Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6330. / Thesis (Ph.D.)--The Florida State University, 1976.

Research investigating the effects of Title VII Bilingual Education Programs has been a topic of interest for the past decade. Federal funding stimulated the evaluation of Title VII Bilingual Education Programs around the nation, and a number of scholarly narrative reviews have been published on the topic. While the reviews have been valuable, the results have remained inconsistent and conflicting. This investigation used a meta-analytic approach to quantitatively integrate the results from 54 studies of the impact of New York City's Title VII Bilingual Education Programs on the academic achievement Asian-American students. / The present research synthesis offers quantitative evidence of a large, overall positive effect of Title VII Bilingual Education Programs. Across the 54 studies analyzed, the overall average pre-post effect size was 1.21 standard deviations for Asian students who participated in the bilingual program. This indicates that the overall post-test mean fell at approximately the 88 percentile of the pre-test distribution. In terms of subject areas, the effect sizes were: 1.21 for native language arts, 1.29 for English as a second language, and 1.14 for mathematics. These effect sizes of 1.21, 1.29, and 1.14 indicate that on the average, Asian students in bilingual programs scored at the 88th, 90th, and 87th percentiles of the respective pre-test distributions. In addition, equivalent results were found using goal achievement judgments reported by the original evaluators as input to a qualitative synthesis method developed for this investigation. / While these findings must be qualified by the fact that federal regulations precluded the use of a control group, one cannot dismiss achievement gains of this magnitude on the part of children previously identified as extremely low achievers. Thus, the results of this meta-analysis indicate that the effect of Bilingual Education Programs on academic achievement and attendance was educationally significant. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0447. / Major Professor: Garrett R. Foster. / Thesis (Ph.D.)--The Florida State University, 1987.

<p> Research shows minority teachers positively impact minority student achievement, yet these teachers (especially Blacks and Latina/os) account for the highest percentage of pre-retirement teacher attrition rates. The primary reasons for their premature departures are a lack of autonomy relating to classroom instruction; exclusion from the school-wide decision-making process; and school culture and climate issues. These concerns could be alleviated through the agency of teacher leadership, especially when considering the finding that leadership is second only to classroom instruction when it comes to student achievement. School leaders, therefore, who adopt a distributed leadership model and nurture a culture wherein teachers are empowered to lead reform efforts, could potentially help ameliorate achievement gaps and minority teacher shortages. This mixed-methods, qualitatively dominant study sought to fill the gap in knowledge on the benefits of early career teacher leadership development for minority teachers and its potential impact on teacher attrition rates. Participants were surveyed using the Teacher Leadership School Survey as a means to determine how conducive their individual school&rsquo;s culture is/was to teacher leadership development and follow-up interviews were conducted to ascertain individual perceptions of teacher leadership and its impact on their decisions to commit to or exit the profession. Findings indicate teachers&rsquo; decisions to remain committed to the profession were largely influenced by their intrinsic motivation to teach and champion underserved students; their individual school culture&rsquo;s conduciveness to teacher leadership development; and the provision of teacher leadership opportunities. </p><p>

The present study aimed to examine factors related to having access to marriage rights among same-sex couples (N = 221). Having access to, or being denied access to, marriage rights in participants' state of residence was the predictive variable of interest. Well-being, social support, gay-related stress and relationship satisfaction were factors of interest, with well-being the primary outcome variable of interest. While there has been a significant amount of research conducted over the past 15 years which has found discrimination against lesbians, gays and bisexuals [LGBs] to be prevalent (Herek & Sims, 2007; Meyer, 2003), and linked to a direct negative impact on LGBs psychological and physical well-being (Balsam, Rothblum & Beauchaine, 2005), little research has been done to examine the impact of institutional discrimination, such as marriage laws. This study utilized constructs measuring experiences of discrimination, couples' access to social support, relationship satisfaction, and overall well-being, as research has suggested that marriage impacts a couple's access to social support from family and larger community networks, which has been found to be associated with overall well-being and relationship satisfaction (Gove et al., 2005). This dissertation attempts to make a contribution to an emerging but primarily understudied area of research by providing insight into the experiences of same-sex couples. Primary hypotheses tested were whether access (or denial) to marriage rights impacts gay-related stress, relationship satisfaction, one's access to social support within their relationship, and how these variables are associated with one's overall well-being.

Orientador: Ernesto Jacob Keim. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

abstract: ABSTRACT The history of Indian education within public schools is deeply problematic. Power imbalances have led western education to enter Indigenous communities with their own agendas and without prior consultation with the people and communities. As a consequence, Indigenous scholars are moving to take control and reclaim ownership of the education of our children that occurs in our communities and public schools. This dissertation focuses on attitudes toward culturally relevant instruction/curriculum by asking the question, what is the landscape and current climate of culturally responsive schooling for Pueblo and American Indian students within Bernalillo High School and Bernalillo Public Schools in Bernalillo, New Mexico? Through a qualitative study, teachers, administrators, consultants and faculty were interviewed to gain their perspectives on culturally relevant instruction/curriculum. Through analysis of these interviews and focus group, it was found that participants were aware of culturally relevant instruction/curriculum and utilize it in some sense with their students. This study also looks at the current landscape of American Indian and Pueblo education in the state of New Mexico. Indigenous education has always been a part of the learning process for Pueblo people. With the coming of western education Pueblo people were forced to attend boarding schools as well as public schools causing assimilation. This study calls on culturally relevant instruction/curriculum as a way to provide a successful education for Pueblo students. This study looks at the need for culturally responsive schooling paradigms and practices for Indigenous students. It also looks at culturally relevant pedagogy (CRP) as a way to help explore, shape and provide valuable theoretical tools for developing culturally relevant instruction/curriculum. The policy paper proposes that Bernalillo Public Schools (BPS) work with Pueblos to promote the delivery of the most appropriate education and services for Pueblo children. / Dissertation/Thesis / Doctoral Dissertation Justice Studies 2018

No description available.

This study investigated public school administrator perception of the extent to which federal civil rights, equal employment opportunity, and affirmative action legislation have affected the personnel policies and practices of Virginia public schools since 1972. Another purpose of this study was to determine if there is a correlation between administrator perceptions of EED/AA impact and the characteristics of school divisions.;It was hypothesized that school officials would perceive that the imposition of EED/AA regulations has greatly altered the personnel function in Virginia public school divisions. It was also hypothesized that school officials would perceive that (1) EED/AA regulations caused an increase in both costs and staff requirements; (2) EED/AA necessitated the codification of selection, promotion and transfer criteria and procedure as well as strict adherence to them; (3) EED/AA necessitated modification of causes and procedures for non-selection and dismissal of personnel. Finally, it was hypothesized that the perceived degree of impact would be related to the type of division--that officials of high black concentration divisions, urban divisions and large divisions would perceive greater impact than those of low black concentration, non-urban or small divisions.;A survey instrument was designed, tested and sent to school personnel officials in all 135 Virginia Public School Divisions. Ninety-four responded.;Analysis was accomplished by comparison of responses to questions through analysis of variance using division size, ethnic concentration level and urban, suburban, non-urban nature of the division as the independent variable and response category as the dependent variable.;It was concluded that there was no significant relationship between the three background variables and school officials' responses. It was further concluded that school officials viewed the impact of EED/AA uniformly and that these officials perceived little or no change in staff workload cost or effort due to EED/AA compliance over the period of most vigorous enforcement.

No description available.

This study reviews concepts and the mechanism of empathy, and the relationship between empathy and language proficiency, focusing on the aspect of cognitive empathy. It also discusses whether empathy levels could be developed by learning language to a highly proficient level. I compared the empathy levels between high and low proficiency second-language learners to determine if there was correlation between empathy and other factors such as gender, studying abroad, education background, and usage of a second language. I found that there was no relationship between empathy level and language proficiency level; however, there was one between empathy and gender. For further research, I suggest continuing studies in executive function in adults, especially adult bilinguals (including highly proficient second language learners), and to investigate how executive function in adults influences behavior and empathy development.