This study presents a policy-related ethnography of women's income generation in Lesotho. The study begins with the proposition that current Women in Development (WID) policy has been shaped, at the international and local level, by over-generalized and, therefore, decontextualized concepts derived from recent WID literature. While a number of these WID concepts, i.e. women's "marginalization," may be generally valid, they tend to narrow our understanding and predefine our interpretation of women's development needs in specific situations. As a result, a "standardized" approach to WID programming has emerged. The study addresses the need to "break-away" from the standardized concepts underlying conventional WID policy in order to learn about how the proposed beneficiaries of WID policy, the women themselves, interpret and respond to the needs and conditions to their particular environment. / Ethnographic principles and procedures are employed to discover and develop indigenously derived analytical constructs. These constructs are applied to the study's depiction and analysis of the income generation enterprises of Basotho women in a number of villages in the Maseru District of Lesotho. A case study of the development of the enterprises of the study's key informant is presented. / The Domestic Developmental Cycle is presented as a culturally-grounded context for understanding women's income generation as a strategic response to immediate and long-term needs and wants. An ethnographic analysis of these needs and wants is provided. A grounded typology of work is developed and applied in this analysis. The study also identifies and describes the People of Business Network, an informal learning and resource system which supports the learning and development of women involved in business in a number of ways. / The implications of these findings for non-formal education programming in Lesotho are discussed. The study also examines the potential of this ethnographic approach to policy research as a planning and needs assessment strategy to inform educational policy in other settings. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0914. / Thesis (Ph.D.)--The Florida State University, 1985.

This study investigated the determinants of school participation of young children in rural Peru. The study looked at two stages of school participation-initial school enrollment and continuation in school to age 14. The data used are from a household survey jointly conducted by the World Bank and Peru's Instituto Nacional de Estadistica. The Peru Living Standards and Informal Sector Survey was completed in 1985 and included a range of data heretofore unavailable for investigation of this and other related issues. / Four separate models of school participation were run using a probit (maximum likelihood) technique: (1) probability of ever enrolling in schooling, (2) the probability of enrolling a child at an early age (before age nine), (3) the probability of a male child staying in school through age 14, and (4) the probability of a female child staying in school through age 14. / In general, the results support the predictions of the model, and provide insights into the impact of various policy manipulative variables on schooling decisions. The coefficient estimates that school costs are a major determinant of schooling decisions. The results also indicate that children from poor households and female children show lower levels of participation and are most affected by costs changes when schooling decisions are made. / Source: Dissertation Abstracts International, Volume: 50-05, Section: A, page: 1235. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1988.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3175. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 38-06, Section: A, page: 3351. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4198. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 1957. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 40-02, Section: A, page: 0729. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6330. / Thesis (Ph.D.)--The Florida State University, 1976.

Research investigating the effects of Title VII Bilingual Education Programs has been a topic of interest for the past decade. Federal funding stimulated the evaluation of Title VII Bilingual Education Programs around the nation, and a number of scholarly narrative reviews have been published on the topic. While the reviews have been valuable, the results have remained inconsistent and conflicting. This investigation used a meta-analytic approach to quantitatively integrate the results from 54 studies of the impact of New York City's Title VII Bilingual Education Programs on the academic achievement Asian-American students. / The present research synthesis offers quantitative evidence of a large, overall positive effect of Title VII Bilingual Education Programs. Across the 54 studies analyzed, the overall average pre-post effect size was 1.21 standard deviations for Asian students who participated in the bilingual program. This indicates that the overall post-test mean fell at approximately the 88 percentile of the pre-test distribution. In terms of subject areas, the effect sizes were: 1.21 for native language arts, 1.29 for English as a second language, and 1.14 for mathematics. These effect sizes of 1.21, 1.29, and 1.14 indicate that on the average, Asian students in bilingual programs scored at the 88th, 90th, and 87th percentiles of the respective pre-test distributions. In addition, equivalent results were found using goal achievement judgments reported by the original evaluators as input to a qualitative synthesis method developed for this investigation. / While these findings must be qualified by the fact that federal regulations precluded the use of a control group, one cannot dismiss achievement gains of this magnitude on the part of children previously identified as extremely low achievers. Thus, the results of this meta-analysis indicate that the effect of Bilingual Education Programs on academic achievement and attendance was educationally significant. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0447. / Major Professor: Garrett R. Foster. / Thesis (Ph.D.)--The Florida State University, 1987.

<p>With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training