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Purpose. The purpose of this investigation was to examine a selected group of magazines to determine the extent and nature of coverage about Negro colleges and universities from 1950 to 1975 and within these years to examine the extent of coverage during four specific periods designated as the Pre-Desegregation Era (1950-1954); Desegregation Era (1955-1964); Black Power Upsurge Era (1965-1970); and Post Black Power Upsurge Era (1971-1975). / Design. General circulation magazines published during the period 1950 to 1975 were examined for articles relating to Negro colleges and universities. All magazines included in the study met the following criteria: (1) was classified as a general circulation magazine by N. W. Ayer and Son, 1974; (2) was listed in the Reader's Guide to Periodical Literature. / Method. Articles appearing in the magazines on Negro colleges and universities were examined with reference to classification in the general or special purpose group. The articles were categorized further into two groups by content, either Education Function/Events or Non-Educational Function/Events. / The articles were also organized according to four distinct periods selected for examination--Pre-Desegregation Era, Desegregation Decade, Black Power Upsurge Era, and Post Black Power Upsurge Era. These articles were then examined as a group and with reference to their classification into the general or special purpose group and also based upon the two broad categories which were concerned with education functions/events and non-educational functions/events. / Conclusions. Predicated on an analysis of the data, it was concluded that: / Over the twenty-five year period, a total of seventy-one (71) articles appeared which averaged less than three (3) articles per year. Thirty-one percent of these dealt with non-educational issues. / The majority of articles appeared between 1965 and 1975, influenced by civil rights activism rather than educational functions. / Recommendations. The recommendations suggest action that would affect the extent and nature of coverage of Negro colleges and universities. It is recommended that: A study be completed on the degree of coverage provided Negro colleges and universities in all magazines commonly provided to the general public. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0714. / Thesis (Ph.D.)--The Florida State University, 1982.

This study compared the improvement in English language proficiency and in confidence and willingness to use English among low-proficiency first-year Puerto Rican university students enrolled in a content-based course in English as a Second Language and similar students enrolled in a conventional structural/functional course. Results are pertinent to adult students in similar academic settings in Spanish-dominant regions or countries. / A quasi-experimental study using a pretest/posttest design was carried out with 83 subjects. Instruments measuring proficiency were the Pre-Test of English as a Foreign Language (Pre-TOEFL), a timed writing test, and a self-report questionnaire. Data was analyzed using Multivariate Analysis of Covariance (MANCOVA) to equate the groups. Adjusted means for all dependent variables were calculated, using pre-test scores as covariates, and a four-stage comparison of adjusted means of the four groups on each dependent variable was carried out. / Findings showed significant and meaningful differences between groups only on the writing test, with students taught in content-based classes scoring higher on content, organization, and overall writing effectiveness. Performance on other measures was essentially the same for all groups. The researcher concludes that although long-time EFL students of low proficiency probably need quite intensive language experiences to break through to new levels of language accuracy, their academic writing can become richer, more fluent, and more cohesive when they participate in real and extensive meaning-making through talking, reading, and writing about authentic subject matter. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2746. / Major Professor: Frederick L. Jenks. / Thesis (Ph.D.)--The Florida State University, 1994.

A research study was conducted which investigated Americans' responses to different nonnative speakers depending on whether errors were present or absent in their speech. The purpose of the study was threefold: to examine the responses of Americans to nonnative speech, to analyze those responses in the light of non-cognitive factors to determine if stereotyping occurred, and to link any attitude findings to current error research. A semantic differential instrument consisting of 20 personality traits was employed to elicit responses and the resulting patterns of responses were investigated. / It was found that American respondents were indeed differentiating among the 5 nonnative speakers when rating these speakers on specific characteristics. These findings suggest that speakers were viewed as very different individuals when not making errors and as very similar individuals when making errors. On further investigation it was found that communicative errors seemed to both enhance and hinder English as a Second Language speech production depending on the accent of the speaker. American respondents in this study tended to exhibit different cultural prejudices towards different speakers depending on the relative strength of the stereotype elicited either by the speaker's accent or by the error content of the speech. / In general Americans participating in this study tended to be more generously disposed to Arabic and Farsi speakers when no errors were present and to French, Malay or Spanish speakers when errors were present in their speech. The researcher concluded that it may be advantageous for some nonnative speakers to make errors, while for others it may be preferable to have good control over the grammatical and lexical content of this speech if they are to be favorably viewed by Americans. / The pedagogical implications of the study are discussed focusing in particular on the role of error correction in the second language classroom. The researcher suggests that error hierarchies are useful tools for the teacher, and that teachers will continue to make subjective judgments as to which errors to select for remediation, but that they might also consider where the student is from and make determinations about the level of acceptability of the student's accent. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2487. / Thesis (Ph.D.)--The Florida State University, 1986.

This study examined the bicultural adjustment of Ramallah-American youth who are living in Jacksonville, Florida. The primary aim was to assess the extent to which biculturalism and an ethnic identity was problematic for the youth as they participated in the ethnic atmosphere of the home and community and the mainstream atmosphere of the school. Cultural conflict, where present, and the adaptive behaviors, or coping strategies used by the youth to manage this conflict, are described and analyzed. / Ethnographic research techniques were used to gather the information on which the findings are based. Interviews were conducted with 15 males and 19 females, between 13 to 19 years old, and direct observations of their behavior with other community members were made. Unstructured interviews with and observations of other adolescent and adult members of the community and conversations with school officials provided supplemental information. A discussion of essays written by Ramallah-American youth in other cities was included to further validate the findings. / It was determined that, while conflict was indeed present in the youths' experiences, many of them had acquired an array of mechanisms for dealing with the dissonance and were adept at alternating between both cultural orientations with minimal anxiety. The degree of parents' and clans' acculturation of contemporary mainstream values was judged to be a determinant of adolescent adjustment. Evidence of identity conflict was suggested in individual instances where the parents and clan reacted with greater anxiety to the rapid acculturative change and resisted mainstream influences. Those youth who were afforded more outlets for social expression, either within the ethnic community or outside of it, presented the image of being more confident in their abilities and tolerant of the ethnic lifestyle than those who were overprotected by their families and restricted in their activities with peer groups. / There was no evidence to suggest that the demands of membership in the Ramallah ethnic community caused the adolescents to require special attention in school. The Ramallah-American adolescents in Jacksonville had full access to mainstream educational services, although some individuals did not utilize them fully because of traditional family behavior patterns and values. / Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0448. / Thesis (Ph.D.)--The Florida State University, 1986.

This study represents a theoretical framework for developing effective cross-cultural training programs. A thorough review of the literature and previous research, in cultural adaptation, the adult learner and self-directed learning yielded concepts utilized in formulating a theoretical basis for designing and implementing cross-cultural training programs. / The technical term, concepts, was used to identify and categorize the evaluative elements of action, change and meaning. A second technical term, key concepts, was used to classify the performance based elements of characteristics and skills. These two sets of concepts give rise to the theoretical framework for cross-cultural training. / Given the performance based mode of the theoretical framework, the implications for cross-cultural training programs were that they must have the capability to measure entry characteristics of the participants and develop the specific skills necessary for effective cultural adaptation in terms of action, change and meaning. / Recommendations for research and practice were suggested at the conclusion of the study. They include the development of a competency based profile of the participants in the cross-cultural training program and the development and use of appropriate methodologies which contribute to the effectiveness of the skill competency model. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0583. / Thesis (Educat.D.)--The Florida State University, 1987.

In order to answer in what ways the teaching of reading in Portuguese at an English-Portuguese Dual Language Immersion (DLI) Program is supportive of the home language and minority culture in a biliterate community during the very earliest phases of reading acquisition, this single-case qualitative study was designed to count on focus group interviews, classroom and community observations, and material and photographic data collection 1) to explore in and outside classroom biliteracy continuity; 2) to describe Portuguese home language and Brazilian minority culture of reading and/ or lack of it; and, 3) to identify the implementation of the field’s current practices. The sample was selected purposefully as it was an exemplar home-school-community biliterate setting from a U.S. southeastern school district, where English was the majority language and Portuguese was the home language. Under the lens of the Continua of Biliteracy by Hornberger (1989) and Hornberger & Skilton-Sylvester’s (2000), I analyzed macro issues of teaching, research, and planning into biliteracy. The integrated pattern of beliefs, goals, and dynamics around reading were analyzed through the culture of reading (Behrman, 2004), whereas Vukelich & Christie (2009)’s suggestion of Emergent Literacy and Scientifically Based Reading Research Perspectives were applied into instructional methods and micro issues. At a macro level, the results showed that until deliberate efforts are seen to elevate languages other than English and minority cultures to human capital by the responsible bodies, any attempt of reaching a multilingual-multicultural education will be known for its pending adjustments, and not for the European model of multilingual empowering education the U.S. looks up to. At a micro level, there seems to be a greater disparity in COB’s biliteracy content if compared to their context, media, and development analytical endpoints. In the final analysis, the U.S. educational system cannot afford to isolate the nation due to communication limitation; especially in times divisive ideologies are unwelcomingly gaining more space. In seek of maintaining a leading role; the ability to promote dialogue comes from the skill of reading the world beyond the word. Suggestions for further study on a Portuguese pluricentric approach seem relevant since an increase in federal and states initiatives for English-Portuguese dual language immersion programs, due to the fact that Portuguese is considered a critical and less commonly taught language by major federal agencies, such as U.S. Department of Defense. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 10, 2018. / Dual Language Immersion, English-Portuguese biliteracy, home language, minority culture, multilingual-multicultural education, reading acquisition / Includes bibliographical references. / Marcy P. Driscoll, Professor Directing Dissertation; Peggy Sharpe, University Representative; Christine Andrews-Larson, Committee Member; John Myers, Committee Member.

This study was conducted under the general assumption that education has a direct impact on employment. This assumption, while contested by some social scientists, is still espoused by many decision makers and is often translated into action programs. The purpose of this study was to ascertain the cumulative effects of English language instruction on the employability of selected language minority groups (Greek, Portuguese, Soviet Jewish, and Vietnamese residing in Philadelphia), and to describe and assess the experiences of these groups in the context of the larger society. / A purposive sample consisting of 253 subjects, employed in blue-collar or related occupations, who entered the United States between 1975 and 1978 either as immigrants or refugees, was selected. A questionnaire was developed in relation to the characteristics of the target populations and discriminant factors in the study. The instrument was field tested and adapted into the respective languages. / In order to assess the relative effects of English language instruction training and related factors, the data collected were subjected to statistical analysis including chi-square techniques and stepwise block multiple regression analysis. The analysis of the data led to the results that there is no statistical association between language training and employment. While ESL was not found significant, formal education appears to be related to employment. Likewise, ESL was statistically significant in the social interactive and communicative processes of the target population. Membership in a particular ethnicity appears to be the single most important factor in explaining employment of the target populations while the various types of assistance provided do not appear to have any direct impact on employment. It can, therefore, be concluded that English language instruction does not have a direct impact on employment while it does in the social interactive and communicative processes of the population under examination. / The implication of the study is the need for the planning of English language instructional programs, in accordance to the specific requirements of the population served and the larger societal context in which such population is found. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2550. / Thesis (Ph.D.)--The Florida State University, 1981.

Four variables which have obstructed the Hillsbrough County Public Schools System's (HCPSS) compliance with the former Department of Health, Education and Welfare/Office for Civil Rights (DHEW/OCR) regulations and guidelines based on the Lau v. Nichols Supreme Court decision are examined in this study. The four variables which affected the school district's noncompliance status are (1) the bilateral misinterpretation of critical communication between the national and regional headquarters of the Office for Civil Rights and the school district, (2) the inability to comply, (3) the lack of experiential and professional backgrounds of the staffs of the school district and OCR, and (4) the semantic interpretation of the special legal and pedagogical aspects of bilingual education. / Descriptive, legal and investigative research was conducted to determine the effects of the interaction of the four variables in the school district's compliance efforts and the numerous problems which ensued. The investigator conducted interviews with key staff representatives of the school district, regional and national headquarters of OCR, a regional "Lau" Center, the Florida Department of Education, and DHEW officials in the General Counsel's Office, and the Office of Bilingual Education in Washington, D.C. An examination of the Lau decision and related cases, and the federal statutory and regulatory provisions of the Congress and U.S. Executive Agencies was conducted to clarify the legal base for bilingual education. Descriptive research of the various existing definitions and models of bilingual education was conducted to explain the pedagogical base for bilingual education. / Correspondence (letters, memoranda, records of telephone conversations, reports, minutes of meetings) were analyzed to determine the nature of critical communication regarding Lau compliance among the agencies and the school district involved. / The school district comprehensive plans were reviewed as the operational interpretation of the OCR mandate. / The recommendations address federal, state and local actions which can be utilized to improve the quality of instruction provided in bilingual education programs. A set of school district-level guidelines is presented to assist school districts comply with federal regulations. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0976. / Thesis (Ph.D.)--The Florida State University, 1980.

The study involved 80 Greek-American students in ten schools (grades 4, 5, 6), and 34 classroom teachers in six elementary schools. On the basis of interview responses, children identified their "best" teacher and the problems encountered because of their ethnic heritage. The most effective teachers' personal characteristics, professional skills and familiarity with Greek culture were also identified through teacher interviews. Ways to improve the education of Greek-American students were also explored. It was found that Greek-American students did not encounter significant problems because of their ethnicity, except for minor language problems. The ethnic affiliation of these students was found to be a strong factor supporting their education and positive attitude toward school. Strong family support, the students' success orientation, their hardwork ethic, and their respect for teachers were identified as traits enhancing their academic success. Both the students' and the teachers' assessment of effective teaching was based on relational rather than on instructional outcomes. Personal characteristics and professional skills identified included: warmth, care, and concern; pursuing discipline and order; inspiring respect, trust, and confidence; loving children; maintaining structure and consistency; following routine procedures; and having high expectations for each student. The teachers' position with regard to cultural familiarity was that if this characteristic was unaccompanied by warmth and sensitivity, it was superfluous and did not lead to teaching effectiveness. Teachers rated as "best" did not show greater familiarity with the Greek culture than teachers rated as less effective. On the basis of evidence in this study, no special bilingual bicultural program for Greek-American students was indicated or recommended. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2551. / Thesis (Ph.D.)--The Florida State University, 1981.