<p> The purpose of this study is to explore (a) issues perceived by Filipino American middle school students in the Los Angeles area of Southern California as having an adverse impact on their educational experience and cultural identity; (b) ways in which students have personally mediated these issues; and (c) student perspectives related to the types of programs and activities believed to have the most positive impact on the educational experience and cultural identity development of Filipino American middle school students. </p><p> The middle school experience within the Los Angeles area of Southern California has provided Filipino American students with a standard-based curriculum and school-based activities for learning. However, the school curriculum and school-based activities limits opportunities for Filipino American middle school students to deepen their knowledge of Filipino American education experiences and cultural identity development. Therefore, there is a tremendous opportunity to explore the educational experiences and cultural identity development of Filipino American middle school students in Southern California area of Los Angeles. </p><p> The literature has revealed that Filipino American students who graduate from public schools enter postsecondary education unprepared and academically challenged. Further review of the literature has revealed that little research has been done to determine the issues perceived by Filipino American middle school students, how they mediate issues, and what types of programs and activities have the most positive impact on their educational experience and cultural identity development. </p><p> This study explored the lived experiences of 16 Filipino American middle school students within the Los Angeles area of Southern California. The top seven topics that emerged included racial discrimination, drama, talk &amp; dialogue, problem solving, community programs, impact of Filipino club, and club activities. Findings support the need for Filipino American students to have (a) participation in culturally relevant activities, (b) contact with knowledgeable Filipino American teachers, (c) participation with community-based activities that allow them to dialogue and reflect on their experiences, and (d) involvement in cultural celebrations at school. Filipino American middle school students rely and benefit from programs and activities that will prepare them culturally in the school and community as they progress toward postsecondary education.</p>

<p> The purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me. </p><p> Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was <i>hearts in the game</i>. The shadow of<i> hearts in the game</i> was loss of passion and loss of efficacy.<i> Hearts in the game</i> means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keep<i>hearts in the game</i>. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.</p>

<p>Various barriers affect the academic performance and educational attainment of some Latino students. Barriers include poverty, discrimination, educational inequity, immigration issues, language issues, and parental factors. Previous research identified family school involvement as a way to promote academic success and college attainment for Latino adolescents. The purpose of this thesis was to develop and seek funding for a family involvement program for Vista Charter Middle School located in Los Angeles, California. The goal of the program is to increase parent involvement for Vista Charter students to promote improved school performance and support for postsecondary education. Research on existing parent programs, their effects, and collaboration with school personnel were used to inform the development of this proposed program. Neither the actual submission and/or funding of this grant project were required for the successful completion of this project. </p>

<p> The landmark 2001 No Child Left Behind (NCLB) Act has been a step forward in federal policy for the ever-increasing population of English Learners (ELs), fostering inclusion in standards-based assessments and college and/or career-readiness efforts, yet, ELs continue to struggle academically. The current 5.4 million ELs make up <i>the</i> lowest performing academic group in the United States (US) today. Despite its good intentions, NCLB is leaving behind the very students it was designed to help. The emphasis on various programs/services adopted by public schools based on the plethora of evidence-based instructional strategies has uncovered a less emphasized, yet, critical gap in research: attention to, enforcement, and/or a comprehensive and systematic analysis of the educational rights of ELs. Across the US, districts are learning of their lack of knowledge needed to meet legal requirements. The incentive to increase EL-related knowledge, beyond instructional strategies, is paramount. </p><p> This study presents a systematic analysis of EL-related case law outcomes using a four-step method of analysis and "simple-box scoring." Seven trends were identified using these legal policy research methodologies: (1) EL-related legislation, claims, and violations, (2) equal education opportunity violations, (3) inequitable educational programs, (4) inadequate EL programs and services, (5) funding issues, (6) ineffective EL identification, and (7) assessment. </p><p> As NCLB reauthorization draws closer, persistent focus on improving ELs' education suggest policy-making needs will increase, particularly with Common Core State Standards (CCSS), including alternatives to costly litigation. While essential knowledge may be gained from this study, such data are but one aspect of overall challenges and do not reveal uncontroverted guidelines for educating ELs. This study bridges the gap of critical knowledge needed to meet legal requirements for ELs, each of whom are entitled by law to access mainstream curriculum. Further limitations and implications are presented. </p>

<p> English language teaching and learning receive considerable attention in Saudi Arabian schools as seen in existing efforts of development. A primary purpose of this study is to participate in these efforts of development through the application of a modern constructivist instructional practice for English language teaching and learning on the intermediate school level. This study, in part, strives to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students' reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves (among other things) prompting and drilling of students. This study also strives to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method. </p><p> This mixed-method study is quasi-experimental that uses a pretest and posttests for collecting quantitative data, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students' reading comprehension achievement scores. </p><p> A Two-Factor Split Plot analysis with the pretest as the covariate is used for analyzing the quantitative data. Analysis of qualitative data included synthesis, rich, and detailed description for classroom observation and grounded theory for researcher log data. The findings show that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.</p>

<p> The responsibility of ensuring that students are educated both academically and socially lies squarely on the shoulders of California K-12 public school district superintendents and the dominating presence of technology in everyday life necessitates that district superintendents lead a digital-age learning culture within their districts. The purpose of this survey study was to investigate and describe strategies utilized by California K-12 public school district superintendents to create, promote, and sustain, a digital-age learning culture as operationalized in the International Society for Technology in Education Standards (ISTE) for advancing digital-age leadership. A second purpose of the study was to investigate what these superintendents perceive to be the greatest challenges related to leading a digital-age learning culture and what they believe is needed to address the challenges.</p><p> A survey was administered online to the census population of 1,051 California K-12 public school district superintendents. The survey consisted of 3 background questions, 5 quantitative-based questions and 2 open-ended qualitative questions. Ninety two superintendents responded to the survey.</p><p> Analysis and interpretation of the data resulted in the following conclusions: (1) The superintendent's leadership for developing and stewarding a shared vision for technology-supported learning for all students is key. (2) Translating a vision for a digital-age learning culture for all requires superintendents to: a) prioritize funding, b) provide educators with access to current technology, and c) promote continuing learning opportunities. (3) Promoting collaboration about the use of technology within the district is another key. (4) Superintendents need more funding than currently exists in order to provide current technology, access to technology services, and professional development for educators; and, (5) There is a need for a statewide vision among state leaders, district leaders, and technology industry leaders.</p><p> Based on the findings of this study, it is recommended that superintendents need to develop a clear vision, place heavy emphasis on professional development, and collaborate with the community to make funding the utmost priority.</p>

<p> Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley &amp; Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. </p><p> The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? </p><p> <b>Summary of Study Design and Findings</b> A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. </p><p> Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.</p>

Thesis (Ph.D.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed.D)--Baylor University, 2007. / Includes bibliographical references (p. 158-166).

Thesis (M. A.(Afrikaans))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.