This ethnographic study, set against the backdrop of the National Effective School Reform of 1998 and situated within the context of the National Language Act of 1967 and the Quota System Policy of 1970, focuses on the relationship between ethnic Chinese youths resistance modes and identity formation. The language act and quota system, designed to facilitate national unity and reduce social inequity, actually sharpen racial differences and create internal hegemony. Extensive fieldwork consisting of observations, interviews, and surveys provide empirical data for three central research questions examined. I trace the origins and trends of the language act and quota system to contextualize the empirical evidence and review three sets of empirical scholarships (critical theories, postcolonial studies, and sociolinguistics) to conceptualize research findings. Facing Malay-centric, teaching practices and disciplinary approaches for the first time, ethnic Chinese students in national high schools exhibit two distinct resistance modes. High achievers downplay ethnic ancestry, accumulate language capital through tutoring, and obey school rules. Low achievers highlight ethnic ancestry, accumulate vocational capital through apprenticeship, and defy school rules. Substantial support and higher expectation from parents contribute to the academic success of male high achievers. Inadequate support and low expectation from parents result in the academic failure of female low achievers. Furthermore, parental belief in the rewards of school success, but distrust toward school personnel contributes to the compliance of high achievers. Parental trust toward school personnel, but disbelief in school rewards leads to the defiance of low achievers. This ethnographic study provides policymakers and educators with first-hand information to evaluate the national effective school reform. More specifically, it generates intimate insights into the types of academic challenges and behavioral problems facing students. In addition, this study adds to the youth resistance literature in two ways. First, through its basis in grounded theory methodology, this study develops an empirically relevant and practically applicable conceptual framework to improve educational quality and to facilitate social equity. Second, by weaving together personal narratives and systemic analysis, this study demonstrates a joint analysis from both the micro and macro perspectives through the effective use of social dramas, portraitures, and vignettes to represent data.

This single case study of a school district described how school leaders created educational programs and practices that feature elements of a caring environment wihtin which students were frequently offered choices in their learning experiences. Data from a survey, school observations, interviews and formal documents were analyzed using a mixed method qualitative approach of triangulation, expansion and complementarity methods of analysis. The study determined that a caring environment with student choices existed in the district and its programs and practices were consistent with the literature on resiliency. The study also found the environment that developed through several critical events over eighteen years translated a vision into the organizational mission and belief. The leadership role was characterized by commitment to vision, mobilization of structure, a superintendent's stable tenure, and a proliferation of programs in a small school district size.

ADMINISTRATIVE PREPARATION OF UNDERGRADUATE ATHLETIC TRAINING PROGRAM DIRECTORS Bridgett Mary Passauer, EdD University of Pittsburgh, 2004 Throughout higher education, faculty members have assumed the roles and responsibilities of academic administrators. The field of athletic training is no different. Certified athletic trainers assume the roles and responsibilities of academic administrators when they are named program directors. The purpose of this study was to determine if undergraduate athletic training program directors perceived themselves as prepared for the roles and responsibilities of academic administration. The undergraduate athletic training program directors were also asked for suggestions on how best to prepare future athletic training program directors. Eighty-nine undergraduate athletic training program directors responded to an electronically distributed survey which revealed that, overall, undergraduate athletic training program directors do not feel prepared for the roles and responsibilities associated with academic administration. One of the interesting results was found when analyzing the difference between types of candidates selected for the position of undergraduate athletic training program director. Internal candidates had higher mean scores for all roles and responsibilities however; only one of the mean scores was above a 3.00. The overall population of respondents rated the role of leader and mentor as the role they felt most prepared for with the role of faculty developer being the role they felt least prepared for. When asked to recommend the level of education that a program specifically geared toward educating future athletic training program directors, a minimum of a Masters degree was recommended by all respondents. This research further supports previous research, which sites the need for more comprehensive preparation of academic administrators, ideally prior to, but minimally, once appointed to the position of academic administrator.

This qualitative descriptive study uses an intersubjective approach to examine relational aspects of the student teaching triad. Triad members include the student teacher, the cooperating teacher and the university supervisor. Beginning with a close reading of teaching socialization literature that focuses on the student teaching experience, various roles or scripted power relations, are carefully laid out. Working from the premise that conceptions of power may determine the quality of relationships, this interpretive study examines the power dynamics of eight specific student teaching triads from all three perspectives. The primary researcher was also the university supervisor in each of the triads studied. As an adjunct faculty member and former public school teacher, the researcher as supervisor brought a non-traditional 'eye' to the role of supervisor. Student teaching triad members were encouraged to consider and articulate the influence and control each triad member had in relation to decision-making concerning curriculum, classroom management and evaluation in an elementary classroom. Results reinforced much conventional wisdom about the student teaching experience and attempted to establish that in the institutional context studied an ideology of reputation and dependability held sway. Strong personal connections were found to be paramount for optimal functioning of the triads studied. Power struggles were noted as triad members strategically maneuvered in efforts to hide various aspects of their scripted roles. Conclusions from this study included the difficulty of moving the student teaching experience beyond ritual, how a cooperating teacher's own student teaching experience may strongly influence their supervisory styles and the difficulty of establishing spaces for critical dialogue within the student teaching triad as constituted. Suggestions include the establishment and maintenance of sustained robust communication between triad members. Critical dialogue that includes the articulation and consideration of various scripted power relations or roles in relation to potential strategic power relations would be encouraged. This recognition and 'naming' of power in language more in line with the elementary public school context, as perceived by the elementary teacher, could perhaps precipitate modifications to the traditional student teaching triad that would benefit all triad members.

This case study of three high achieving urban fringe high schools was an investigation into the attitudes; structural components and leadership qualities that characterize the three target high schools. Each of the three high schools chosen for the investigation was noted for high achievement of a wide range of students from diverse socio-economic backgrounds. The researcher interviewed administrators, teachers and low achieving students. Attention was paid to the concept of student voice and the personalization of the learning process. Students and teachers were administered the Assessment of Learner-Centered Practices (ALCP) as developed by Professor Barbara McCombs of Denver University. The results suggest that structural innovations such as hybrid scheduling, standards based common assessments, personalized approaches to school organization and consistent beliefs and leadership are the elements that enable schools to perform at a high level for a wide range of students. The survey of learner-centered practices was found to be a tool of professional reflection for teachers as they develop personalized approaches to instruction.

This dissertation portrays a narrative inquiry into dilemmas that arise when the educational leaders who are authority figures in public school districts are asked to provide workplace accommodations for the professionals with a disability. To surface the dilemmas, actual life experiences told by individuals with a disability are juxtaposed with the Americans with Disability Act of 1990 [ADA]. Through deeper understanding of the dilemmas facing professionals with a disability and public school districts, it is hoped that by understanding disability, more responsive strategies for reasonable accommodation can be identified for the benefit of the employer as well as the qualified professional with a disability. There lies in me a desire to determine what they should do to treat individuals with a disability with more acceptance, compassion, and respect. I want to be an advocate for other qualified professionals with a disability who face similar struggles. I want to ensure that whenever school administrators encounter adults with a disability, the response will be within the spirit of the Americans with Disabilities Act.

The main objective of this study was to describe the beliefs of pre-service teachers at the University of Pittsburgh about gender role differences and their related role and behaviors. Sociological perspectives related to gender differences, and gender and education such as functionalist, conflict, critical and feminist theories were reviewed. Research findings related to teachers beliefs and practices in the classroom were also reviewed. The sample of the study included one hundred seventeen male and female pre-service teachers distributed between elementary education program and early childhood education program. A self-administered questionnaire was used to collect the data needed for this study. The questionnaire included three Likert scale parts, a demographic section, and two open ended questions. Descriptive statistics were used to examine the relationships between the variables. In general, both male and female pre-service teachers tended to hold egalitarian views about gender roles, however, females tended to have a stronger egalitarian views about gender roles than males especially on employment roles. Age and marital status of pre-service teachers were not related to their beliefs about gender roles. Pre-service teachers also tended to hold egalitarian beliefs about teachers role in relation to gender roles and about specific males and females characteristics and educational practices; these beliefs were significantly related to pre-service teachers beliefs about gender roles. The findings also showed that pre-service teachers tended to believe that students are the ones who should decide on the preferable gender roles; however, it was acceptable for teachers to be involved in shaping students perspectives about gender roles. Finally, most pre-service teachers believed that teachers should try to reduce gender stereotypes that result in unequal learning opportunities for students to learn, and they suggested ways to do so. The most significant implication of this study was the importance of sensitizing pre-service teachers toward issues of gender equity. In addition to the need for schools to adopt policies and recommendations that would provide equal educational opportunities to both males and females.

The purpose of this study was to describe the present status of teacher supervision and evaluation in the era of No Child Left Behind (NCLB) as experienced by three female elementary principals and twelve female elementary teachers in a suburban school district in Western Pennsylvania. The study compared the findings from the literature in the areas of supervision and evaluation, leadership, communication style, power orientation, and ethic of care, with the beliefs and reality of present practice. The literature cited focused on the ways that female principals enact the role of an instructional leader when supervising and evaluating teachers. The study took the form of a case study in order to provide a detailed description of a single school district in Western Pennsylvania. Three elementary schools, each headed by a female principal, were studied in the district. Interview questions were constructed based on the research questions. Each interview was transcribed and content analysis was employed to identify commonalities in the data. Common themes were identified for each research question based on the responses of the principals and teachers. The study revealed profound consistency between the information cited in the literature and the information reported by the three elementary principals and twelve female elementary teachers in the areas of supervision and evaluation, leadership, communication style, power orientation, and ethic of care. The study also revealed the potential conflicts between the beliefs of the principals and the NCLB legislation and the effects of NCLB on the practices of the principals and teachers.

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute. The purpose of the statute was to prohibit discrimination on the basis of disability in any program receiving federal funds. The passage of the Act set the stage for future legislation which addressed the education of students with disabilities. The Individuals with Disabilities Act (IDEA) and the Americans with Disabilities Act (ADA) encased, specified and extended the regulatory requirements of Section 504. It is this very nature of co-existence that has created a climate of confusion for those who are charged with the responsibility of implementation, particularly in the area of designing 'reasonable accommodations' for disabled students. The language of Section 504 is relatively vague, opening the door for wide interpretation. Common terminology in IDEA and Section 504 are defined differently. Again, creating confusion and, in some cases, argument between parents and the school district. 'Reasonable accommodations' is a relevant term under Section 504 however; it is not a relevant term under the IDEA. The Office for Civil Rights has infrequently attended to substantive issues but rather focused on procedural issues, leaving 'reasonable accommodations' and other such questions to the courts. Although marked by inconsistency and some confusion, the judicial trend seems to be toward interpreting Section 504 as requiring recipients to make 'reasonable accommodations' rather than unqualified affirmative action. This dissertation will provide an examination of select court cases that address the issue of 'reasonable accommodations' under Section 504 of the Rehabilitation Act 1973. It is assumed that the most recent court rulings would incorporate the findings of prior court rulings as a basis for the decision. This analysis of the interpretations of the rulings will be the foundation for the development of a reference tool for district administration to consider when developing an accommodation plan.

The debate on the utilization of school vouchers to fund private and parochial education is one of the most contentious debates in recent memory. Supporters believe vouchers will be a panacea for students in failing schools in predominately poor black communities because they would provide them with the opportunity to enroll in another school of their choice. Critics believe vouchers are a way of jettisoning public schools from the communities while adhering to the shift to a more privatized and marketized form of schooling. This dissertation examines the role of politics, interest groups, and religion in the formulation of school voucher policies in general, but in Cleveland in specific. By interviewing elite stakeholders in Ohio, this researcher found that political ideology, social interest, and religion were critical to the formulation of voucher policies. The idea of vouchers, originally proposed my economist Milton Friedman in 1955 illuminates the problems with the public school system, however, it also illuminates the political and ideological differences in how those problems should be addressed. Also, it was found that the voucher debate is delicate and is often handled with kid-gloves politically and sometimes socially. However, the delicate nature of the issue creates opportunities for puzzling alliances.