In the present era of inclusion, special schools increasingly serve as spaces for the delivery of supplementary education and rehabilitation services for mainstreamed disabled children. A history of segregation and institutionalization weigh heavily on the sector, prompting many special educators to advocate for students' continued mainstreaming (often against students' wishes) through mastery of the necessary compensatory techniques and technologies that promise to help them attain equality with their non-disabled peers in mainstream schools. Drawing on 14 months of ethnographic research, including bi-weekly in-person participant observation and semi-structured interviews with educators and parents, in a public special school for the blind and visually impaired in southern France, this dissertation explores the narratives and practices that maintain educators in a deficit mindset vis-à-vis disabled lives, a mindset from which it becomes difficult to see the potential of visual impairment to contribute to an enacted, non-representational epistemology in an education system based on ocular-centric objectivism. Nevertheless, students harness being together disabled at the school to make sense of the world through their unique phenomenologies in which sight often plays a surprisingly important part. Engaging anthropology, embodied cognitive science, and critical disability studies, I argue that sight shows up for the children as a tool of playful curiosity for learning in an always emergent present, a disposition I call "sight as question" that stands in contrast to the objectivist "sight as power" standard in mainstream schools. In re-conceptualizing the special school as understated space of embodied knowledge creation, my dissertation makes three primary contributions. First, I show how the French state's race to mainstream all students has exacerbated reactionary approaches to educating disabled children, a reality now hidden behind an innovative facade of assistive technology. Second, I document how such situation continues with the full compliance of otherwise progressive-minded educators because of a historical cultural context wherein national public education is instilled with the status of meritocratic authority responsible for vetting all children for epistemic conformity as a matter of égalité. Finally, I offer an alternative perspective for repurposing special schools to spaces of phenomenological potential led by members of the disabled community and explore what, as such, they might contribute to teaching and learning in an age of artificial intelligence.

My dissertation examines the unique contribution of school district boundaries – over and above municipal boundaries – in the suburban context, which can tell us more about how today’s multiracial suburbs came to be structured and stagnated in such residentially and educationally segregated ways. Specifically, this dissertation aims to provide insight into how school districts are a compelling structural force in social and spatial hierarchies and explain why we need to build a deeper understanding of their unique role in the self-perpetuating segregation we find in suburban spaces. This study focuses on Westchester County, NY at key inflection points from the 1800s to 2023, including phases of suburbanization, diversification, and legal contention over housing access. This suburb north of New York City is a study of contrasts in many ways, as it has evolved into a profoundly racially and economically stratified county with extreme differences in wealth and demographics across its highly spatially fragmented landscape. This study is informed by a theoretical framework that takes a critical spatial approach to the study of local bordering practices. This dissertation demonstrates the need to take seriously the spatial dimensions of education, which point toward systems of power that shape our understanding of “good” and “bad” schools. Utilizing GIS mapping, municipal and school demographic data, legal documents, and real estate marketing data, I analyze the unique spatial impact of school districts on housing policy in a range of spatial contexts. Focusing specifically on publicly subsidized affordable housing, this research highlights the unique history of debates over segregated housing in Westchester, making it an ideal case study for understanding the relationship between school district boundaries, affordable housing access, and social reputation. I contextualize my analysis throughout with historical archival and demographic materials demonstrating how educational spaces have shifted through time. Centering the interconnected spatial relationships of educational and residential boundaries fills the gap in our understanding of the unique contribution of educational borders as powerful spatial structures that can create, reproduce, and interrupt society through their influence on collective individual action. The findings throughout this research shed light on the complexities of the relationship between school districts and municipalities in diversifying suburban spaces and emphasize the critical need for a more spatially aware research agenda in the study of the school-housing nexus. This dissertation demonstrates that school district boundaries shape children’s educational opportunities in a number of profound ways. My findings on next-door inequality emphasize how living on one side of a school district boundary or another can mean tens of thousands of dollars in difference in per-student spending and vastly different demographics in student populations. The racial and economic separation that is happening between school district neighbors in Westchester is only exacerbated by the extensive fragmentation of small districts that have been treated as sacrosanct for decades without consideration of any broader benefit to their reorganization.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Kathy Bickmore.

The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree. / The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida. / by Maria de L. Rodriguez. / Vita / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

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.

The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted. / The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students. / by Tressey Weaver. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 58-68).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 58-68). Also available in print.

published_or_final_version / Politics and Public Administration / Doctoral / Doctor of Philosophy

The dissertation examines the effects of equalization on Arizona unified school districts. Data was collected from three time spans, 1979 to 1981, the period of time before the passage of equalization legislation; 1982 to 1986 the period of time that equalization took place; and 1987 and 1988 the period after equalization was to have been fully realized. The study uses six measurements of equalization. The Range of Revenue per student was found to indicate a slight in inequality. The Federal Restricted Range Ratio also indicated a slight trend toward inequity. Inequity has decreased from 1.79 in 1979 to 1.47 in 1988. The data became erratic during the period of time that equalization was taking place. Both the Range of revenue and the Federal Restricted Range Ratio are relatively invalid measurements of equity. The Coefficient of Variation, a much better measure, indicated on overall trend toward increased equity. The Coefficient of Variation was.35 in 1979 and.29 in 1988. The McLoone Index, a widely used measure of equity, indicated that the State of Arizona has had a high degree of equity throughout the study; it was.92 in 1979 and.91 in 1988. The Lorenz Curves that were produced and the Gini Coefficients gave further indication that the State has had substantial equity throughout the study. In 1979, the Gini Coefficient was.04 and.03 in 1989. The results of the data indicate that there was little effect on equalization of unified districts in Arizona from the passage of HB 2013 in 1980. Immediately after the passage of the law, the data became more erratic, but equity did not increase substantially. The reason there was little effect on equity is thought to be because the degree of equity as measured by the Coefficient of Variation, McLoone Index, and the Gini Coefficient was so great that any increase in equity would be very difficult. The McLoone Index indicated equity was within 12% of perfect equity and the Gini Coefficient indicated equity was within from 1% to 4% of perfect equity.