Graduation date: 1990

Thesis (Ph. D.)--Columbia University. / Vita. Published also as Teachers college contributions to education, no. 24. Includes bibliographical references.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2009. / Includes bibliographical references.

As the nation’s schools continue to increase in diversity, teachers are faced with numerous challenges regarding how to meet the needs and strengths of diverse student populations. In addition, small, rural schools tend not only to lack in resources, but may not be adequately prepared to understand student backgrounds, unable to support diverse learners' social and cultural well-being, especially those consisting of a homogenous, Caucasian staff. This qualitative case study examined one small, rural school’s response to a changing demographic, particularly in its Latino student population. Specific attention was given to teachers' attitudes, views, and perceptions regarding their Latino student learners. Faculty members' interviews served as the primary data collection method coupled with an examination of current school documents and notes from a researcher's journal. The three data collection methods provided insight into the research questions: 1) how does a small, rural school respond to its changing demographic, particularly in its Latino student population?; and 2) What are the views, perceptions, and attitudes of staff members regarding the school's Latino student population? The major findings suggest that the school displayed evidence of increased support in The major findings suggest that the school displayed evidence of increased support in resources are still necessary to effectively meet the needs and strengths of diverse learners within the school. At times, the evidence revealed teachers not taking responsibility of diverse learners' needs and strengths, placing blame on outside factors. Additionally, faculty members offered many examples of students' needs, but had difficulty identifying students' strengths. Staff members held narrowed views of what inhibited student learning and did not possess a thorough understanding of culturally responsive teaching practices. Also, teachers' and administrators' views varied from those they perceived of their colleagues; and lastly, generalizations latent with pity were evident in some responses. The results of the research contribute to the contemporary literature regarding teacher belief systems regarding diverse learners, how they perceive students of color, and how understanding these perceptions might help educators devise practices that will more successfully meet diverse learners' needs and strengths. Current research lacks in teacher perspectives; this research intends to add to the existing dialogue. / text

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According to the Education for All 2000 Assessment, in South Africa a significant proportion (i.e. 16 percent) of children 6-14 years of age are out-of-school though they should be attending in terms of the countries education acts and policies. The aim of this study was to investigate the factors that contributed to learners dropping out of three rural farm schools in Thornville, KwaZulu-Natal. The participants in this study were seven youth who dropped out of school, three parents of youth who dropped out of school, and two teachers who are teaching in Thornville farm school. The study took a form of a qualitative case study. The semi-structured interview was used as a tool of data collection. The findings show that there are a number of different factors that contribute to youth dropping out of school in the three rural farm schools. Factors such as low socioeconomic status, single parent household, mobility, low education attainment of parents and under resourced schools place learners at risk of dropping out of school. Poverty emerged as a major factor. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

This case study sought to investigate the possibilities of asset-based approach in school-community partnership. A specific partnership between a secondary school from Vulindlela District, some academic staff members and student teachers from the University of KwaZulu-Natal was studied. To fulfil the purpose of this study, the critical questions such as what assets do partners in the „Nothing for us without us‟ project regard as central in their partnership and to what extent do these partners utilised these assets were used as the basis for data collection in this study. The responses to these critical questions were then used to provide answers to the major inquiry of this study, which was to investigate whether and asset-based approach can be utilised in school-community partnership. The study was conducted within the confines of interpretive paradigm and qualitative case study was adopted as a research approach. To abide by some hallmarks of the case study, multiple data collection methods were utilised. Data were collected using semi-structured individual interviews and documentary analysis. Five teachers (Principal, Deputy Principal, HoD and two post level one teachers) from the case school and two project leaders from the University team participated in the individuals‟ interviews. The proposal document for the current project „Nothing for us without‟, 2007; 2009 and 2010 reports on the previous projects were analysed. The findings of the study revealed that teachers, the school principal, community individuals, organisations and learners, the experience of the school in partnership were regarded as crucial assets in the current partnership. The findings further indicated that physical resources such as the computers available in the school and the buildings were among the assets that were available but they were not regarded as crucial for the partnership. While the assets are identified, the findings also revealed that their utilisation was to a minimum extent. Teachers were reported to be overwhelmed by academic work and also reluctant to participate because of unclear communication of goals of the partnership. The findings further revealed that community assets are not mapped because of the failure to invite community members in the activities of the partnership. I conclude in the study that asset-based approach can be utilised in school-community partnership. However, to enhance the level of asset utilisation, there is a need to re-evaluate the role of the school principal in the partnership. I further recommend coordinated efforts to invite community members in the activities of the partnership. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

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