although the AP Program has been in existence for several decades and is an integral part of most high schools' curriculum for at least ten years, there is an under-representation of minority students in high school Advanced Placement (AP) Program courses. This qualitative research involved completing an in-depth case study of a designated secondary school in the Mid-Atlantic region that has been successful in recruiting and enrolling students, majority and minority, in the AP Program. Guiding questions for this case study related to identifying the individuals who influenced enrollment, as well as the policies, procedures, interventions, and strategies used to recruit students and increase their enrollment in AP courses. These research findings revealed various key factors that contributed to the success of increasing student enrollment in these academic courses and the factors are similar to those identified in the literature and other research studies. These factors include: (a) shared and distributed leadership demonstrated across the school; (b) collaborative vision and mission; (c) an AP Program with high expectations and a relevant and rigorous curriculum; (d) strong academic advisement, data-driven decision making, and specific school policies and procedures related to the AP Program; (e) extended student learning opportunities and individualized support; and (f) varied professional development and training for faculty. This case study highlights a group of dedicated and committed leaders with collaborative vision who implemented an academic program with focused initiatives and interventions. Between 2003 and 2009, this school increased overall student enrollment in the AP Program by 15.2%, with the Black student enrollment increasing by 11.9% and the Hispanic student enrollment increasing by 10.5%. They accomplished their goal and commitment to increasing minority enrollment in the AP Program and providing enriched academic learning opportunities for all students. / Ed. D.

South-east Asian girls are frequently categorised as 'Asian' without taking into consideration their gender or religious up bringing. South-east Asian girls are not a homogeneous cluster as perceived by ethnocentric British establishments and institutions. They are discernible, for example, by religion, sect, linguistic association, caste and country of origin. The Asian culture has the prevalent image of being peculiarly oppressive and restrictive for women and the pronouncements of the 'community leaders' are often relied upon, and not the views of women themselves. Hence it is important to permit women to verbalise about their own situation and views. Researchers have, in the past, used their personal experience in formulating hypotheses. Being a British born Asian, one appreciates that the attitudes and aspirations of young Asian women are changing and more research is obligatory if educational establishments and other institutions are to understand and help their Asian female colleagues and students better, by aiding the policy making process and practice. This research has explored the relationship between religious upbringing and attitudes of Asian girls and women in higher education towards school education, further education, employment and settlement. The case study was intended to be illuminative. It was found that the girls answered in different ways and it was clear that some of the responses were clearly categorised by their religion. The findings suggest that if institutions in Britain fail to understand the contrasting effects of religion on ethnic minority students then South-east Asian students will experience 'creedism' and lack of support due to the non-religious orientated assumptions made.

Thesis (Ph.D.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 161-171)

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: L. Douglas Wilder School of Government and Public Affairs. Bibliography: leaves 156 - 164. Also available online via the Internet.

Thesis (M.S.)--Florida State University, 2004. / Advisor: Dr. Elizabeth Jakubowski, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Oct. 06, 2004). Includes bibliographical references.

Thesis (Ph. D.)--Rutgers University, 2008. / "Graduate Program in Social Work." Includes bibliographical references (p. 227-255).

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by John A. Weaver. ETD. Includes bibliographical references (p. 163-168) and appendices.

Thesis (Ph. D.)--Oregon State University, 1994. / Typescript (photocopy). Includes bibliographical references (leaves 260-266). Also available on the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 1995. / Typescript (photocopy). Includes bibliographical references (leaves 53-61). Also available online.