Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2006. / "Title from dissertation home page (viewed July 16, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3743. Adviser: Donald Warren.

Submitted by LEANDRO JOSUE DE SOUZA (leandrojosue@gmail.com) on 2017-04-27T12:28:40Z No. of bitstreams: 1 VFinal_Dissertacao_Leandro_Souza.pdf: 5361311 bytes, checksum: 29a8ef1e1a8960c6e4e1c0316c769f51 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2017-05-05T14:38:37Z (GMT) No. of bitstreams: 1 souza_lj_me_bauru.pdf: 5361311 bytes, checksum: 29a8ef1e1a8960c6e4e1c0316c769f51 (MD5) / Made available in DSpace on 2017-05-05T14:38:37Z (GMT). No. of bitstreams: 1 souza_lj_me_bauru.pdf: 5361311 bytes, checksum: 29a8ef1e1a8960c6e4e1c0316c769f51 (MD5) Previous issue date: 2017-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta a tradução integral dos Manuscritos da Aritmética Elementar de Charles Sanders Peirce e algumas notas de pesquisa criadas com a intenção de subsidiar uma Hermenêutica dos Manuscritos traduzidos. Estes Manuscritos foram produzidos no século XIX e não foram publicados e nem mesmo concluídos pelo autor, só chegando até nós devido ao trabalho de Carolyn Eisele, pesquisadora quem os editou e publicou no ano de 1976. A elaboração das notas foi inspirada no referencial metodológico da Hermenêutica de Profundidade de John B. Thompson. Nestas notas de pesquisa tematizamos a metodologia de pesquisa qualitativa, da historiografia e do campo de pesquisa da História da Educação Matemática; a Hermenêutica de Profundidade; os Paratextos Editoriais de Gérard Genette; trabalhos anteriores ao nosso que se inspiraram nos referenciais teórico-metodológicos da Hermenêutica de Profundidade e/ou dos Paratextos Editoriais para criação de suas metodologias de pesquisa; o processo de tradução dos Manuscritos; a biografia de Charles Sanders Peirce; a biografia da pesquisadora Carolyn Eisele; acontecimentos da História dos Estados Unidos e da Educação Estadunidense no período em que Peirce viveu; acontecimentos que envolveram a produção, arquivo e divulgação dos Manuscritos de Peirce; e sobre nossa experiência com a pesquisa. / In this work we present the complete translation of the Primary Arithmetic’s Manuscripts of Charles Sanders Peirce and some research notes created with the intention of subsidizing a Hermeneutics of the translated Manuscripts. These Manuscripts were produced in the nineteenth century and were neither published nor concluded by the author, coming to us only due to the work of Carolyn Eisele, a researcher whom organized and published them in the year of 1976. The preparation of the notes was inspired by the methodological referential of the Hermeneutics of Depth of John B. Thompson. In these research notes we discuss the qualitative research methodology, the historiography and the History of Mathematics Education research field; the Hermeneutics of Depth; the Paratexts by Gérard Genette; previous works that were inspired by the theoretical-methodological references of Hermeneutics of Depth and/or of Paratexts to create their research methodologies; the Manuscripts translation process; the Charles Sanders Peirce’s biography; the Carolyn Eisele’s biography; events of the United States History and of the United States Education in the period when Peirce lived; events that involved the production, archiving and dissemination of the Peirce’s Manuscripts; and our experience with the research.

In science, technology, engineering, and mathematics (STEM) education, producing high level talent and increasing equity of access and engagement are prominent but sometimes conflicting policy directives. Yet, retention and persistence are important outcomes both for the production of elite talent and for promoting equity within STEM fields. This dissertation investigates the effects of policy on student persistence in Finland, Sweden and the United States. Drawing on interviews with upper-secondary school students and teachers (Finland: 26 students, 8 teachers; Sweden: 29 students and 10 teachers; United States: 19 students, 2 mentors) and surveys (Finland: 255 students, Sweden: 130 students, United States: 288 students), this study investigates the effects that different structures (including contrasting policies of stratification and differentiation, specialist magnet schools and enrichment programmes) have on students’ intentions to persist in STEM fields. This study supports the theory that educational policies mediate student persistence both through structural possibility, and through the development of students’ identities and non-cognitive skills. Here, non-cognitive skills (such as self-efficacy and self-concept) are considered part of an ‘adaptive habitus’ and a latent variable comprised of domain-specific non-cognitive skills is used in models of student persistence. The models illustrate the do- main specific interactions of educational structures, student background, adaptive habitus and student persistence. Analysis of the interviews further explores these relationships, suggesting the importance of programmes that include exposure to challenging real-world STEM learning and interaction with STEM professionals, and that such features are effective in part because they foster an adaptive habitus towards STEM fields. The policy implications for both efficiency and equity are considered. A framework of Mechanism, Transparency and Permeability is introduced for analysing the effects of policies on efficiency and equity. Drawing on the interviews, this framework is used to give a comparative characterisation of the educational systems Finland, Sweden and the United States. Permeability is highlighted as particularly important for retention and persistence, and a key consideration for educational policies that seek to produce elite talent, and promote equity in STEM fields.

The major purpose of this research study is contrived to determine and evaluate the historical backgrounds of Nigeria and the United States and its implications in the educational policies and systems of the two nations. Both these countries had their humble beginning under the British colonial administration.

Research evidence indicates that hearing aids and auditory trainers worn by school children routinely malfunction. Ensuring properly functioning amplification is a preferred educational practice and is required by PL 94-142 regulations. Research was needed to determine if schools were complying with the regulations and recommended educational procedures. This study described and evaluated procedures used by educational agencies to monitor and maintain amplification units worn by hearing-impaired students. Two examiner-developed survey intruments were mailed to residential and public day school teachers and administrators to collect data and answer 11 research questions pertaining to: (1) monitoring and maintenance procedures, (2) relationships between demographic, personnel, and placement characteristics and preferred monitoring and maintenance practices, and (3) monitoring and maintenance practices compared with a model of preferred practice. Personnel were surveyed in one residential school for the deaf in each state and a stratified random sample of 200 public day schools. A total of 310 (63%) surveys were returned from 164 (65.6%) administrators and 146 (58.4%) teachers. Results indicated that the majority of programs had some system of monitoring and maintaining amplification units, but only 54.1% (73) performed daily checks of hearing aids and 58.3% (67) performed daily checks of auditory trainers. Teachers in 76.9% of the sample reported that electroacoustic analysis was available as one part of audiologic evaluation, but not usually scheduled on a routine basis. Teachers were responsible for monitoring activities in over 75% of programs, regardless of the educational model: self-contained, resource, or itinerant. Significant positive relationships were found between (1) program size and one preferred monitoring and maintenance variable, (2) full-time audiologist and three preferred variables, (3) residential school placement and four preferred variables, (4) inservice training and three preferred variables, (5) full-time audiologist and program size and (6) full-time audiologist and residential school placement. These and additional findings suggest that while some improvement in monitoring and maintenance practices has occurred since the implementation of PL 94-142, full compliance by employing preferred professional practices has not been achieved. Recommendations are made for improving personnel preparation, monitoring and maintenance practices, and research.

The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.

Using a survey and case study formats, this study focused on the level of understanding and implementation of Title IX relating to Texas public school students. The survey focused on the degrees of principal understanding and the compliance with the statute. Additional areas of study analyzed the impact of such factors as principal gender and school level on understanding and implementation. The case study examined the degrees of implementation for a district that had experienced civil rights action and one that had not.

The purpose of this study was to describe the home literacy environments and literacy experiences of a select group of Asian American children, and to recommend an intervention program based on the findings. The target population was the families which sent their children to a Saturday Asian language and culture school while sending them to public schools during the week, because of their expressed interest in literacy and the probability of their being the group to most likely benefit from intervention. The Home Literacy Environment and Literacy Experiences survey was initially sent out and results tallied and quantified. Upon placing the returned surveys into groups of "high," "middle," and "low" home literacy environment and literacy experiences, a sample of five "high" and five "low" families was selected for further study. Home visits, interviews, field notes, collection of artifacts and other methods of data collection provided a clearer picture of the state of the home literacy environment and literacy experiences of the families studied. Families rated as having "high" home literacy environment and experiences were found to have a larger number of literacy-related materials and higher frequency of literacy-related activities. Bilingualism and education were perceived as being important. The families also exhibited a strong interest in music and music lessons. Parents expressed a desire for two two-hour training sessions which would be held at the Saturday school location while their child attended classes there. It would be ideally held in the native language of the parents by a speaker from the native country. The parents preferred workshops with actual practice and examples which could be seen, accompanied by reading materials. Topics in which parents expressed interest include, in descending order: (a) 'selection of books for and with their child, (b) how to encourage their child to read, (c) how to discuss stories with their child, and (d) how to read aloud to their child.

In recent years, few laws have had greater impact on public education than Title IX of the Education Amendments of 1972. As a result of this legislation, participation levels of female athletes have risen dramatically. Conducted in the Texas Education Agency's Region XI, this study sought to ascertain the perceptions of high school principals, the lead coaches of male athletes, and the lead coaches of female athletes with regard to their schools' compliance with the components of Title IX. The study centered on the results of a survey instrument that included twenty Likert-scale questions as well as several demographic questions. The research questions sought to determine: (1) respondents' overall perception of compliance; (2) any differences in perceptions of compliance based upon the role of the individual; (3) any differences in perceptions based upon the percentage of students qualifying for free and reduced lunch; (4) any differences based upon the state classification of the schools; (5) any differences based upon the gender of respondents; (6) whether complaints filed via OCR result in a perception of increased compliance; and (7) the program component areas in which respondents view their schools to be most compliant. Descriptive and causal-comparative methods were used to analyze the data. The results revealed that school leaders in north central Texas public high schools perceived a high degree of compliance of their schools with the requirements of Title IX regardless of their role. A descriptive analysis of the responses based upon respondent role yielded slight differences between coaches of males and females. An ANOVA of responses considering the variables of free and reduced lunch as well as state classification did not yield a statistical significance in terms of perceptions of compliance. Although the mean scores of female respondents were slightly lower than males, the research did not yield statistically significant differences based upon gender. The study was inconclusive in terms of whether districts that have experienced formal Title IX complaints are more compliant with Title IX. Finally, the study indicated that school leaders should focus more attention on the areas of coaching assignment and compensation as well as publicity as they seek to comply with Title IX.

The problem of this study was to determine if there are differences in the perceptions of elementary principals and special education administrators across selected variables toward their expected and actual, role responsibilities in implementing specific provisions of P.L. 94-142. Data were collected from elementary principals and special education administrators in Texas. As a measure of perceptions, the Special Education Responsibilities Questionnaire (SERQ) was completed by all elementary principals as it applied to their schools, and special education administrators as applied to their school districts. Data were analyzed using Chi-square test of independence, t-test for correlated samples, and one-way analysis of variance.