Student veterans are flooding colleges and universities in numbers not seen since the end of World War II. Little is known about how these contemporary student veterans navigate the transition from military life to campus life. Few studies have documented the transition experiences of these student veterans by institution type or cultural region of the country. In Louisiana, nearly 7,000 students receive military benefits for higher education with this number steadily increasing (U.S. Department of Veterans Affairs, 2009, June). This study explores the transition experience of student veterans from military life to university life at four institutions of higher education in Louisiana. Transition experiences are compared by institution type. The notion of the southern military tradition and its impact on the transition experiences of Louisiana student veterans is considered. The researcher uses case study methodology to address the research questions. Schlossberg, Waters, and Goodmans (1995) theory of adult transition aids in developing an understanding of how male combat veterans of the Global War on Terror transition from military life to college life. Findings and implications from this research will deepen the awareness of how institution type and regional culture influence transition resulting in a richer understanding of contemporary student veterans transition experiences and needs that influence student veteran persistence.

Reflecting on my past two unsettling journeys of teaching in China and America produces questions about the teaching of truth in chapter one. The question of truth as it relates to the teachers role in the classroom raises not only issues of what and how we should teach, but challenges the very purpose of teaching. When I explored Martin Heideggers phenomenological perspective on (un)truth for insights into taken-for-granted assumptions about education and the purposes of teaching and learning, I noticed a strong resonance between his notion of clearing and the essential spirit of Taoism, the Tao of inaction. This led me to coin the word, en-teaching to express my idea of how teachers can teach through paradoxically non-teaching, without implying a binary opposition between teaching and non-teaching. In reviewing selected literature critical of the teaching-as-telling in America and China, I suggest in chapter two that the traditional direct teaching of truth has been entrenched in the public school systems in both countries as not only a teaching method but an implicit educational culture. The essence of this teaching-as-telling in both countries is the same the will to control. What alternatives might there be to the method of teaching-as-telling? How can we teach otherwise? Or can we? Since I struggle with the question of truth related to teaching and this question assumes the greatest urgency in Heideggers thought (Sallis, 20), chapter three focuses on Heideggers complex explorations of (un)truth in clearings between brightness and darkness along with his concept of let learn through always-being-in-the-world. In chapter four, I go further to explore my notion of en-teaching based upon Heideggers thoughts of teaching and learning with insights from Lao Tzu and Dewey. In the last chapter, I try to not only reflect upon all previous chapters but respond to the practical question, What does en-teaching mean to me as I face my class on Monday morning?

International students on American college and university campuses represent important under-recognized complex non-homogeneous minority presence commonplace at institutions of higher education in the early twenty-first century. The impact of international students on institutions of higher education is generally recognized from four primary perspectives including academic, cultural, political and economic characteristics (Funk, 2001). International students represent 3.5 percent (671,616 of 19,103,000) of all students attending institutions of higher education in the United States in the 2008-09 academic year(Institute of International Education, 2011). International students were estimated to generate $17.66 billion to the US economy and $118.9 million to the State of Louisiana economy with the inclusion of educational and living expenses in the 2008-09 academic year(NAFSA: National Association of Foreign Student Advisors, 2011). Previous research determined these estimates based on secondary data underestimated true economic return when compared to analysis based on primary data (Funk, 2001). Accurate economic estimation may positively affect state-level funding policy to institutions of higher education campuses. The problem addressed by this study is the determination of the economic impact of international students to the study campus and regional economy. The research questions addressed included determination of the international student economic impact to the study campus, Louisiana State University, and the community, Baton Rouge, Louisiana. Cost and benefit economic impact assessment provided economic return with data summarization calculated using SPSS analysis. Data collection occurred at the study campus, Louisiana State University and A & M College, and included secondary data from university records, state budget and planning documents and primary data gathered from students. Stratified proportional random sampling of the sub-population of international students at Louisiana State University provided a proportional representation of the student population. The study provides a determination of the economic impact of the international student population of LSU on the university and community through exploratory and confirmatory examination of new primary student data compared with previous research and generally accepted models that made use of secondary data to generate reported results.

Research describes faculty of color as a key to an equitable future for higher education. However, this approach problematically places the responsibility for multiculturalism on the shoulders of these individuals. This embedded, critical case study explored the racial climate of an academic unit in a southern, predominantly white institution. Through the lens of critical race theory I examined how the racial climate of the unit impacted the perceptions, roles, and relationships differently for faculty of color, doctoral students of color, white faculty, and white doctoral students and how the case in question exemplified Rankin and Reasons (2008) six dimensions of campus climate within the Transformational Tapestry Model (TTM). <br><br> Data collection included twenty one-hour individual interviews with doctoral students, faculty, and administrators. This interview data was supplemented with a participant observation of a focus group interview, participant observation in a Diversity Team meeting, document analysis of the units five-year diversity plan, course syllabi, learning outcomes, and publications of the unit. <br><br> The perceptions, roles and relationships within the unit were found to vary distinctly between white faculty, faculty of color as well as white students, and students of color. Specifically, the coalescence between the academic and social experiences within the unit exacerbated the formation of an in-groups and out-groups. This in turn impacted the academic experiences of the participants. <br><br> When compared to the TTM, findings from this study supported the existence of the six dimensions of climate within the unit but suggests that 1) these dimensions were expressed differently by the academic unit than they at the campus-wide level and 2) the relationships between the six dimensions in the academic unit diverged from those found in the original TTM. Findings from this study have implications for the symbolic, fiscal, educational and administrative actions of academic units seeking to improve their racial climate. Future areas of research should consider further adapting the TTM to fit an academic unit, the impact of structural diversity within tenure and promotion committees on the tenure and promotion of faculty of color, the potential link between social identity and racial identity within a unit.

I use Marimba Anis Asili concept as defined in Yurugu to examine the school accountability model. By school accountability model, I mean the school model that consists of privately managed public schools regulated by state testing programs. I argue that school accountability is essentially oppressive and its success depends on the falsification of African and African American history. Ani explains that Asili is a Kiswalhili term meaning beginning, origin, source, nature (in the sense of the nature of a person or thing), essence, or fundamental principle. Furthermore, Ani writes that seed is an ubiquitous African analogical symbol in African philosophical and cosmological explanations and that a cultures asili reveals its nature during times of ambivalence and conflict. I focus on Louisianas 1954 school laws and resolutions passed in reaction to the U.S. Supreme Courts 1954 Brown decision and the White Citizens councils 1950s Social Studies reform movement. I demonstrate that this is the time when we witness the major elements of the present accountability model suddenly unfold. For instance, Louisianas state testing program (for students and teachers), standardized social studies curriculum guides and tests, charter schools, and vouchers can all be traced to the resolutions passed during the weeks following the Brown decision. I examine the thoughts and activities of those who engineered the school accountability seed and thereby reveal its power seeking essence. Too, I trace the seeds unfolding into a plant and its development to the present time, and I demonstrate its instinctual hostility toward African schools, African educators, African students, and liberating African thought. To the best of my knowledge this is the first major study that examines school accountability from an Afrocentric perspective.

ABSTRACT This exploratory study was conducted at four childrens gardens in major botanical gardens across the United States to determine if children became more aware and knowledgeable of plants while visiting these gardens. This was determined through the childrens garden stakeholders perspectives; the stakeholders of this study were the children and parents who visited the gardens. Their views were acquired through on-site observations and interviews. The purposive sample comprised 64 participants including 40 children (19 girls and 21 boys, ages 2- 12 years). There were 18 mothers, 3 fathers, 3 grandmothers, and 1 grandfather. The 40 children were observed and 30 children were interviewed. A total of 25 parents or guardians were interviewed. This study determined that the childrens learning was contextual; i.e., influenced by the garden and participatory garden features they visited. For example, the children who visited the facilitated (by a trained volunteer) features that taught plant concepts were able to repeat and explain the lesson. However, in gardens that provided opportunities for independent exploration with natural components such as water, children made some very advanced observations about plants. This study also found that childrens previous experiences with plants heightened their awareness of plants in the childrens garden. Especially on their walks through the regular botanical garden areas to the childrens garden, many children noticed and asked questions about plants.

Fifty percent of all students who enroll in college depart before earning their degree; this proportion is even higher among minorities during the first year of college (Tinto, 2006). Minorities have typically had fewer opportunities to gain a college education. Once enrolled in college, minorities have generally found it more difficult to succeed academically and graduate (Strayhorn, 2011). There is one group among the collective of minorities that are even further behind the rest, African American males. African American males are one of the most underrepresented populations of students on college campuses around the nation (Feagin, Vera, & Imani, 1996). Relatively few Black men enroll in four-year colleges and universities (Cuyject, 2006); in fact, of the approximate 15 million undergraduate students in the United States, less than 5% are Black men (NCES, 2009). In response to the trends and challenges faced by Black men, the federal government, as well as higher education institutions, have invested considerable resources in the development and implementation of programs and services that are designed to provide the necessary academic and social support researchers have found to be integral to the success of students in college (Astin, 1993; Swail, Redd & Perna, 2003 and Tinto, 1993). One of the federal governments responses to this issue is the development of numerous pre-college programs. The aim of this study was to determine whether pre-college programs (i.e., Upward Bound, Talent Search & G.E.A.R. UP) are effective in realizing their goals for African American men, particularly as it relates to their college retention rates. Using the National Center for Education Statistics Education Longitudinal Study of 2002 (ELS:2002) guided by Tintos Student Attrition model, the researcher sought to determine: To what extent does participating in a pre-college program influence the first-year retention rates of African American males in college, controlling for differences in, background traits, academic preparedness and parental level of education? The findings from this study suggest that out of three federally funded pre-college programs Upward Bound, Talent Search and G.E.A.R. UP, only the Talent Search program has any impact on the retention rate of African American males in college.

The primary purpose of this study was to investigate the role of leadership in developing a culture of technology competence within a school. Additionally, because research identifies the significance instructional leadership has on school performance, as defined by student achievement, the study sought to examine the impact principal technology proficiency has on school performance. To examine the associations amongst variables regression analyses were conducted. Quantitative study was conducted with 150 school principals and their faculties. Results indicated a strong correlation between principals that were technologically proficient, as defined by the Louisiana Department of Educations Administrator Self-Assessment, and the percentage of teachers identified proficient, as defined by the Louisiana Department of Educations Teacher Self - Assessment. An additional quantitative measure was conducted to see the impact of principals, identified as instructional leaders by the Vanderbilt Assessment of Leadership in Education (VAL-Ed), and the number of teachers identified proficient. VAL - Ed measured principals on a six by six scale that yielded data specific to the principals instructional leadership. The principals grades in LEADTech and scores on both the proficiency and VAL-Ed were used to determine the effect on teacher technology proficiency. Results of a teacher proficiency survey showed that the percentage of teachers scoring proficient is strongly associated with the proficiency of the principal.

The purpose of this quantitative study was to discover if a connection exists between oral fluency and silent fluency. Comprehension was used as the consistent measurement instrument for the study. Understanding how oral fluency transitions to silent fluency helps educators understand how to assist students with this process. Most reading done to acquire knowledge after the fourth grade is performed silently. Students need to be an effective silent reader to be successful in school. In addition, reading comprehension and most other parts of standardized testing is read silently by the student unless accommodations are put in place before testing. If a connection exists between oral fluency and silent fluency then instructional methods could be implemented to make both modes of reading equally successful. Also indicators that signal the teacher that the student is prepared to move to silent reading may be identified. Students reading eight grade level passages both orally and silently allowed data to be collected to determine if a connection was present for the two types of fluency. A slight connection between oral and silently was found, but was not strong enough to make blanket statements. Although data collected about prosody was strong enough to determine that if a student reads orally with prosody, their comprehension will be strong for both oral and silent reading. This study also used five different types of comprehension questions and it was determined that vocabulary questions were statistically more difficult to answer than the other four types of questions.

The purpose of this study was to examine the efficacy of transforming traditional classroom content and teaching strategy into a "gamified" version through the use of popular gaming strategy, or, in other words, how a college course can be designed or redesigned to mimic ludic pedagogy, as well as the influence of this pedagogy on student performance in understanding course content and course assessments. The researcher acted as a participant observer and used Constant Comparative Method as data driven teaching focused on student created documents. This research provides an exploration on the use of ludicly styled teaching methodology which includes students as instructors, the instructor as a game master, and the impact of Achievments on student performance in an introductory Education survey course. Findings suggest that pre-service teachers of the Millennial generation may flourish in a gamified environment and need to engage in and experiment with using new styles of pedagogy in order to be prepared to teach their future Generation 2020 students.