Substance use disorders (SUD) are a prominent public health problem in the United States of America. Substance use disorders, by definition, beget significant health and social consequences. The purpose of this study was to investigate the association between negative educational outcomes (failure to complete high school and low-literacy) and behavioral, clinical, and social correlates in people with SUD. It was hypothesized that men with high school completion would report less negative clinical, social, and behavioral correlates. Independent analyses ran for each behavioral, clinical, and social correlate failed to reject the null hypothesis that differences between the high school completion and non-completion groups were not statistically significant. This study utilized intake data for a sample of socially disadvantaged adult males with SUD at an inpatient treatment facility in a large urban area. Of significance, only 33.9% of this sample reported completing high school. Census Data estimates that 81.2% of adults in the same county are high school graduates, suggesting a significant relationship with high school non-completion in this group of people with SUD. This research presents a starting point for a conversation related to accommodations for literacy challenges in treatment programs for SUD. The theoretical basis for this study relates to the underlying development of competence and identity that is achieved through educational success early in life, which can affect later life outcomes (Erikson, 1963). The relationship between high school completion and reported confidence for achieving sobriety in the study was not significant. A separate analysis also found non-significant results using reported school-aged reading and writing problems as the independent variable. Among many limitations, the time that the data was collected and the age range of the sample is thought to have impacted the results. Future directions include recommendation to investigate the influence of educational attainment on treatment outcomes. A secondary analysis explored SUD and spirituality. Ellis and Shoenfeld (1990) argued that the spirituality component of Alcoholics Anonymous, which is largely incorporated into inpatient SUD treatment for socially disadvantaged populations, was impeding people from potential recovery. In this study men who placed value on spirituality were statistically significantly more confident in their ability to find treatment success than those who did not place value on spirituality, indicating an association between spirituality and confidence for success in treatment. / School Psychology / Accompanied by one .pdf file: BioPsychoSocial.pdf

The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed (Male=11; Female=23) regarding their current vocational status, undergraduate experience, attributions of success, aspirations for advancement and satisfaction with their professional outcomes and Summer PREP experience. The 5-year undergraduate graduation rate and post-baccalaureate enrollment rate was higher than a national reference population of young adults. The group's average GPA and average MCAT score were comparable to those of other minority applicants and matriculants to osteopathic medical schools nationally. Female respondents reported lower levels of satisfaction with the program and their current academic and professional attainments (p<.05) relative to male participants. They also reported much lower expectations for remaining or advancing in their chosen fields (p<.003). Students rated the contribution of medical specialty area seminars, interactions with interns, residents, medical and graduate students, and faculty mentoring highest among the program's components. The study demonstrated that Summer PREP had a significant impact at the student level and was valued by former participants. The results were similar to other successful models of undergraduate pipeline programs designed to help prepare minority and disadvantaged students for entry into medical and graduate school. Implications for policy, future research, and program practice and administration at the postsecondary and professional school level are addressed. The value of the discourse is rooted in the need for supplemental education and training programs designed to improve postsecondary success among minority and disadvantaged students, their representation among healthcare professionals, and the expected increase in healthcare demands within minority, rural and underserved areas resulting from implementation of the Patient Protection & Affordable Care Act. / Educational Leadership

The current study used data gathered as part of the Head Start/Public School Transition Project (Virginia Site), and included only data on the children who were part of Cohort II (i.e., enrolled in kindergarten in 1993). This database was examined to determine how select child and family characteristics uniquely contributed to parents' and teachers' ratings of the children's social skills and problem behaviors. A series of exploratory factor analyses (EFA), using principal components extraction and varimax rotation, were conducted to identify from the available database underlying constructs associated with the children's development of social skills and problem behaviors. Results of the EFA were used to construct predictor and dependent variables. Separate univariate models were established at four time points and hierarchical multiple regression was used to examine the unique contributions of the various predictors of parent and teacher ratings of children's social skills and problem behaviors. Of the demographic variables examined, the unique contribution of Hispanic ethnicity to parents' ratings of the children's social skills and problem behaviors was significant at all time points. Other predictors that were significant and uniquely contributed the most to parents' ratings of the children's social skills included the family's routine (beginning of kindergarten), parenting style (end of kindergarten), and attitudes about the neighborhood (end of first grade). Parents' attitudes about the behavior of children in the school was a significant predictor of parents' ratings of the children's problem behaviors. None of the predictors contributed significantly to the teacher's ratings of the children's social skills or problem behaviors. / Ph. D.

The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services and determine which instructional practices meet their unique needs. Students living in poverty enter school with a distinctive set of needs and therefore require instructional practices that meet these needs. The researcher in this study strived to identify instructional practices that were being used in high and low performing Title I schools and compared the similarities and differences between the practices. Data reported from the study might inform school leaders regarding what instructional practices are effective when working in schools with high concentrations of students living in poverty. This qualitative study of four Title I eligible schools in an urban district in southeastern Virginia, involved interviews and focus groups. Interviews and focus groups focused on instructional practices (strategies, programs, and other factors) that influence academic achievement of students in high and low performing Title I eligible schools. Findings revealed that high performing Title I schools used student performance data to drive instruction; focused on teaching students enriching vocabulary; used the strategies of note taking, explicit instruction, similarities and differences, nonlinguistic representation, graphic organizers, and cooperative learning; conducted mentorship programs for teachers and students; utilized computer based instructional programs with fidelity; believed in their students and cared about their students; provided professional development to teachers; and implemented student reward/recognition programs. / Ed. D.

The purpose of the study was to identify the internal and external protective factors found in family, school and community as perceived by rural elementary students who experienced poverty and demonstrated academic resilience in a Virginia school division. By identifying the common protective factors among the academically resilient elementary students, school leaders and educators can implement practices that foster a learning climate that cultivates and supports resilience in students who are at risk of academic failure. A qualitative approach was used to analyze a purposefully selected group of academically resilient elementary school students living in rural poverty. The research questions were: 1. For students purposefully selected as meeting the criteria for academic resilience, what are their self-identified protective factors regarding academic achievement? 2. What are the similarities and differences in protective factors among these purposefully selected students? Ten fifth grade elementary students, a boy and girl from each of the elementary schools in the rural school division meeting the definition of academic resilience and living in poverty were eligible to participate in the study. Phenomenological interviews were conducted with twenty-one questions related to family, community and school environments. The results of the study indicated that the support of extended family, specifically grandparents of the participants was perceived to have had the greatest impact on the academic success of the academically resilient students living in rural poverty. Other protective factors revealed were lack of mobility in the rural community, peer influences and relationships with school staff. The academically resilient elementary school participants, in the study, all possessed close relationships with their family to include extended family members and had at least one desired content area taught in school. / Ed. D.

Information Technology (IT) jobs are in demand in the United States and rural Appalachian communities are attracting IT businesses. The need to fill IT jobs creates a workforce opportunity for these communities where students have limited access to academic and career resources. The Upward Bound and Talent Search programs respond to the academic and career needs of disadvantaged students and aim to educate students about high skills jobs but little is known about interest in IT careers among middle and high school students in rural Appalachia. This study validates models of IT career interest and parental support of IT careers in girls and boys enrolled in Upward Bound or Talent Search in rural communities in Virginia using the theoretical framework of self-authorship. The theory of self-authorship explores the development of meaning-making in individuals and offers a context-specific way to study interest in IT careers. Results indicate interest in IT careers but the path to IT career interest is different among girls and boys. Girls are relying on others for career advice more often than boys and there is direct association between the information sources and interest in IT careers. Parental support is important in IT career interest for both girls and boys. Other important variables indicating an interest in IT careers are computer use and positive attitudes toward IT workers. Receiving information from sources such as parents, teachers, counselors, and friends is especially important to girls. Findings from this study can be used to inform practices and policies for Upward Bound and Talent Search. / Ph. D.

Although there are strong opinions both for and against identifying exceptional children, it is important school divisions as well as schools ensure that student sub groups are not overrepresented in special education. The purpose of this study was to determine the representation of students in special education by category (SWD, ED, SLD, and ID) and by demographic identifier (Ethnicity, Gender, SES) for 2008-2009 and to determine changes in representation between 2008-2009 and 2013-2014 in the 132 school divisions in the Commonwealth of Virginia. The 2013-2014 data reported in the Casey (2017) study were used in this study. In addition, this study examined specific disability categories by race, gender, and socioeconomic status from all 132 Virginia public school divisions and compared data from 2008-2009 to data from 2013-2014. Data for the study were retrieved from the Virginia Department of Education (VDOE) related to specific categories. Findings included a comparison of the data for 2008-2009 and 2013-2014. In 2008-2009 some data were missing, which may have contributed to the limited findings. Overrepresentation was determined through the use of the standard 10 formula for overrepresentation. Findings for 2008-2009 revealed that Black students were identified as over represented in the area of Intellectual Disabilities (ID) in 2% of the school divisions in the Commonwealth of Virginia. In the school year 2008-2009, 0% of school divisions identified Hispanic students as disproportionate in the areas of ID, Students with Disabilities (SWD), Specific Learning Disabilities (SLD), and Emotionally Disturbed (ED). In the 2008-2009 school year, 2% of the school divisions in Virginia identified economically disadvantaged students as disproportionate in the disability category SWD, and 20% of the school divisions identified economically disadvantaged students as disproportionate in the disability category SLD. Additionally, 17% of the school divisions identified economically disadvantaged students as disproportionate in the disability category ED, and 38% percent of the school divisions in Virginia identified economically disadvantaged students as disproportionate in the disability category ID. The 2008-2009 data, when compared to the 2013-2014 data, were less disproportionate. / EDD / The accurate identification of students for special education is necessary both for school divisions and for students. Thus, it is important that school divisions as well as schools ensure student sub groups are not overrepresented in special education. The purpose of this study was to determine representation of students in special education by category (SWD, ED, SLD, and ID) and by demographic variables (Ethnicity, Gender, SES) for 2008-2009, and to determine changes in representation between 2008-2009 and 2013-2014 in the 132 school divisions in the Commonwealth of Virginia. The study utilized 2013-2014 data reported in the Casey (2017) study. Data from the Virginia Department of Education (VDOE) were used for the study. Analysis of the data revealed less disproportionate representation in each of the groups examined in 2008-2009 when compared to the data reported by Casey (2017). In 2008-2009 some data were missing, which may have contributed to a lack of over representation in several areas. While Blacks were overidentifed in ID in a few divisions in 2008-2009, Economically disadvantaged students were overidentified in a larger number of school divisions in SLD, ED, and ID. However, the 2008-2009 data, when compared to the 2013-2014 data, indicated less disproportionality.

The objectives of this study were to evaluate the viability and sustainability of preferential procurement in the metals and engineering sector. Preferential procurement is one of the seven elements of Broad–Based–Black Economic Empowerment (BBBEE) and seeks to encourage companies to procure goods and services from black empowered suppliers. The Broad–Based–Black Economic Empowerment Act was legislated in 2004 as an improvement on the previous Black Economic Empowerment (BEE). The objective of these legislations was to increase participation of previously disadvantaged groups in the mainstream economy. BEE was deemed to be narrow because it focused exclusively on ownership and management control. BBBEE was enacted to broaden the number of beneficiaries and included five other elements, namely: Employment Equity, Skills Development, Preferential Procurement, Enterprise Development and Socio–economic Development. The two companies that engage in preferential procurement should benefit from the relationship and value should be created in the process. Companies should not procure from black suppliers for accumulating points on the generic scorecard. Black–owned suppliers should provide service and products of the highest quality standards that meet customer requirements. The questionnaire that reflects on the objectives of this study was drafted and circulated to black–owned suppliers for completion. The suppliers were asked to comment on statements that reflect on capacity, profitability, working relationship and continuity. The results show that the SMMEs have capacity to perform according to specification of customers. The area of concern was the difficulty for SMMEs to maintain the current preferential status. This is a risk that needs urgent attention. This needs further in–depth study and analysis. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The objectives of this study were to evaluate the viability and sustainability of preferential procurement in the metals and engineering sector. Preferential procurement is one of the seven elements of Broad–Based–Black Economic Empowerment (BBBEE) and seeks to encourage companies to procure goods and services from black empowered suppliers. The Broad–Based–Black Economic Empowerment Act was legislated in 2004 as an improvement on the previous Black Economic Empowerment (BEE). The objective of these legislations was to increase participation of previously disadvantaged groups in the mainstream economy. BEE was deemed to be narrow because it focused exclusively on ownership and management control. BBBEE was enacted to broaden the number of beneficiaries and included five other elements, namely: Employment Equity, Skills Development, Preferential Procurement, Enterprise Development and Socio–economic Development. The two companies that engage in preferential procurement should benefit from the relationship and value should be created in the process. Companies should not procure from black suppliers for accumulating points on the generic scorecard. Black–owned suppliers should provide service and products of the highest quality standards that meet customer requirements. The questionnaire that reflects on the objectives of this study was drafted and circulated to black–owned suppliers for completion. The suppliers were asked to comment on statements that reflect on capacity, profitability, working relationship and continuity. The results show that the SMMEs have capacity to perform according to specification of customers. The area of concern was the difficulty for SMMEs to maintain the current preferential status. This is a risk that needs urgent attention. This needs further in–depth study and analysis. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

A sight disadvantaged person is an individual whose sight impairment influences in a way the performance of daily activities and cannot by sufficiently solved using common optical correction. The typhlopedia / the ofthalmopedia is a special education branch focused of education, trainig and development of sight disadvanced persons. The general awareness on typhlopedia and the right approach towards the sight disadvantaged persons was investigated and the current attitude of the general public towards to sight disadvantaged persons was mapped. Tha inquiry method (data collection technique using questionnaire/ questionnaire method) was used. The research was carried out in a common Czech city (České budějovice). Generally, two hypothesis were postulated. The first hypothesis was defined as the public awareness on typhlopedia and the right approach towards the sight disadvantaged persons being average (to insufficient). The other hypothesis was that the public attitude towards the sight disadvantaged persons is positive. Finally, the both hypothesis were conformed.