Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed. (Curriculum Studies))--University of Pretoria, 2002. / Includes bibliographical references.

Thesis (M.Phil (R)) -- University of Glasgow, 2008. / M.Phil(R) submitted to the Department of Curriculum Studies, Faculty of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (D. Litt. (English))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis--M.A., University of Hong Kong, 1979. / Quebec. Assemblee Nationale. Bill 101: Charter of the French language, 1977 in back pocket.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 101-108).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Kiel Christianson. Includes bibliographical references (leaves 259-279) Available on microfilm from Pro Quest Information and Learning.

<p> Abstract not available.</p>

<p> This mixed-methods study examined quantitative and qualitative data related to the homogeneous and heterogeneous educational settings for secondary refugee students in the content areas of mathematics and science. This study was specific to only four refugee student populations: (a) Burma (also known as Myanmar); (b) Nepal; (c) Iraq; and (d) the African countries of Liberia, Tanzania, Togo, and Zambia. The study was conducted in the United States of America. The quantitative portion of the study examined two years of standardized scores of refugee students in homogeneous and heterogeneous groupings in the academic areas of mathematics and science. The qualitative data consisted of perceptions from teachers who have taught refugee students in a homogeneous setting or a heterogeneous setting in the content areas of mathematics and science. By focusing on both the quantitative and qualitative data of this research, analysis of data sources validated which instructional setting yielded higher standardized test scores in two academic content areas and two instructional settings. The quantitative findings indicated that the mathematics homogeneous setting resulted in greater gains and a statistically significant variance compared to the heterogeneous setting, while the setting for science also indicated greater gains, but did not indicate a significant variance. The teachers&rsquo; perceptions provided qualitative information about the ideal instructional setting for refugee students; the benefits and limitations of the two instructional settings for refugee students; the teachers&rsquo; perceptions regarding state assessments; and the teachers&rsquo; perceptions about instructional practices for teaching refugee students. The issues and concerns regarding one educational setting over the other will persist in education and continue to be a factor for consideration when considering educational equity for all student populations. </p>