The Race to Educate is an exploration of Black resistance to educational segregation in Kentucky, 1865-1910. Set in Kentucky, this dissertation examines the ways in which Blacks struggled to address and mitigate the impact of U.S. segregation, especially as it related to education. Through the experiences of Blacks who resisted efforts to undermine their freedom, this dissertation challenges presumptions that segregation was an effort that Blacks did not try to address in its earliest forms. Additionally, this dissertation identifies individuals who participated in these efforts and investigates the relationship between oppression and segregation. Finally, this dissertation identifies such results of resistance as Kentucky State University and Lincoln Institute. The Race to Educate challenges the reader to recognize Blacks as active, engaged, and significant participants in their educational journey and thus their quest for freedom. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2010. / February 3, 2010. / Education, Segregation, Kentucky, Resistance, Black, School / Includes bibliographical references. / Jeffrey Milligan, Professor Co-Directing Dissertation; Victoria-Maria MacDonald, Professor Co-Directing Dissertation; Alejandro Gallard, University Representative; Lora Cohen-Vogel, Committee Member.

Inhabitants of Sumapaz, a mountainous and underpopulated region in the Colombian Eastern Highlands, have been engaged in a longstanding history of social organization for defending their rights as peasants, and protecting themselves from violent processes that endanger their ways of living and their lives. Educational and literacy practices have been an important part of their organization. However, these practices are frequently undervalued or erased because of ideologies that portray peasants as violent, ignorant, and illiterate, or that define them only based on specific forms of production. Based on ethnographic methods, and a reflective and recursive approach, this study reveals specific instances of these ideologies in sources such as stories, films, papers, and speech acts. These sources are interpreted as traceable utterances of specific prejudices that interact with each other. Aiming to reveal literacy and educational practices that go beyond prejudice, the researcher engaged in about one year of participant observation focused on one family and their consociates. Accounts collected during this fieldwork are presented as a journey in which ethnographic vignettes dialogue with a theoretical exploration. Based on this journey, and drawing on theories from Literacy Studies, Glottopolitics, and Anthropology and Education, this study proposes that literacies are a constant becoming of pluralistic repertoires of ways of writing, not necessarily tied to standardized languages. The inhabitants of Sumapaz with whom this study was conducted created organizations, and kept maintaining and challenging them, in a process that can be interpreted as educative in the sense that, in the face of uncertainty and while carrying many sorrows, they assembled actors and sequences in complex dynamics of instruction and deliberation. These dynamics include their environment (páramos), social categories they self-identify with (peasantries), and their constant becoming of ways of writing (literacies).

This paper is a description and examination of an Academic Enrichment Program for students from a Bureau of Indian Affairs Day School in Stebbins, Alaska. Sixty Eskimo students travelled to Beaverton, Oregon in the winter of 1975, accompanied by their teachers and by village representatives. They were enrolled in Beaverton schools for a six-week period, and participated in a program designed to acquaint them with aspects of American culture previously known to them only through their textbooks. The major emphasis here is on description of the interface between two cultural systems. While there is an attempt to identify the problems inherent in a program of this sort, this is not an evaluation of the program. The data reported here was obtained by participant observation in many aspects of the program. Students were observed in the classroom, on field trips, in play situations, and in the homes in which they stayed during their visit. Background information is included on the cultural milieus of the two participating communities. Students in the program encountered several types of problems during the course of the program. Areas where differing cultural orientations contributed to misunderstandings between the Alaskan students and their hosts included the following: 1) perception of time 2) perception of spatial boundaries 3) discipline of children 4) communication styles 5) food sharing 6) sleeping habits. In the final chapter, suggestions are offered for changes which might help to ease the problems of adjustment for participants in future programs.

Purpose. The purpose of the investigation was to determine the relationship to achievement in math and reading of Self-Contained, Integrated, and Independent Learning Plan bilingual education programs for Punjabi students, K-3, in a Northern yurpose: The purpose of the investigation was to determine the relationship to Tchievement in math and reading of Self-Contained, Integrated, and Independent Learnifng Plan bilingual education programs for Punjabi students, K-3, in a Northern Cali- -_--_--_---+:,_~n-:tapub-lrc---school sy s tem. Ina:Uutti:ou,-t·h-e-re-orearcrr-suughr-to-dB-t California public school system. In addition, the research sought to determine the relationship to reading and math achievement for this population of (a) Gender, (b) Birthplace, (c) Number of years in school prior to final year in grade one, (d) Grade placement, (e) Socio-Economic status, (f) Language most often used by child at home, (g) Language most often used by parents to child, (h) Language most often used by adults at home, (i) Program type, (j) English language proficiency, and (k) Punjabi language proficiency. Procedure. Home Language Surveys identified Punjabi students in whose homes a language other than English was used. The Language Assessment Battery, in its published English version and in its locally translated form, was administered to each identified child. Proficiency levels on these tests determined placement in bilingual programs and, if placed, the program in existence in the child's attendance area was used. The Self-Contained and Integrated programs were taught by bilingual Punjabi teachers. Students in the Independent Learning Plan program were assisted for 15 to 20 minutes daily by bilingual Punjabi aides, individually or in small groups of two or three. All K-3 students in the three programs (134) were included in the study initially. By the end of the investigation, only 63 students remained for whom there were sufficient data for meaningful analysis. Findings. Of the two multi-faceted hypotheses tested, program type produced no significant differences in reading or math. Only one demographic variable was found to be significantly related to achievement. The Punjabi language proficiency variable produced a negative relationship. Students classified as Limited Punjabi Proficient were statistically lower in math achievement than Non-Punjabi Proficient and Fluent Punjabi Proficient students. The researcher was unable to account for this negative relationship with specificity. Kramer's modified Tukey multiple comparison method for unequal n's was employed to locate the differences among groups. The only significance demonstrated was found in the comparison of the Non-Punjabi Proficient and Limited Punjabi Proficient groups, yielding a q value significant at the .10 level of confidence. Conclusions and Recommendations. The researcher concluded that for this limited sample, program type was not a significant factor in achievement, but cautioned that error related to selection might have affected the findings. Additional investigation was recommended under particular circumstances to determine whether current findings may be replicated under better research conditions. Contingent upon replication of findings, it was recommended that decisions related to bilingual programs for this population realistically might be based upon parent goals, affective needs of individual students, or even logistical factors. A Native Language-Second Language Tandem (NLSLT) bilingual education model with reverse option to include all students in second language learning was proposed.

No description available.

A research report submitted to the Wits School of Education, Faculty of Humanities, University of Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2018 / Differentiation, as a strategy within inclusive education, seeks to respond to the challenges and opportunities of diversity within classrooms. This is done by adapting and modifying the methods of instruction, curriculum and activities to address effectively the needs and the potential of diverse learners. In the light of this, many teachers believe streaming is a form of differentiation, and a way to respond to the diversity faced in the classroom. To investigate this situation, this study explored the extent to which the attitudes of teachers sustained the practice of streaming in secondary schools. It also assessed whether the practice of streaming was congruent with the principles of inclusive education. Streaming is the practice of separating learners based on their respective cognitive abilities and their placement in similar ability groups. By using a qualitative research approach, this study found that teachers believed that streaming enabled differentiation and effective classroom management strategies. The various attitudes of teachers showed that they assumed streaming helped to deal with the distinguishable differences in learners’ ability, their conduct and their perceived ability to cope with the curriculum demands. However, there was a misalignment between how streaming was practised and the principles of inclusive education. A fundamental issue was that those learners who were placed in the lower-ability groups were labelled negatively, and there was no differentiation that occurred within similar ability classes. In effect, streaming became a selffulfilling prophecy for those in the lower-ability groups. / XL2019

No description available.

No description available.

No description available.

The Standards of Learning (SOL) for Virginia public schools, and other national standards, set expectations for student achievements throughout the school year for many subjects, including science. Because educators must prepare their students for end-of-course exams based on the SOL, classroom discussion and deeper understanding of topics can be lessened. Middle school students show declines in motivations and attitudes toward science, and challenges are greater for English-learning (EL) students. Incorporating storytelling into science classrooms can be helpful to EL and non-EL students because it presents challenging topics and vocabulary in a simpler and more engaging way than traditional textbooks. This project seeks to provide middle school educators with tools to incorporate science stories into classrooms without sacrificing important SOL topics.