No description available.

No description available.

This investigation is concerned with determining the impact of the United States Supreme Court's Rodriguez decision upon the state and federal courts. The first chapter discusses the background behind the 1973 decision and outlines the basic issues. The second chapter examines the decision's impact upon opinions in the federal courts and concludes that Rodriguez has become a significant precedent. While school finance reform is dormant in the federal tribunals as a result of the decision, the third chapter concludes that reform is still possible in the state courts. However, there has been a deceleration in the rate of cases overturning school funding statutes since 1973. The final chapter examines some of the state legislatures and concludes that statutory reform is not necessarily linked to action in the courts.

This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research. / The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion. / by Enid Conley. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Educational Studies / D.Ed. (History of Education)

Test bias is a current focus of concern in both education and psychology. No where are the polemics of test bias stronger than in the area of ethnic/racial group differences on measures of intellectual functioning. Th problem of test bias is exacerbated when verbal intelligence tests are administered to students in a language in which they have limited facility and/or cultural reference. This problem is most evident in the United States with Hispanics. This study was designed to evaluate the Raven's Progressive Matrices (RPM) as a measure of non-biased assessment for Mexican-Americans. The RPM was selected because it is a non-verbal intelligence measure. The subjects were 230 Anglo and 230 Mexican-American elementary school children from Douglas, Arizona. The data were evaluated by analysis of regression with the Total Reading and Total Math scores of the Metropolitan Achievement Test (MAT). Both groups were analyzed together to identify any significant slope or intercept differences. All regression analyses were by grade level. Group validity coefficients were also computed for both math and reading by grade level and across grade level. The results of regression analysis indicated no test bias against Mexican-Americans. Slopes were equal at all grade levels. Some intercept variance occurred which would result in bias against Anglos, rather than Mexican-Anericans, if common regression lines were used. Also, validity coefficients of academic prediction for the RPM compared favorably to coefficients of the WISC-R Performance Scale for Mexican-Americans. Limitations of the study and areas of further research are discussed.

No description available.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2011

FEBRUARY, 2016 A research report submitted to the Faculty of Engineering and the Built Environment, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Development Planning. / Since the dawn of democracy in South Africa, significant strides have been made in (ensuring equal access to) education. With that Section 29 of the highest law in the land – the Constitution of the Republic of South Africa (Act 108 of 1996) – has made provision for the realisation of a basic education for all citizens. Moreover, significant portions of the national budget have since been set aside annually in ensuring the realisation of this right. Yet, the quality of education remains unequal across municipal space(s), even against the backdrop of the amalgamation of previously disadvantaged spaces (such as Luphisi) with affluent areas (such as Mbombela/Nelspruit). This has resulted in the persistence of ‘two worlds of education’ within municipalities as in the case of Mbombela Local Municipality. A world of well-resourced schools and exceptional matric pass rates flourish in Nelspruit/Mbombela, while a world of impoverishment and low academic performance rates is experienced in Luphisi. This research refers to this predicament as ‘structural inequalities between Model C and Rural Schools’ resulting in spatial educational inequalities. The research explores the problems re structural inequalities between Model C and Rural Schools, using the case of Sdungeni Secondary School in Mbombela Local Municipality’s Luphisi village to uncover these hindrances. The report departed by focusing on birth location and the socioeconomic background of learners and how this has a great influence in the kind of education a learner is likely to receive. Using the qualitative method of enquiry, which is a multi-layered type of research technique that crosscuts disciplines, fields, and subjects, the study arrived at presenting a cohort and demonstration of multiple truths rather than ‘a single truth’. The research brought to light that whilst the government has made concerted efforts at ensuring the equal structures of education in different municipal spaces, these efforts are still hampered by class (as a residue of apartheid) as well as government’s adoption of neoliberalist policies which further perpetuate the rich-poor divide. It was also noted that the confusion regarding the governance of schools – due in large part to traditional and/or structural issues – may be hindering the upgrading of rural schools with amenities and higher grades. Consequently, schools – by virtue of their location, morphology, still play a significant role in reproducing and perpetuating social class divisions as well as ordering different societies according to their ‘latently prescribed’ nature(s) of function

Thesis (M.A. (Education)) -- University of the North, 1987 / Refer to the document