As access to technology increases, educators must continue to study how to best integrate these resources to help close the writing achievement gap and prepare students for college and careers. This survey explores the levels of technology use in English classrooms at diverse, low-income high schools in Texas where 70 percent or more students are identified as economically disadvantaged. This study examines how teachers' levels of implementation relate to teachers' age, years of teaching experience, highest degree earned, and the type of school. Teachers completed an online survey indicating their curriculum and instructional practices, their personal computer use, and their implementation of writing in the classroom. Based on these results, follow-up interviews were conducted with teachers who volunteered to be interviewed. Quantitative statistical analysis of the research evidence using chi square tests indicates a relationship between teachers' level of technology implementation and their age and years of experience teaching. However, the type of school where teachers teach (suburban, urban, or rural) and the highest degree earned by the teacher does not relate to teachers' implementation level, according to the statistical analysis. Thus, this dissertation is about high school English teachers' perspectives on levels of technology implementation in schools serving diverse learners. Using qualitative analysis, the study also found that technology is used on a limited basis by the teachers who provided comments in the survey and those who were interviewed due to lack of access to computers in classrooms. Most teachers indicated they use the teacher computer in their classrooms for clerical tasks and/or presentations to students. Student use of computers was limited to scheduling time in labs that must be shared among the other teachers and students on campus. In addition, the teachers commented that additional professional development is needed to help them implement available technology resources for teaching and learning. To address these challenges, administrators need to study what technology resources best support the teaching of writing, particularly in ways that help close the achievement gap and prepare students for college and careers. Administrators should provide for teachers and students more accessibility to technology resources beyond the school-wide computer lab. Finally, administrators need to offer their teachers varied, ongoing, and collaborative professional development focused on both writing instruction and technology resources to improve teachers' proficiencies and confidence in these areas.

An individual’s housing situation can have a significant impact on their well-being and overall health. Low-income individuals and those on social assistance often have little choice in housing. Increased housing satisfaction can have an immediate impact on quality of life and can also have influence in the longer-term. This case study examines the satisfaction and well-being of tenants in a Winnipeg, Manitoba low-income housing project. The buildings that are part of the Kikinaw Housing Project were renovated using green building strategies, a tenant-centred management model is being implemented, and there are several social supports available exclusively to tenants. Interviews and focus groups were conducted with tenants, support staff and management. The practicum concludes that tenants are more satisfied with their living conditions at Kikinaw compared to their previous residence. Residents generally feel better about their health, have more social ties, and take pride in their homes. This improvement in tenant’s lives in turn strengthens the community. The practicum concludes with eight recommendations for housing providers, policy makers, and government bodies. These are divided into three categories: delivery of services, funding provisions and policy, and green and community enhancements. Recommendations include: i) more tenant involvement, ii) improving people’s ability to deal with stress, iii) flexible funding and support, iv) consistent funding and cooperation, v) enhancing social interaction and community, vi) green housing for all incomes levels, vii) resident education about the project, viii) healthy housing policy and healthy public policy. / February 2008

The goal of nursing is to promote health and alleviate suffering. Using Appreciative Inquiry, this study explored the possibilities for the nursing profession to reduce the health implications of poverty. Select Saskatchewan registered nurses (RNs) engaged in appreciative interviews that identified positive experiences working with low income clients. The participants were activists challenging the status quo through their practice. Analysis illuminated the best practices of these RNs, constructing a vision for change rooted in their understanding clients realities and communicating those realities through advocacy. By bringing their personal passions to client interactions, and connecting with a broader social justice context, RNs create an opportunity to respond to the effects of income inequities on health.

Following the principle as caring PID (People In Need) actively, respecting the needs of PID and assisting PID who are elders, orphans and low income households with self-sufficiency, Social Assistance Program aims to ensure that their living standards are above the poverty line. However, officers (Li-clerks) and undertakers of social assistance section are indispensable to applications for social assistance because, in most cases, these public servants must be active to assist PID. The purpose of this study is to analyze how officers and undertakers of social assistance program perceive the Public Assistance Act and related social assistance laws and how they use discretionary behaviors on social assistance when facing applicants for low income households and encountering the problems which arise from the process of enforcements of social assistance policy. This study also intends to analyze how applicants for social assistance perceive the qualification check and whether or not the social assistance programs function effectively under the regulations of social assistance qualification system. Besides, this study chooses Chijin District in Kaohsiung city, where people receive relatively scarcer resources, to be the object of study and does in-depth interviews with officers, undertakers of social assistance programs and applicants for the qualification of low income households. Findings and suggestions come last. The main findings of this study are as follows, 1.The functional roles that officers and undertakers of social assistance section are supposed to do should be established. 2.Due to the qualification check under paper review, the assistance programs are unpractical. 3.The structure of administrative bureaucracy limits the access to social assistance services. 4.The regulations cannot regulate a changing society; the resilient discretional behavior can complement the ineffectiveness of regulations instead. 5.The social assistance resources from civil society could instantly assist PID, which could relieve the ineffectiveness of the qualification review system. 6.Assistances with subsidy in cash ignore the needs of each case. The following is the suggestions of this study, 1.Creating incentives as many as possible for PID being independent will help PID away from poverty. 2.The integration of governmental resources for social assistance and civil social assistance is important. 3.The regulation of social assistance should leave some spaces for appropriate discretion behaviors.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 240-253). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 375-398). Also available on the Internet.

Thesis (B. Arch.)--Roger Williams University, 2009. / Title from title page screen (viewed on Feb. 11, 2010) Includes bibliographical references. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 375-398). Also available on the Internet.

The purpose of this study was to advance understanding of perceived intellectual and social attainment gains of first-generation, first-year college students participating in First Generation Access Programs at the University of South Florida (USF), a large, public research university in Florida. Understanding the self-reported intellectual and personal/social gains of these students in higher education can lead to higher retention rates, creative strategies that promote academic success, affective cognitive and personal development activities and services that meet the needs of this rapidly growing at-risk student population with their persistence and transition to college. Researchers have sought to examine variables that may help to increase the persistence rates of students by understanding the impact of students enrolled in First Generation Access Programs on first-generation students' academic success, as measured by grade point average. Several studies have indicated that first-generation, first-year college students have pre-collegiate characteristics that impede their intellectual and personal/social growth. In addition, research studies show that First Generation Access Programs are successful in assisting at-risk student populations successful in their transition to and persistence in college. However, there is scarcity of literature that examines the estimates of intellectual and personal/social gains of first-generation, first-year students enrolled in First Generation Access Programs. As such, this study explored the extent to which self-reported intellectual and personal/social gains predict the academic success, as measured by grade point average, for first-generation, first-year college students enrolled in First Generation Access Programs. Theoretical frameworks from higher education were used to provide an understanding of perceived intellectual and personal/social attainment and academic success of first-generation, first-year, students enrolled in First Generation Access Programs for the context of this study. According to Kuh (1995), college impact models from Astin and Tinto and Pusser were studied, as they have been used to assist higher education professionals in understanding "outcomes produced by interactions between students and their institutions' environments..." (p. 126 - 127). In the context of both college impact models, Astin's Inputs-Environment-Outcomes Model (1991) and Tinto and Pusser's Model of Institutional Action for Student Success (2006), results of this study indicated that First Generation Access Programs increase the intellectual and personal/social attainment of first-generation, first-year students. Several statistical analyses were conducted to examine relationships between variables (self-reported intellectual and personal/social gains, gender, and academic success) including multivariate analysis of variance (MANOVA), simple regression tests, and Pearson Product Moment Correlation. Results of this study were based on the responses of 184 participants. Results indicated that the participants self-reported significant intellectual and personal/social gains. However, findings indicated that there is no statistically significant relationship between self-reported gains and academic success as measured by grade point average, but there is a statistically significant relationship based on gender. One implication for higher education administrators and student affairs professionals is the need to investigate alternative measures for academic success of first-generation, first-year students enrolled in First Generation Access Programs. Grade point average does not seem to accurately measure academic success on perceived intellectual and personal/social gains of this at-risk population. Second, institutions should seek to understand the factors and specific strategies of First Generation Access Programs that increase the cognitive and social growth and development of first-generation, first-year college students so that it may be successfully implemented for first-generation, first-year college students who do not participate in FGAP.

Receptive and expressive vocabulary skills in preschoolers are predictors of later literacy skills. Research shows that children from low socioeconomic status (SES) backgrounds are generally behind their peers in the area of vocabulary skills when they enter school. Many preschool programs now focus on increasing these skills through shared book reading interventions. The purpose of the current research is to study the efficacy of a specific shared book reading intervention, dialogic reading, with low-income preschoolers in the area of vocabulary development. The search yielded 10 intervention studies that utilized dialogic reading strategies in interventions with the target population. Studies yielded mixed results but generally found that dialogic reading intervention does have significant positive effects on receptive and expressive vocabulary. Limitations and implications for practice are discussed. / text