In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

The purpose of this study was to examine the effect of staff development on the nomination and identification of culturally diverse and/or economically disadvantaged students for gifted programs. Teachers kindergarten through fifth grade from ten districts (N = 100) received 30 hours of staff development in gifted education. The experimental group (n = 50) received a specialized version of the training. The control group (n = 50) received the standard training provided by the Education Service Center. Teachers in the experimental group completed three Stages of Concern questionnaires at the beginning and end of the training and in the fall. Two Levels of Use interviews were also conducted, one in the fall and one in the spring. Innovation configurations were developed utilizing interview results. A repeated measures analysis of variance was conducted to determine differences in concerns of teachers over time. The results revealed growth, however, not of a significant level. A paired-samples t-test was conducted to determine differences in levels of use of the instructional strategies presented in the training. Again, results revealed growth in classroom application of strategies; however, the amount of growth was not significant. A paired-samples t-test was conducted on the components of the innovation configurations. Differentiated instruction was not significantly different, however, grouping strategies and student products showed significant growth in classroom application. Student nomination and identification data were analyzed across six ethnicities: White not economically disadvantaged, White economically disadvantaged, Hispanic not economically disadvantaged, Hispanic economically disadvantaged, African American not economically disadvantaged, and African American economically disadvantaged. Chi-square analyses determined statistical significance in nominations of Hispanic economically disadvantaged and African American not economically disadvantaged. Significant differences in placement of students occurred in White economically disadvantaged and Hispanic economically disadvantaged groups. No Hispanic not economically disadvantaged students met placement criteria.

The purpose of this research was to identify parental involvement variables which are effective in improving the Reading and Math achievement of children with Attention Deficit Hyperactivity Disorder (ADHD). A conceptual model examining achievement as influenced by background variables and parental involvement variables was hypothesized. Background variables of socio-economic status, ethnicity, gender, child age, and ability were proposed to affect parental involvement variables which were represented by expectations, communication, structure, participation, homework procedures and time, TV time, medication, special education, and the outcome variable, achievement. Parental involvement variables were proposed to have direct affects on achievement. Data from a sample of 208 families with a child diagnosed as having ADHD and attending elementary school (grades Kindergarten through sixth) were subjected to path analytic analyses using multiple regression procedures. Findings were generally inconsistent with much of the previous research on parental involvement within the nonADHD population. Results did suggest some parental involvement variables which had differential, important effects on achievement depending on which criterion was used (Reading or Math grades). It was suggested that these findings were indicative of the behavioral and management problems seen in children with Attention Deficit Disorders, but that there do appear to be certain strategies parents can use to help their ADHD children achieve at a higher level in school. / Ed. D.

Disruptive school behaviors in the black male child are of much concern to educators. While not developed specifically for use with black males, the Getting Away Clean program was designed to help children develop productive thinking skills, and to empower children to negotiate the social environment. Decision-making skills are strengthened, and children learn to counteract negative peer pressure and to relate positively to others. Selected fifth and sixth grade black male students from two elementary schools in a metropolitan Virginia school system were identified for the study. Eight students who were identified as those who had exhibited disruptive behaviors in the school setting, or those who needed skills to counteract negative peer pressure,were assigned to the treatment group. A group of eight students from the elementary schools was identified for the control group. The Child Behavior Checklist (CBCL, Edelbrock and Achenbach, 1983) was used to obtain data from parents, and the Teacher's Report Form (TRF, Edelbrock and Achenbach, 1983) was used to obtain data from teachers. In order to obtain pre-test data, teachers of the treatment and control group subjects for the 1987-88 school year completed the TRF. At the end of the treatment post-test data were obtained by requesting that teachers of the 1988-89 school year complete the TRF for treatment and control group subjects. The CBCL was also completed by parents of subjects in the treatment group. The statistical analyses used to determine differences between the two measures were the Rank Tranform Analysis of Covariance, Mann-Whitney Wilcoxon nonparametric tests and Wilcoxon Signed Rank Tests. Results indicated positive, but nonstatistically significant, differences between the pre and post measures. In addition, four subscales (Anxious, Social Withdrawal, Inattentive, and Aggressive) were statistically analyzed with the Multivariate Tests of Significance. Positive, but nonstatistically significant, differences between the treatment and control groups on either of the subscales on the pre and post measures will all subjects were found. Parent responses were interpreted in case summaries. While a statistically significant difference was not found between the pre and post measures, positive effects are noted and the Getting Away Clean program can be considered an alternative strategy for reducing disruptive school behaviors. / Ed. D.

published_or_final_version / Speech and Hearing Sciences / Master / Master of Philosophy

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education