Thesis (Ed. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Teachers want to be in schools where their identities are authentically affirmed. However, some educators in predominantly Black schools perceive that they are not always afforded the same level of value and respect as their colleagues in mostly White or mixed schools. Instead, teachers in predominantly Black schools seem to have experiences associated with frustrations that often go unheard of or dismissed for various reasons. Schools with predominantly Black student populations are often associated with challenges in retaining teachers, commonly referred to as teacher retention or teacher turnover. This turnover can have an impact on the academic progress of the students due to a lack of consistency in keeping qualified teachers. After working in a predominantly Black school for 3 years, I began to question the influence of teacher experiences in these areas and how they relate to the retention rate. Conversations with fellow staff members about perceived inequities and muted concerns prompted an interest in this study. There is a commonly held belief that schools with predominantly Black student populations face challenges in achieving consistent academic success compared to their counterparts. This study will examine the factors that influence teacher retention in predominantly Black schools by reviewing the experiences of those who teach in these schools. I used Narrative Inquiry to help understand the factors that play a role in encouraging or discouraging teachers from predominately Black areas.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 108-113). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 108-113). Also available on the Internet.

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The thesis focuses on the beginnings and historical development of elementary education in the village of Šindlovy Dvory between 1919 and 1950. It summarizes and analyzes available regional sources. The first chapter deals with the history of connected municipalities from 1259 to 1950. The following chapters are devoted to the emergence of a Czech school, the lesson planning, students´statistics, changes in the teaching staff, extracurricular activities, numerous celebrations, important events, collections and use of the school building. The thesis also examincs the influence of historical events and political changes on education.

Graduation theses document pre-school development in Kadaň since his formation in the second half 19th century to the present. Objective of this dissertation is to describe complicated advancement of the Czech minority in Sudetenland and describe appearance and development of the Czech schools with consideration to the nursery education. Dissertation is targeted mainly to the development of the nursery, changes in legislative, organizational conditions and educational programs relating to nursery. Information for this dissertation originates mainly from period publications, archive materials and newspapers and from Kadansk's schools chronicles. Dissertation coherently documents live of all Czech schools in Kadan since 1945 to the present.