This qualitative study uses the conceptual framework of critical race theory to examine the experiences of White faculty as racial justice allies at a predominantly White institution. Kobrak (1992) has emphasized the significant role that socially concerned White faculty may play on our campuses, describing these faculty as the missing link in institutional efforts for diversity. However, little is known about the experiences of White faculty allies. The current study addresses this void through the primary research question: What are the experiences of White faculty at a predominantly White institution who participate in the campus community as racial justice allies? This overarching question is investigated through supporting questions: (1) How do these White faculty come to be / identify as allies?; (2) How do the positions of White faculty as allies affect their scholarly work of teaching, research and service?; and (3) How is their ally work influenced by the context of the predominantly White institution? This study was conducted at a large, research-extensive, public flagship university in the South. Data were collected through in-person interviews with nine faculty participants representing a variety of academic disciplines. These participants were identified through a sampling process that included nominations from students, faculty, and administrators at the selected institution. The findings from this study suggest that ally mentors or models and experiences that contribute to an understanding of race and racism are important factors in the development of racial justice allies among White faculty. These findings also illuminate a variety of strategies though which these faculty integrate their ally identities and their professional responsibilities of teaching, research, and service. Finally, the faculty participants describe the manner in which the community, departmental, and institutional contexts of their faculty work within the predominantly White campus shape their critique of the institution and their perceived need to continue the work of racial justice.

Postsecondary career and technical institutions are required to follow a set list of performance indicators in order to receive federal Carl Perkins funding (Perkins IV Accountability, 2009). Within those indicators includes measuring technical skills attainment, which the state of Mississippi chooses to utilize program-specific standardized assessments known as the MS- CPAS2 assessment. The purpose of this multi-site program evaluation was to determine which programs are meeting the assessment passing requirements and to determine how they are achieving success. The rationale for this study was to evaluate the components inherent in successful programs in order to aid other programs who may not be performing as well in the assessment reach the minimum requirements in order to secure federal funding. Qualitative and quantitative methods were utilized for both raw data provided by the RCU and survey data collected by the researcher from the faculty and administrator participants of the selected programs. Results of this study indicated components of successful programs, perceptions of the assessment by the participants, and student factors that influence the assessment scores. Components included small class sizes, having necessary equipment, program-specific software, computers, providing a well-rounded instructional environment, aligning materials with curriculum, the use of hands-on activities, participation in clubs/organizations, and integrating program-specific certifications. Perceptions included a need for instructor participation in the update process of the MS-CPAS2 assessment, student accountability by offering student preparatory courses, and student recognition for outstanding scores. Student factors that affected assessment scores included ethnicity and student rating. Recommendations were made by the researcher from the results of the analysis that included multiple program improvement plans that can be utilized as a how-to guide by faculty and administrators, and assessment improvement plans for the RCU as provided by the participants responses from the survey data.

The use of technology in the writing classroom has been a staple since the early-1990s when the personal computer made its way onto the desks of teachers and students across America. Since that time, the challenge has been for educators to incorporate the most recent technologies in an effort to stimulate student writing. This study examined the effects the use of a web-based wiki technology can have on the writings of high school students. The primary goal of this study was to explore how the web-based collaborative technology in Google Docs and used in a secondary English IV classroom can impact the writing skills of twelfth grade students dually enrolled in a freshman level writing class of a local university. Specifically, the study explored how students writing levels and processes were affected, how they perceived themselves as writers, and the challenges and successes they faced through the wiki-style inclusion. A mixed methods case study design was used. One intact twelfth grade English IV classroom was used for the study (n=15). During the Fall 2009 and the Spring 2010 semesters, data were collected from observations, student interviews, two essays, and two student surveys. Quantitative data were collected from all the 15 class members via student perception surveys and rubric-based assessments of two essays. Qualitative data included open-ended questions on the writing surveys from all of the students; teacher observations of student interactions with each other, the wiki, and the writing; and interviews with six students at three ability levels. Results showed that wiki-based technologies can impact students writing processes and their essay results. Strategies inherent to the wiki process can motivate students to be better participants when they know someone else is depending on their input. Another factor was the ease of access. Finally, what seemed especially prevalent in student comments and observation was how peer editing may have contributed to students writing progress. The findings of this study support those of previous research. They also underscore the importance of continuing to incorporate modern technologies into the classroom. Other implications for practice are also discussed.

In an effort to address dropout, the Louisiana state legislature mandated an initiative in 2009 which required all school districts to offer an alternative vocational high school diploma. Because this alternative diploma, known as the Career Diploma, is being implemented in all high schools throughout Louisiana, this research was designed to ascertain high school principals perceptions regarding the Career Diplomas value. Participants were principals of traditional four-year high schools located within the state of Louisiana. A researcher-designed survey instrument was disseminated to 258 high school principals throughout the state. Findings of the data analysis indicated differences in perceptions of value among the four measured dimensions of value. Principals rated the Career Diploma to be valuable as a mitigator of socioeconomic consequences of not obtaining a standard high school diploma. Principals placed high value on the Career Diploma as a solution to underlying causes of student dropout. Additionally, participants asserted that the Career Diploma is valuable relative to other graduation options. However, participants indicated low perceptions of value concerning the Career Diplomas symbolic value.

From campus shootings to mass prolonged campus closures in the Gulf Coast due to Hurricanes Katrina and Rita, the past decade has seen an increase in high profile crises at higher education institutions. Louisiana State University was one of the institutions impacted by Hurricanes Katrina and Rita in 2005. After the experience, university administrators created an Emergency Operation Center and a new plan for how to handle campus crises. In 2008, LSU administrators had an opportunity to test their full scale plan with the landfall of Hurricane Gustav. In this study, university administrators from LSU were interviewed about their experiences with crisis management and the changes implemented since 2005. The participants discussed the creation of the Emergency Operation Center, leadership shown from the administration in the construction of the Emergency Operation Center, the difference in higher ranking administrators versus lower ranking administrators, and the opinion of if the campus is ready for future crises. In this study the researcher found that the creation of an Emergency Operation Center was an important achievement for crisis management. Additionally, it was decided that perceptions between higher ranking administrators involved with the Emergency Operation Center and those administrators not involved was significant and that a discrepancy was occurring between those who are considered essential personnel and non-essential personnel.

The purpose of this study was to examine the policy implications allowing administrators to exempt a student from required arts instruction if the student obtained unsatisfactory scores on the high-stake state mandated tests in English and mathematics. This study examined English language arts and math test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. There were more than 12,000 students who were eligible, but not enrolled in arts courses. Methodology consisted of comparing the mean scores of students receiving music and visual arts instruction with the mean scores of students excluded from this instruction. The sample consisted of all non-special education students who took the statewide assessment spring 2008 in public schools. Students enrolled in music had significantly higher mean scores than those not enrolled in music where (p < .001). Music enrollment was a positive predictor of academic achievement. Results for visual arts and dual arts were not as conclusive. The study found a lack of evidence supporting the exclusion of students from required arts instruction for the purpose of increasing test scores in English and math. The conclusions were that students enrolled in music perform significantly better; there is an access gap; and arts should be included in the curriculum of all middle school students. More study is required for visual arts, dual arts study, as well as, dance and theatre effects. Future research is required as to academic effectiveness of remediation implemented during the instructional day, thereby denying arts instruction to students. School Performance Scores must reflect all components of the curriculum to be valid. Instructional time in the arts must be enforced if all students are to receive a whole, effective, and relevant education. The practice of recommending more time in English and math in lieu of music for students should be reexamined. Administrators should construct schedules, including appropriate attention, so that all students receive a balanced whole education.

This dissertation explores the reasons that African American students participate at lower levels in foreign language programs in terms of taking courses and majoring and minoring in foreign languages. The primary foreign language that it explores is Spanish, and its findings suggest that the introduction of the language devoid of the influence of Afro-diasporic linkages to Spanish culture leads to the topic being taught in abstraction, therefore causing a lack of interest among African American students. As this study shows, a teacher's thinking about cultural and racial difference is often intimately woven into their disciplinary training, and as a result, the convergence of these influences affects a professor's ability to provide culturally responsive service and a student's desire to engage both the teacher and the subject area. Integrating relevant foreign language theory and Afro-diasporic literature this dissertation conducts inquiry into pedagogical approaches for attracting African American students into the area of foreign languages.

Using historical test data from the standardized testing program (LEAP, iLEAP) in the state of Louisiana, this sequential mixed methods study utilized hierarchical linear modeling (HLM) and a logistic regression method to test alternate measures of school performance (student achievement model, growth model, and transition to 9th grade) applied to alternative middle schools serving students who are academically behind. These schools are defined as those serving students who have not yet been able to transition to high school due to grade retention and are substantially older than their grade peers (Aron, 2003). The quantitative study sample included both students attending alternative middle schools of this type in Louisiana and a comparison group of overage middle schools students attending a regular school within the same districts. The quantitative study was followed by an evaluative study of three of the alternative schools determined to be successful using those alternate measures, and utilizing a client-centered model. From the results of this research study, a multiple measure accountability plan for alternative schools is suggested.

Louisianas coast is losing land due to erosion at the startling rate of approximately 24 square miles per year (Lockwood & Gray, 2005). Coastal erosion has serious implications for human safety and Louisianas economy. There are many environmental education programs throughout coastal regions of the United States that educate school children about coastal issues. LSU Coastal Roots (CR) is one such program. Students at approximately 40 participating schools raise native plants in nurseries at their school and then travel to a restoration site to transplant their plants. The goal CR is to build an attitude of stewardship and awareness toward the coastal issues in student participants (Blanchard, 2007). CR and other coastal environmental programs would find value in a survey that assesses the effect their programs have on the attitudes of participants. Therefore, a 25-item Likert scale survey entitled Attitudes of Children toward Coastal Environmental Themes (ACCET) was developed by the researcher to measure middle school student attitudes toward five coastal environmental themes. The five themes are general, ecosystems, coastal erosion, human impacts, and resources. Participant responses can be scored for a total score and individual theme scores. Reading level of the ACCET falls within grades third through fifth. The ACCET has internal-consistency reliability (Chronbachs alpha) of 0.87 and test-retest reliability of 0.64. The ACCET was administered to students at five CR schools at the beginning of the school year and again after their participation in their restoration-planting trip to examine changes in student attitude. Students in two control schools were also administered the ACCET survey. The results were analyzed using inferential and descriptive statistics. The CR schools scored significantly higher on the ACCET than the control schools on both the pre- and post-surveys, which may indicate that participation in the CR program has a positive impact on participant attitudes. However, a significant difference was not found between pre- and post-surveys for the treatment group. Therefore, it is recommended that the ACCET not be used as a survey to examine changes in attitudes, but rather should be used to as a general measure of attitude toward coastal environments.

The purpose of this study is to examine spirituality in terms of development among college students. A review of literature and best practices was conducted, and students were interviewed regarding their spiritual identities, their collegiate experiences, and the relationship between the two. The findings of this study show that college students value spirituality in multiple ways, although they are typically uncomfortable discussing spirituality and spiritual issues on campus.