This study reports on an investigation of the effects of busing on the academic performance and selected school-related attitudes of white fourth- and fifth-grade students in urban elementary schools. The 900 subjects of this study included 169 fourth-grade bused white students, 298 fourth-grade non-bused white students, 189 fifth-grade bused white students, and 264 fifth-grade non-bused white students, all assigned to desegregated schools. Based on the findings of this study, the following conclusions were drawn. 1) When middle-class, white fourth-grade students are bused to desegregated schools similar to their neighborhood schools, they can be expected to sustain positive attitudes about school and self. 2) The achievement made by fourth-grade bused white students in desegregated schools can be anticipated to be equivalent to the achievement of non-bused white students in desegregated neighborhood schools. 3) When middle-class, white fifth-grade students are bused to desegregated schools similar to their neighborhood schools, they can be expected to sustain positive attitudes about school and self. 4) The achievement made by fifth-grade bused white students in desegregated schools can be anticipated to be equivalent to the achievement of non-bused white students in desegregated neighborhood schools. 5) The effects of busing on middle-class, white fourth- and fifth-grade students transported to environments similar to their former schools appear unrelated to school achievement and attitudinal factors toward school.

D.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. / Namibia with its new education system, is confronted like other multicultural countries, by a multicultural education dilemma. For the maintenance of effective education in Namibia, the exigencies of reality, of which multiculturalism is one, should be accommodated in the education system. There are obviously various views of multicultural education. This study attempts on the basis of derived criteria from these various views, to ascertain whether the education system of Namibia satisfies the requirement of multicultural sensitivity. The multicultural education dilemma is presented initial!y, followed by an investigation of the theoretic basis of various society models. Chapter 3 presents a short exposition of the education system before and after the independence of the country. In chapter 4 the new education system is investigated on the basis of the derived criteria and it is concluded that the education system does not meet the requirement of multicultural sensitivity. The final chapter suggests for the sake of curriculum relevance and for improving education practice, broad recommendations in respect of a multicultural sensitive curriculum.

In this study I analyzed the 1089 desegregation outcomes in federal district courts that occurred between 1994 and 2004 in order to identify a) the legal and non-legal factors in the litigation process that predict pro-desegregation outcomes and b) the judicial patterns that impact the future of desegregation policy. Twenty-one legal and non-legal variables were analyzed via logistic regression analysis to identify factors that predict pro-desegregation outcomes. Only three predictor variables were statistically significant: Government Litigants; Region 3 (West) and Region 4 (Northeast.) Descriptive analyses of the data identified two trends in the pattern of litigation: The percentage of defendant wins increased after 1991 at a lesser rate than has been previously reported. I conclude that based on the results of both the quantitative and qualitative analyses the federal district courts are not a barrier to desegregation and can still be a part of a comprehensive desegregation strategy.

The problem of the present study is to determine if there is a measurable effect on the academic progress, self-concepts, and racial attitudes of newly integrated Negro students in grades four, five, and six after one year of integration.

Bibliography: pages 146-160. / This study examines haw teachers at two former white Model C schools construct educational changes rhetorically. The discourse analytic approach of Wetherell and Potter (1992) is employed to interpret interview texts in which teachers talk about desegregation, school governance and finance. Specific constructions of 'race ', culture and language and their function as signifiers of sameness, difference and otherness are critically discussed. Two interpretative repertoires are identified. Good Educational Practice contains the concepts of standards, values and naturalness. It is demonstrated how these are used as argumentative strategies to contain and restrict changes taking place at the schools. Managerialism draws on financial and business principles such as entrepreneurship and efficiency to propose a particular view of how educational change should be managed. Connections are made between the effects of these discursive constructions and social practices at the school.

Bibliography: pages 88-92. / This study concerns the assessment of the racial awareness and attitudes (intra- and interpersonal) of a small group of Sub A children in a recently racially desegregated school in Cape Town in 1991. This issue was seen to be of importance in South Africa because of changes within the educational sector whereby many schools were in the process of becoming racially desegregated. A case study design and methodology was used in both the pilot and main studies. Three drawings together with collateral information were obtained from each of the twenty-five children. The measurement instruments used were the Human Figure Drawing (HFD), the Kinetic School Drawing (KSD) and an instrument which was devised by the researcher during the pilot study, namely the Peer Group Drawing. Data analysis involved each drawing being analysed separately according to the analysis systems of Klepsch and Logie (1982), and Koppitz (1968), and further informed by Burns (1982) and Furth (1988). Within subject comparisons were undertaken which resulted in the data being clustered into four groups. The grouped data was then analysed and interpreted in terms of the aim of the study. Findings generally concurred with the literature: the children were found to be racially aware and held definite racial attitudes, and these were related to socio-cognitive and affective development. More than half of the subjects were found to be experiencing difficulties which in some cases could be clearly linked to adjusting to classroom desegregation. A central recommendation was for active mediation by educators and psychologists in the process of transition from desegregation to integration.

Includes bibliographies.

This study was concerned with a review of the events preceding and following the 1949 action of the Indiana Legislative Assembly as it applies to the School City of Indianpolis, located in the Capitol City of Indiana.

No description available.