<p> Public education in the United States has seen many changes over the years. Some of those changes came in response to what are now recognized as clear problems with religious liberty in the common education system adopted in the mid 1800's. This dissertation reviews past and current ideas related to religious liberty and the larger issue of liberty of conscience (Nussbaum, 2008) in education and pursues a research question by considering past and current issues. Does a system of general, mass education necessarily infringe upon students' liberty of conscience? This question is pursued following a Deweyan framework of philosophy of education wherein a "felt difficulty" is identified, information is gathered to apply to the difficulty, and possible solutions to problems identified (Dewey, 1938).</p><p> I begin with a discussion of liberty of conscience and a discussion of some of the conflicts included in a system of mass education. This establishes the structure of the difficulty, or problem. The history of the public education system in the United States is reviewed with a focus on the common education system adapted in the 1830's along with relevant issues related to religious intolerance. Improvements in the respect for religious diversity applied to that system over time and improvements proposed but not yet fully implemented are discussed. Ideas from religious intolerance literature is introduced to add insight and expose the larger issue of liberty of conscience including how those ideas can be applied to educational systems. The process of religious intolerance (Corrigan &amp; Neal, 2010) is developed into an architecture of religious intolerance that can assist with identifying this type of intolerance in educational settings.</p><p> I argue that while many of the strongest issues of religious intolerance in public education have been resolved, many problems still remain. I will also argue that the intolerance is not limited to religious intolerance but includes intolerance for ideas stemming from many different epistemic foundations. This will lead to a consideration of an idea I have labeled as epistemic intolerance. These arguments support an answer to the research question, which is that a system of general, mass education does necessarily infringe on students' liberty of conscience if one or more cultural majorities centrally control that system of education.</p>

<p> As we continue to work towards a better understanding of intercultural competence, leaders must identify areas where they can facilitate change in themselves and in the organizations they lead. This quantitative study incorporates the Intercultural Development Inventory (IDI) to measure orientations towards cultural differences of leaders in substance abuse treatment facilities. This study also incorporates the Organizational Culture Inventory (OCI) to measure how the followers' perceive the organizational culture. Data was analyzed using statistical software program (SPSS) and statistical correlations and multivariate analysis of variance were computed. This study is unique in that it breaks new ground in the measurement of the level of intercultural competence of leaders in substance abuse treatment facilities and how their followers' perceive the organizational culture according to the OCI scores. </p><p> Results revealed a statistical significance with leaders that scored in the denial orientation of the IDI and their followers that scored the organizational culture as passive/defensive on the OCI. This study points to recommendations for change, from a developmental training perspective and to encourage leaders to become aware of their intercultural competence orientation. Use of the IDI, OCI and interventions to assist in finding ways to increase awareness will strengthen leaders and organizations.</p>

<p> The term &ldquo;at risk&rdquo; is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles that are intended to simplify student understanding and awareness and allow for clear reporting. The purpose of this study was to demythologize the concept of &ldquo;at risk&rdquo; by creating the conditions for student voice and critical dialogue to emerge, through the use of narrative inquiry. This research hoped to provide an outlet for young people to find and use their own voices, while finding their own place within their lived histories. The research also aimed to raise awareness of the reality of the contemporary U.S. educational system: we often create policies and programs without considering the perspectives of the young people whom these services are designed to serve. Through critical narrative inquiry, six former student's engaged in unstructured interviews and a focus group. Through analysis of the data set, five themes emerged and include 1) relationships with bicultural adults who understand, 2) instrumentalizing pedagogy, 3) the impact of money-driven policy, 4) the awareness of limitations of opportunities, and 5) the overall theme of the transparency of hegemony. This research hoped to problematize the label in an effort to move toward an emancipatory understanding of how we speak about young people and make sense of the circumstances these young people must navigate through their education and their world.</p>

<p> Historic markers, monuments and memorials (historic markers) are familiar sights in our towns, cities and parks. They can be found in an endless array of forms, shapes and sizes from the spectacular monuments on the National Mall to the bronze plaques attached to boulders, granite slabs and buildings in almost any community. They can be read individually or as a grouping, that articulates a historical narrative. Historic markers function as artifacts that express the historical elements of each marker, the historical context of their time and the values and forms of leadership involved in their construction. Historic markers provide a device to study how leaders, both formal and informal, have participated in the construction of public history through weaving historical narratives, the styles of leadership utilized for this purpose and the forms of leadership that society seemed to revere. </p><p> The historic markers in New Hampshire's original communities of Portsmouth and Dover serve as sample communities to survey, research and analyze what the community leaders and dominant culture sought to perpetuate as important aspects in the community's history. The historic markers in Dover and Portsmouth, N.H., provide insight into the various types of leadership at work in a community. They reflect the forms of leadership and the deeds of leaders that were valued as well as the different forms of leadership that operated in a community. The community leaders who contribute to the accumulation of historic markers and the construction of their community's historical narrative sought to perpetuate aspects in the community's history that they believed were important to the identity of the community and reflected their values. An analysis of the historic markers and historical narratives in communities reflect national trends in monument design and depict the changing trends in the community's and nation's values, ideals, culture and leadership.</p>

<p> High school counselors today have many roles. Through these roles, counselors strengthen student experience. Most of the scholarly literature concerning counselors' roles overlooks the voice of high school counselors serving in a Linked Learning environment. As a result, counselors' voices are missing in conversations about their roles in a Linked Learning environment. Linked Learning is a high school reform initiative that seeks to successfully prepare students for postsecondary education and careers by engaging students in linking strong academics with demanding technical learning, and thereby strengthening their real-world experience in a wide range of fields. The purpose of this qualitative interview study was to investigate high school counselors' perceptions of their roles in a Linked Learning environment. This study contributes to a small body of literature regarding counselors and Linked Learning environments. A conceptual framework was develo.ped utilizing components of the American School Counselors Association themes and delivery systems, as well as the Transforming School Counseling Initiative skills, and community counseling theory to serve as a valuable lens to view the research. This interview study found that counselors in a Linked Learning environment hold and collectively maintain a culture of high expectations and support for all students by serving as advocates, utilizing school guidance curriculum, and providing direct school services. Secondly, counselors work with their Pathway community to identify and intervene for students who are in need of additional support by serving as collaborators, providing responsive services, and indirect student services. Thirdly, counselors get to know their student's needs, and are familiar with the unique characteristics of their Pathway program by serving as systems change agents, providing system support, and indirect school services. Lastly, counselors guide decisions about postsecondary education, training, and career pursuits by serving in the role of leader, guiding students through individual student planning, and providing direct student services. Implications of the study and recommendations for policy and practice are offered within the discussion. </p>

<p> The rapidity of technology innovations appearing in the educational context increased dramatically over the past decade, resulting in 1:1 technology initiatives materializing across the nation. School districts, attempting to keep pace in preparing students with 21st century skills, place technology into the hands of students and teachers to utilize as a teaching and learning tool within the classroom. This qualitative case study set out to explore the 1:1 tablet initiative in the Manhattan Beach Unified School District (MBUSD) and its commitment to 21st century education, which encourages teaching and learning to move from passive to engaged and active learning. </p><p> Grounded in Fullan's theoretical framework of educational change, this study explored both the innovative-focused approach and the capacity-building focus which function concurrently in an effort to inform education reform strategies. In light of new tablet technology, attempts at educational change resulted in success for some districts and failure for others attempting to adopt new innovation and implement change within their organization. Through the lens ofFullan's framework, this study tells the story of MBUSD's endeavor to build a sustainable program along with the capacity of its teachers, principals and district office administrators. </p><p> Participants consisted of three teacher focus groups and 10 site and district administrators who were interviewed for this study. These participants were part of the MBUSD iPad program during its first 2 years of implementation. Through the experiences of these MBUSD stakeholders, the findings identify essential factors districts must consider when contemplating the idea of adopting a 1:1 initiative. The findings highlighted the idea that too much planning can hinder the actual implementation of an adoption of new innovation. Implementing sooner rather than later can be a benefit in lessons learned and the opportunity to discover and adapt through the process. Recommendations for policy and practice relative to the California Local Control Funding Formula (LCFF), Common Core State Standards (CCSS), Smarter Balanced Assessment Consortium (SBAC) and institutions of higher education are addressed in this study</p>

<p> The purpose of this qualitative case study was to investigate the transition to higher education for undocumented immigrant students as part of the social investment in human capital. Each year, approximately 65,000 undocumented students in the United States graduate from public schools and only a low percentage pursue higher education. The study conducted in Massachusetts presents evidence of social transformation as participants were also affiliated with SIM (Student Immigrant Movement), to advocate for higher education opportunities for undocumented students, and change social perceptions of undocumented population. The participants&rsquo; experiences are analyzed using social theories of transmission and transformation along with human capital theory. Data were analyzed using NVivo9 software and multiple readings of the interview transcripts, with guiding research question, how did the immigration status play a role in the pursuit of access to higher education? The analysis in this study is focused on the investment in human capital through education, considering that the individual and social return ought to be greater. The data gathered from the experiences of 20 formerly undocumented students of Latin American descent in this qualitative case study showed that possibilities of changing immigrant status, like the proposed DREAM Act, influenced the motivation to continue education beyond high school. The major themes among the participants&rsquo; descriptions of their educational experiences as students were related to (a) immigrant status, (b) motivation to continue their postsecondary education, (c) support they received to continue with their education, (d) social return on their educational investment, and (e) their plans for the future. Recommendations for leaders and policy makers are presented, and suggestions for further research are indicated.</p>

<p> This study was designed to investigate (a) the factors that influence the development of portfolios among students with learning disabilities, (b) the type of support, accommodations, and modifications students with learning disabilities receive while creating portfolios, and (c) the characteristics of portfolios developed by students with learning disabilities. Using a multiple case study approach, the researcher collected data through individual interviews with 14 general education and special education teachers regarding their use of portfolios with their students with learning disabilities. Additional data were obtained from document analysis of the students&rsquo; IEPs, completed portfolios, as well as archival data of grades students obtained on their portfolios. Analysis of the data showed that teachers used accommodations and modifications listed in Individual Education Plans (IEPs) to provide adequate support to their students with learning disabilities while creating portfolios. The teachers also used additional strategies and techniques to ensure that their students were successful in their portfolio projects. Analysis of the portfolios and grades revealed that these students produced portfolios that met their teachers&rsquo; expectations. The researcher recommended that, in order to meet the learning needs of the students with LD who are involved in portfolio development, teachers should not only use accommodations and modifications listed in the IEPs but also add more techniques found to be beneficial for their students with LD. However, those portfolios will not be effective if they do not meet their teachers&rsquo; expectations and meet established deadlines. The researcher also recommends replicating the study to include diverse settings.</p>

<p> Schools today continue to intensify the need to find effective interventions for students who are at risk for reading failure. Many have turned to a multi-tiered Response to Intervention (Rtl) model to provide reading interventions that will assist educators in improving reading outcomes. This one-group pretest-posttest design study examined the relationship between participation in Rtl reading intervention and reading outcomes among 117 students grouped in a Tier 2 reading intervention. Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next reading assessment composite scores, I analyzed reading change for three benchmark time periods for the 2012-2013 school year. Results from descriptive statistics, <i>t</i>-test measures, and a multiple regression analysis produced positive results. The majority of students (95%) participating in a Tier 2 reading intervention demonstrated statistically significant growth in reading outcomes with a reading change mean of 95.93 points regardless of their gender, English learner status, or free and reduced-price lunch status. Improvement in reading outcomes occurred in all three designated time periods measured. This quantitative study indicates that the majority of students who participated in Rtl reading interventions improved reading outcomes from the beginning of the year to the end of the year and made gains in closing the achievement gap for reading.</p>

<p> This study looked at the impact of a weeklong visual art program informed by clinical art therapy on empathy development with two groups of adolescents in their school setting. The study used a mixed-methods approach to uncover any quantitative change in empathy as well as identify emergent themes seen through qualitative data. Quantitative outcomes indicated no change in empathy development as seen through analysis of a survey measure. Qualitative analysis uncovered several key findings seen through observations, participant interviews, and visual art data; most specifically, participants illustrated beginning levels of empathy by way of increased self-awareness and several cognitive functions involved in empathy development.</p>