The public school system in the Philippines adopted a multilingual policy starting in school year 2012-2013. Implemented as the Mother Tongue-Based Multilingual Education program, the policy localizes the language of early literacy and instruction, the content of the curriculum, and the support systems. This signals a shift away from the country’s long history of standardized curriculums with their one-size-fits-all approach and Western, colonial paradigms, and language policies with their preferential treatment of the colonizer’s language (English) and/or national language. This dissertation describes and assesses how the program was implemented in its first year. The focus is on resources or capacity to implement the program since the literature on implementation studies identifies the availability of these as a factor affecting the passage from policy to local practice. Using the case study design in qualitative research, one division and two elementary schools under it were purposively selected for this inquiry. All Grade 1 teachers in the two schools along with their curriculum consultants or instructional leaders (namely, their principal, district supervisor, and the division supervisor) comprised the study participants. Semi-structured interviews and document review were conducted over a period of one year to generate data. Theory-generated typologies from the conceptual framework as well as emergent themes or categories from real-life data guided the process of data organization and analysis. The findings suggest patterns that tended to reinforce institutional continuities rather than institutional shifts. Critical resources or capacities for change were not productively provided to the local implementers. Additionally, the resource or capacity gaps appeared to be underpinned by a lingering command or hierarchical structure. To get past the weight of this status quo, recommendations are offered. These include policies aimed at strengthening the practice of teacher expertise and instructional leadership, and at modifying the administration of the program to align the school language with the home language.

This study traces the relationship between language policy activity and multilingual social identity development through schools and homes in a public school district implementing an English Language Learner (ELL) program. The social impacts of language policies cannot be fully understood without consideration of how they impact social identities and opportunity for the populations they affect (Johnson, 2013; Shohamy, 2006; Tollefson, 1991). Power in language policy processes is seen as multi-layered (Ricento & Hornberger, 1996), with teachers at the heart. However, there has been little attention to the powerful role of those whose language practices policy is meant to regulate: students and parents. Using data gathered in the schools, homes, and communities of multilingual students over the course of two years, this critical ethnographic study provides ethnographic understanding of language policy, language use, literacy learning, and policy negotiation on the part of parents as they relate to social identity development. Ultimately, the work extends exploration of the layers of policy activity to the homes and communities of multilingual students and their families, uncovering implications about the role of language policies in shaping equitable educational opportunity. Findings show how multilingual parents can and should be positioned as powerful negotiators in language policy processes, leading to implications for transformation in theory and practice.

<p>My study suggests by adding cultural relevant material to a curriculum does not alter the way a teacher teaches, it changes the "why." By selecting material that connects students in regards to their social, cultural or historical experience a teacher adds to the creditability of the lesson. The selection of a culturally relevant subject changes the detached "Why I am drawing this" to a subject that has a deeper meaning. The study of culturally relevant material provides students with cultural "depth" that becomes a part of their visual experience. Cultural depth is a necessary component in developing critical thinking skills and becomes a foundation for a student's creative expression. </p><p> A necessary goal of art education is visual literacy. Visually literacy requires no tactile skill, it is the critical thinking component of art. The tactile skill component of art used to express ideas in a creative way varies from those with talent (the ability to draw well) to those with very little or none. Visually literacy transcends talent. Little talent is need to develop the ability to put in context and frame visual and written information allowing one to discern the fiction from the non-fiction. </p><p> African-American art and artist were selected for my case study but the subjects studied do not need to be limited to demographics or ethnicity. There are many social and political issues within and outside the students' community that would have relevance. The key to improving visual literacy is connecting subject relevance to the students, in order to develop critical thinking skills and to have students think about what they see. The goal is always is to improve students' learning and achievement. </p>

<p> The purpose of this qualitative study was to understand the perceived experience of Chinese students during their first year attending a Catholic co-educational boarding and day school in the United States. Data collection included semi-structured interviews of five current students, a faculty and staff questionnaire, and an analysis of the schedule of events for the new boarding student orientation. The data was analyzed using the inductive method for data analysis. The data showed that Chinese students face challenges in four key areas: 1) academic adjustment; 2) social adjustment; 3) emotional support; and 4) developing autonomy. Differences between Chinese culture and American culture provide challenges across the four key areas, leading culture to be best suited as a lens for analyzing the challenges faced by Chinese students transitioning to life at an American boarding school. There should be continuing research to identify the challenges faced by other ethnic and cultural groups in adjusting to life at boarding schools.</p>

<p> Because of marriage-immigrants and migrant-workers, demographic diversity has rapidly increased in South Korea since the late 1990s. Discourses of multicultural education have arisen in the field of early childhood education; they have focused on having children with diverse linguistic backgrounds adapt to Korean language and customs. What are the national goals of multicultural education policies for young children in Korea? This study investigated multicultural education policies for young children. Critical Discourse Analysis was used to examine values and hidden ideologies in policy texts. Findings demonstrate that, by borrowing and selecting favorite words from Western multicultural education models or theories, policymakers reframed early childhood multicultural education to assimilate ethnic minorities in Korea. National educational institutions functioned as the dominant form of producing and controlling the notion of multicultural family and education. It is recommended that policymakers in Korea consider experiences of teachers and voices of parents and children from culturally diverse backgrounds in developing multicultural education programs.</p>

<p> Seeking and finding highly effective principals to lead our schools is one of the highest priority tasks for a school head. Research has documented the importance of the principal for improved student achievement. Waters, Marzano, and McNulty (2004) reviewed the literature over the past 35 years and identified 21 specific leadership responsibilities that have a statistically significant, positive correlation to student achievement. The purpose of this descriptive survey study was to deepen our understanding of the ways that international school heads identify high-potential principal candidates. </p><p> The survey, Dimensions of Quality Leadership Candidate Identification (DQLCI), was distributed to a random sampling of the complete population of international school heads of full member schools in all regional associations. From a population of 732 international school heads, an average of 184 valid responses (25%) for the four questions was received. However, two regions received a higher percentage response rate thus improving the external validity of the results for the two regions: East Asia Regional Council of Schools (44%) and the Near East South Asia Council of Overseas Schools (56%). </p><p> Specifically, the study examined four areas that heads attribute to identifying each of the 21 responsibilities upon screening principal candidates: the principal candidate quality, the value that heads attribute to each of the 21 responsibilities upon screening principal candidates, the perceived ease of identifying each of the 21 responsibilities in principal candidates being screened, and the best method of identifying each of the 21 responsibilities when screening principal candidates. </p><p> The results indicated that international school heads felt that the quality of candidates was just a little better than average with qualitative data highlighting the shallow pool of quality candidates. Heads perceive the 21 responsibilities to have high value in the candidate screening process. Five themes emerged from a factor analysis or data reduction process. Heads value the following factors (in descending order of importance): (1) Ideals and Beliefs about the School's Learning Culture; (2) Curriculum, Instruction, and Assessment; (3) Personal Communication and Relationships; (4) Managerial Leadership; and (5) Principal as Change Agent. These themes provide a clear topical framework for principal preparation programs and for the design of effective principal recruitment tools. </p><p> In response to the third question, the heads became more uncertain about their ability to identify the 21 responsibilities. Heads deemed interview, then reference checks, the two best methods to identify the 21 responsibilities in candidates; however, qualitative data points to the need for multiple measures to triangulate the data and build a better profile of a potential candidate. </p><p> Recruiting high-quality leadership is difficult in the best of conditions but the nature of international school leadership recruitment is complex. It is important for an international school head to be proactive and able to develop systematic and intentional hiring practices.</p>

<p> Colleges and universities not only have the opportunity, but also the responsibility, to shape globally-minded citizens. In January 2013, Under Secretary of Education, Martha Kanter, co-authored the lead article in <i>Change: The Magazine of Higher Education,</i> arguing that "knowledgeable, engaged, globally minded citizens hold the key to this country's shared democratic values, prosperity, and security" (Kanter &amp; Schenider, 2013). This research examines the facets of internationalization on college campuses and the role of presidential leadership. Leaders who are committed to developing the next generation of globally-astute citizens have found ways to internationalize their campuses and promote global learning. </p><p> This multiple case study highlights the internationalization on five college campuses, which have been nationally recognized for their comprehensive approach. The findings include three primary levers that are used to internationalize: study abroad, recruitment of international students, and curriculum integration. The research focuses on the role of presidents and how they can advance or sustain internationalization, and it highlights the challenges. The leadership strategies employed by presidents are a particular focus of this study. </p><p> The analysis found that multiple leadership perspectives (or frames) are engaged to advance internationalization. Leadership strategies were found to be consistent with those frames identified in the scholarly work of Bolman and Deal (2008), which values multi-frame leadership approaches, including structural, human resource, political, and symbolic. The study also found that, depending on the history of international education at the institution and the personal and professional characteristics of the president, one or more dominant approaches can be used to sustain and elevate an existing international agenda. Those tools that need to be leveraged include an understanding of institutional history and culture, a mission and a strategic plan that prioritize international education, and an organizational infrastructure that supports a comprehensive approach. The ability to advance internationalization and integrate all the disparate parts depends on an institutional narrative, leadership lifestyle, and the effective use of human and financial resources. The analysis found that presidential leadership is an important factor in making internationalization part of the institutional ethos.</p>

<p>This study is an investigationof the application of dual-medium and parallel-medium models of bilingual schooling as implimented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understandingof the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learnersacademic performanceand language development in dual-medium and parallel-medium classrooms.</p>

<p> This study applies self-efficacy theory from research on career-decision making to understand what influences underrepresented students' decision to enter the student affairs profession. The purpose of the study was to determine how underrepresented students choose student affairs as a profession. The study focused on undergraduate students who participated in the NASPA Undergraduate Fellows Program (NUFP). This mixed methods study used data from previously collected by NASPA and conducted individual interviews of Fellows who participated in the program between the years of 2008 through 2012. Explanatory research methodology was used to analyze what influences and factors contributed to underrepresented students entering student affairs. Findings from this study indicate that involvement in co-curricular activities, participation in NUFP, and influence from mentors act as socialization to effect underrepresented students to enter the student affairs profession. Further analysis reveal that cultural agents who affirm student's cultural heritage have a significant impact on students' choosing student affairs. The study provides insight into closing the gap between the number of underrepresented students attending higher education and the ethnic diversity of the student affairs profession. </p>

<p>This study explored the implementation of social science English-taught undergraduate degree programs in Japanese universities and investigated the challenges they face. As higher education institutions in Japan seek to become more competitive, many institutions are introducing undergraduate degrees taught exclusively through the English language. Existing research in non-Anglophone countries has shown that programs differ in their rationales for implementation and in their design and characteristics, and therefore, experience different types of implementation challenges that inspire varied responses. However, in Japan, studies in the English language focusing on the implementation of English as a medium of instruction in higher education are few and concern only short-term and graduate programs. This study used a qualitative multiple-case study design to examine four-year social science undergraduate programs at three universities from the perspectives of those involved with the implementation process. Data were generated via 27 interviews with senior administrators, faculty members and international education support staff. </p><p> The results indicate that the rationales for implementing the programs at the case-study institutions are grounded in a desire to increase competitiveness, with a focus on developing the international competencies of domestic Japanese students. Program design is oriented towards international and Japanese students in the same classrooms and is influenced by the understandings of key program implementers. Structural challenges were found to be the most significant obstacles to program implementation. In particular, institutions struggle with issues relating to program coherence and expansion, student recruitment and program identity. Structural challenges are so prominent that the study proposes a new typology of challenges facing the implementation of English-taught programs in Japan. This typology includes challenges related to the constructed understandings of the programs as institutions within the university. Practical responses to the challenges consist of discrete actions with little movement made that affects the university more broadly. Five salient elements that play an important role in the implementation of all of the case-study programs were also identified. These comprise the presence of committed leadership, implementer orientation regarding the English language, the position of the program within its institution, student recruitment, and the clarification of outcomes and goals. </p>