This qualitative study examined the impact of TRIO-Upward Bound and Math Science programs for 12th-grade African-American male participants. The overall aim studied their self-efficacy in fulfilling graduation requirements and academic achievement in preparation for acceptance into a postsecondary institution. Data collection methods for this study were comprised of interviews, surveys, and student achievement data. Utilizing the qualitative director interviews, the researcher analyzed the data and presented the impact of independent variables on the effectiveness of the Upward Bound TRIO program for African-American 12th-grade males. A comparison of two Upward Bound TRIO programs at a select urban southern institution was conducted in the southern region of Georgia. The results were analyzed and queried as to whether the academic challenges confronting economically disadvantaged potential first generation college students, particularly African-American males, suggest an urgent call to action for an effective intervention strategy.

This thesis argues that the curricula distributed among the newly founded, rural socialist schools in Mexico after the Revolution of 1910 created a new narrative about one of the most explosive moments in Latin American history. It describes the ways that women's work was increased by charging mothers with additional burdens of raising revolutionary citizens and developing the ideals of the revolution at home. The thesis gives a close read of one major children's novel of the time as well as articles from a teachers' magazine to discuss the ways that the post-revolutionary state government promoted indigenous ethnocide in the wake of the 1910 revolution and consolidated political power to the hands of the official state party which has dominated Mexican politics ever since.

Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

Bilingualism characterizes not only people, but homes, schools, and communities across the United States. While some bilingual people are forced to suppress their bilingualism, others are encouraged to develop their skill set to a level of becoming biliterate. Bilingualism and biliteracy are key features in dual language bilingual education (DLBE) programs where students are provided daily opportunities to develop two languages simultaneously, along with grade-level academic content. Research in DLBE suggest closure of the achievement gap (Valentino & Reardon, 2015). Traditionally, DLBE programs were designed to keep the two target languages (for example, Spanish and English) separate as designated by time, space, teacher, and academic content area. Teachers who work under these strict guidelines often find that policing language use is both restrictive and unnatural, thus interfering with the flow of bilingual language development. This qualitative case study included 10 teacher participants from one rural school district in the Midwest. The study investigated how teachers perceive and respond to the constraints of language separation during instructional activities. Data were gathered from teacher interviews, classroom observations, and written informal interviews. Findings from this study indicate that under the strict separation of language program model, DLBE teachers brought their unique personal bilingual experiences to their practice by creating opportunities for dynamic and flexible bilingual language use during instructional time. The following strategies contributed to their students’ dynamic bilingualism: (a) the student as teacher, (b) active learning, student engagement, and group work, (c) the use of cognates, (d) strengthening bridges between languages and metalinguistic transfer, (d) reading the word and the world or learning literacy with culturally and contextually relevant literature, and (e) code-switching and translanguaging as a means of addressing the subtractive nature of language learning within an additive bilingual model. On the basis of the findings, the researcher recommends that DLBE program models open spaces for practicing dynamic and flexible bilingualism. Strategizing spaces for the use of two languages during instructional time fosters growth and development for students to become functionally bilingual and biliterate.

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Gain experience with a systematic professional development model to identify key capacities needed in teachers who wish to develop and implement emergent curricula. Use the COI system to locate and use evidence from planning documents to help teachers develop curricula.

Written under the name "Malcolm Franklin", this article offers an account of my journey from first-generation college graduate from the rural midwest to college professor. I wrote it as a pedagogical text to give my undergraduates and graduate history students at ETSU a better sense of the challenges that face them if they choose to pursue an academic career path.

The National Association of Social Workers and the Council on Social Work Education are concerned with the eradication of racism within the social work profession and the nation at large. Graduate schools throughout the country are presently attempting to come to grips with this elusive and pervasive problem. The School of Social Work at Portland State University is among these schools. In early 1972, the Portland State University School of Social Work formalized and adopted a specific policy regarding recruitment, education, and issues concerning non-white students and communities. In doing so, this school became the first School of Social Work in the Northwest, perhaps in the nation, to have a specific, examinable policy covering its position of graduate education for non-whites. However, the genesis of this policy had extended back to 1971 when the need for a specific, consistent policy regarding non-whites and the School was being realized. It was during the subsequent task of developing this policy that the necessity for research in this area was keenly felt. The School of Social Work draws the majority of its students from the State of Oregon, specifically from the metropolitan area in and around Portland. The majority of its graduates choose to remain in Oregon to work. However, it was learned that little or no systematic information was available concerning the needs and programs of the practice community for non-white social service personnel. Since the School is committed both to education and to the service of the community, it became obvious that descriptive and concrete data were necessary. This research practicum is an attempt to examine this heretofore unexplored area in the State of Oregon.