This study addresses the growth of multicultural education through a policy analysis paradigm. This study focuses on the growth and current status of multicultural education through policy formation, the administration of multicultural education through policy implementation and the effects of multicultural education through policy impact. To obtain data regarding the three areas of multicultural education policy status, implementation and impact, a survey was sent to all fifty chief state school officers (CSSOs). The survey inquired about the current status of multicultural education policy mandates and administrative processes used in policy implementation. Policy impact was assessed through CSSO's responses to ten perceptual statements about the impact of multicultural education. The findings reveal that thirty-three states have at least multicultural programming policy mandate in the areas of multicultural education, bilingual education, ethnic studies, affirmative action, textbook adoption procedures, or inservice education and technical assistance. The frequency of these policy mandates has decreased since 1980. The usage of certain common administrative practices were examined to determine multicultural education policy and program implementation. The most frequently used practices are (1) the involvement of students, teachers, administrators and community members in planning at the state level (2) a reflection of multicultural education in state education agency organizational structure and (3) assignment of specific personnel the responsibility for implementing multicultural programming. The impact of multicultural education is viewed by CSSOs as a positive force in schools; however, it has not been evenly implemented within or across the states nor has it been a major focus in most states. An examination of the response patterns of two groups of CSSOs (those with mandated multicultural education policies in their respective states and those without) reveals that the two groups view multicultural educational impact differently. Those CSSOs with mandated state policies responded more positively to the impact of multicultural education. From examining the data regarding policy status, implementation and impact, certain inferences are drawn about the current status and future of multicultural education.

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The purpose of this study was to gauge the perceptions and attitudes of participating soldiers toward the Servicemembers Opportunity Colleges Associate Degree (SOCAD) Program. SOCAD is a voluntary off-duty associate degree program designed for Army noncommissioned officers and warrant officers. Two major research questions guided this inquiry. The first question was designed to determine the perceptions and attitudes of participants toward SOCAD. The second question related to the relationship between soldier participation and selected demographic variables such as age, gender, educational level, pay grade, marital status and term of enlistment. The questions were investigated by conducting a cross-sectional survey of the views of SOCAD participants on eight factors: (a) overall program impressions, (b) program mechanics, (c) program quality, (d) motivation, (e) benefits, (f) leadership influences, (g) progress toward the associate degree, and (h) demographics. From a verified Army Data Master File, 1,959 SOCAD participants were stratified by pay grade and randomly selected from a population of 9,799 active duty respondents to participate in the survey. A 65% return rate was attained. The questionnaire schedule was used as the principal method of gathering the information. The instrument was pilot tested for validity, and reliability was established at .83 by computing an internal consistency alpha level. All data gathered were coded and analyzed using the SPSSX software package. The chi-square test of association was used to determine statistical significance of relationship between SOCAD participant satisfaction with the program and selected demographics. Summary of findings: (a) 85% of the SOCAD participants reported that they were satisfied or very satisfied with the overall operation of the program; (b) over three-fourths of the respondents rated counseling support as good or excellent; (c) nearly 85% of all respondents indicated that they were satisfied or very satisfied with the educational services provided by SOCAD colleges; (d) the top motivating factors for entering SOCAD were desire to get a better job when discharged from the Army (93%), being able to work on associate degree regardless of location (93%), and opportunity to use tuition assistance (85%); (e) one-fourth of the respondents agreed that involvement in SOCAD has encouraged them to stay in the Army; (f) among all pay grades, 34% agreed that they receive leadership encouragement to participate in the program; (g) slightly more than two-thirds of the respondents were satisfied with their rate of progress in the program; (h) when stratified by demographics most SOCAD participants were satisfied with the program. Very few differences in satisfaction levels were noted among the subgroups used in the study, and even then the differences were only slightly significant. Open-ended comments and additional analysis supported the above findings. In conclusion, the SOCAD program was perceived by the respondents to be a very effective and highly respected program that is meeting its goal of providing soldiers the opportunity to earn associate degrees in selected technical areas. Several program operational areas are identified for further study. / Ed. D.

The problem of this research is to analyze the philosophy of the activity movement in the United States from a sociological point of view. Specifically, the purpose of the study is to discover whether or not the activity movement grew out of the social conditions of the times and was designed to meet the staggering problems of social development and reconstruction in America.

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Hospital patients are at high risk for foodborne illness; it is essential that hospital foodservice managers know food safety principles. The purpose of this research was to assess the basic food safety knowledge of hospital foodservice managers and to determine their interest in continuing education related to food safety. A survey was mailed to a random sample of 500 acute care hospital foodservice managers in the United States. Usable surveys were returned by 264 (53%) of the managers. Managers correctly answered from 5 to 16 of the 16 basic food safety knowledge question (mean 14.0±1.7). Managers correctly answered questions relating to cross-contamination and risks for foodborne illness (98%), proper procedures for thawing meat, cooling foods, and the sequence for cleaning utensils and equipment (97%). Managers knew current recommendations for storing eggs, use of a steamtable, and could identify a potentially hazardous food (94%). Managers knew the proper sequence and time for hand washing (92%). Questions missed most frequently were end point cooking temperatures for ground beef (52% correct) and chicken (78% correct). However, when managers who chose higher temperatures than required are added, 93 and 94% of the managers would produce a safe product. Managers who chose a temperature lower than required need to review basic cooking procedures. Knowledge scores were not significantly different when the number of hospital meals served, type of hospital ownership or management, managers years in foodservice, years as a manager, education level, general certification, food safety certification, hours spent or planned learning food safety, or the managers own rating of food safety knowledge were compared to knowledge scores. Inservice training was the most used and most preferred method for learning about food safety. Time support from the hospital (66%) was most often identified as contributing to ease in learning about food safety, followed by financial support (57%). Lack of time (76%) and lack of interesting and convenient programs (39%) were most often identified as obstacles to learning. Managers (94%) were interested in learning more about food safety, especially about applying Hazard Analysis Critical Control Point principles to everyday foodservice procedures. / Graduation date: 2002

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

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From the late 1950s to about 1970, philosophers of education began to adopt a mode of philosophizing characterized as "the linguistic turn," after a similar change in general philosophy. This involved a move away from the older "isms" approach rooted in metaphysics towards linguistic and conceptual analysis. The linguistic turn has been attributed to intellectual history--the influence of ideas on a field. The central argument of this study, however, is that during the 1950s, factors external to academia, but acting upon it, interacted with concerns by educational philosophers themselves to create the conditions for the linguistic turn. These factors included the attacks on public schooling and "educationists," the teacher education reform movement, the Ford Foundation funding of liberal arts oriented teacher preparation, and, within the academy, the concern on the part of educational philosophers for the academic legitimacy of their discipline. These factors led philosophers of education to model their discourse more closely on the reigning paradigm in general philosophy, linguistic analysis. The attacks on public schooling were centered on progressivism for its alleged anti-intellectualism and subversive character. Philosophers of education were the particular targets of these critics. Teacher preparation in education schools also came under scrutiny during this period. The Ford Foundation's Fund for the Advancement of Education underwrote major programs that centered teacher preparation in a liberal arts curriculum, with only minimal coursework devoted to professional training. In addition, the National Commission for the Accreditation of Teacher Education (NCATE) supported such a reorientation, with a concomitant weakening of educational philosophy's place in teacher education programs. Philosophers of education responded by lobbying for the inclusion of their courses in certification requirements, forging an alliance with the American Philosophical Association, reducing the social activism that had characterized earlier educational philosophers' efforts, and adopting the more academically legitimate methods of general philosophy. In the short term these actions assured educational philosophy a place in teacher education programs. In the long run, however, the linguistic turn may have jeopardized the survival of educational philosophy as an academic field by creating a chasm between philosopher and practitioner.

National policy for higher education in the United States and England is examined with respect to provision of highly qualified manpower. The context is set by study of the different environments within which American and English higher education take place. The background is amplified into a review of literature on manpower, government and higher education. Four agencies concerned with manpower policies were selected in two centers of national government, Washington, D.C. and London. Each was analyzed in terms of the contribution made to decision making and policy formulation. American and British approaches to national agencies, and theoretical implications for educational planning. Findings emphasize the importance of provision of trained manpower through higher education to the economy, identify shortages of mechanisms to incorporate study of common problems, and pinpoint the need for intellectual frameworks for analysis. Stimulating flexibility of response to changing labor market demands is delineated national center by the other would contribute to greater understanding of the interactions between manpower, higher education and government.