Thesis (Ph. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 100-105).

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002. / Title from first page of PDF document. Document formatted into pages; contains 354 p. Includes bibliographical references (p. 336-354).

The purpose of this study is to describe, apply and critique an assessment framework, namely, 'Student-Centred Assessment' based on concepts presented by Stiggins (1994). The theoretical basis is found in the literature dealing with multiculturalism and education, the forces promoting change in assessment, and the current status of assessment methods. / The analysis of the 'Student-Centred Assessment' reveals that in such a framework there is a constant interaction between the student and the assessor leading to student engagement and that there is a need for changes in the assessment practices. Of the weaknesses noted, adapting tools for assessment is an ongoing challenge and the time needed to apply the framework effectively is a stressful problem. Based on these findings, various recommendations for practice and future research are made. / The study examines the assessment of students in a regular grade three class, divided equally into a control and an experimental group randomly. Sources of data include documents, reports, and interviews with administrators, educators, and students. The control group is assessed by the classroom teacher according to norm-based tests. This teacher and the resource teacher then assess the experimental group by means of the methods outlined in the framework, to determine the inter-scorer reliability. Thereafter, the scores of the control group are compared to those of the experimental group to ensure internal validity and to analyze the framework. As well, interviews with school personnel ascertain the current status of assessment methods including sources for empowerment.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2005. / Title from PDF title page (viewed on Feb. 17, 2006). Includes bibliographical references.

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

Healthcare in 2003 is making more demands of the professional's resources of time and money with fewer services offered to their consumers. This study examined an important, yet overlooked, resource available and affordable to all. The resource is spirituality. This research reviewed the literature on two aspects of spirituality, a) beliefs and practices and b) social support that one derives from their spiritual community. Moreover, it reviewed aspects of adaptation to disability among older adults. The research available poses varying and confusing definitions of spirituality. However, this research identified an operational definition for both spirituality and religion, in addition to adaptation to disability, and chronic and static states of disability. The goal of this research was to determine if there is a positive relationship between spirituality and adaptation to disability among older adults. As the results indicated, there were no statistically significant findings in regard to the four hypotheses: a) There is a significant positive relationship between high and medium spiritual beliefs and practices, as measured by the SBI-15R, and successful adaptation to disability in older adults. b) There is a significant positive relationship between high and medium social support, as measured by the SBI-15R, and successful adaptation to disability in older adults. c) There is a significant positive relationship between high to medium levels of spirituality, measured by participants' Likert scale position, and successful adaptation to disability in older adults. d) There is a significant positive relationship between high to medium social support, measured by the participants' Likert scale position, and successful adaptation to disability in older adults. However, the information is valuable for rehabilitation counselors and healthcare professionals who are researching these variables of interest. Instrumentation is addressed in Chapter Five as well as significant supplemental findings. Of particular interest is the subjective spirituality Likert score and the relationship to the Systems of Belief Inventory subscale of beliefs and practices. Spirituality is a subjective concept, which many instruments try to measure. In view of the fact that spirituality is subjective, this author proposed to use a 10-point Likert scale and ask the participants how spiritual would they rate themselves in addition to the Systems of Belief Inventory and try to determine if there was a relationship between the two measures. Statistical analysis determined that a moderate relationship does exist between the subjective spirituality Likert scale and the Systems of Belief Inventory. This finding could potentially represent a cost effective and accurate report of a person's perception of their level of spirituality that could be used in an initial intake interview. This was, in fact, a serendipitous finding that showed a statistically significant moderate relationship between subjective and objective measures of spirituality. Future studies will be done to determine the reliability of this instrument. / A Dissertation Submitted to the Department of Special Education and Rehabilitation Counseling Services in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. / Spring Semester, 2004. / December 12, 2003. / Faith, Disability, Older Adults, Adjustment / Includes bibliographical references. / Marie Cowart, Outside Committee Member; Mary Frances Hanline, Committee Member.

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This study critically explores the socio-cultural, political, and pedagogical issues that characterize the experience of indigenous people in the official and informal education system in the Andean Region of Ecuador. This experience is documented through the actual voices of the Indians themselves. It is their testimonies that construct and incorporate the reality of formal and nonformal schooling, including the complex interactions involved between the teacher and student, the content and focus of curriculum, the role of language and culture, the structure of the school, and the inclusion and exclusion of the indigenous community. By means of a series of dialogic, in-depth interviews, the researcher engaged twelve indigenous leaders from five Indian Organizations (a national Confederation, a regional Confederation, and three provincial Federations), in describing, conceptualizing, and theorizing about what education has been and what it might become. The major focus in these interviews was: (1) the historical context of education for indigenous people; (2) the lived educational experience of the participants and its support or negation of indigenous self-respect, cosmovision and beliefs, history, culture, class, and ethnicity; and (3) the contributions of historical context and educational experience to the formulation of indigenous education as an alternative position. Two major themes were made evident in this study. The first theme that emerged from the data is the condition of subordination. Testimonies detail an educational experience that was clearly shaped and positioned by the multiple, complex, and even violent negation and exclusion of indigenous history, language and culture. The second theme is that of indigenous resistance and determination. Despite efforts to "civilize" and destroy the cultural capital that characterizes indigenous identity, the people and their communities have, for most part, maintained a strong sense of ethnic valor. Testimonies document the ongoing nature of this struggle and describe numerous and varied forms of resistance. Overall, this study reveals that government and church sponsored education is neither viable nor appropriate. Participants make clear that only an autonomous indigenous education can afford the potential of a future for these communities, nationalities, and peoples.