The changing and growing student population in the U.S. demands well-equipped and trained teachers who have the adequate preparation and pedagogical tools to fully meet their diverse needs. This research study examined the perceptions of teachers’ preparedness and their efficacy beliefs for teaching English Language Learners. A mixed-method was carried out to address four research questions: 1) What perceptions are held by in-service teachers about teaching practices for ELLs? 2) What is the relationship, if any, between teacher knowledge about teaching ELL students and the instructional practices employed by teachers when instructing ELL students? 3) How effective do in-service teachers feel in teaching ELL students? 4) What factors influence teachers’ perceptions of self-efficacy about teaching ELL students? Over 144 teachers participated in the survey questionnaire along with five teachers who participated in focus-groups, interviews, and classroom observations to identify in-depth analysis on their feelings of perceptions and efficacy beliefs. Results from the quantitative study revealed differences in perception and efficacy beliefs for teachers who are bilingual in a second language, teachers who hold a bilingual/ESL certification, and the route in which teachers receive their certification. Qualitative results included the methodologies and cultural competencies that teachers employed in their classroom for English Language Learners. Additionally, participation in professional development activities was found to have an effect in teachers’ instructional decisions for teaching ELLs. / text

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, September 2008. / Thesis Advisor(s): Woodbury, Glen ; Morag, Nadav. "September 2008." Description based on title screen as viewed on November 5, 2008. Includes bibliographical references (p. 143-150). Also available in print.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, September 2009. / Thesis Advisor(s): Supinski, Stan. "September 2009." Description based on title screen as viewed on November 03, 2009. Author(s) subject terms: National Guard, Homeland Security, Civil Support, Defense Support for Civil Authorities, Military Support for Civil Authorities, Defense Support to Civil Authorities, Military Support to Civil Authorities, Training, Education, State Mission, National Guard Leadership, Nebraska National Guard Includes bibliographical references (p. 93-95). Also available in print.

Thesis (M.S. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, September 2009. / Thesis Advisor(s): Supinski, Stan. "September 2009." Description based on title screen as viewed on November 05, 2009. Author(s) subject terms: Search and Rescue, Catastrophic Incident, Catastrophic Planning, National Search and Rescue Advisory Committee, Integrated Planning, NIFC, National Interagency Fire Center, MAC, National Multiagency Coordination Center, MACC, Multiagency Communications Center, Interagency Coordination, sweet spot, USNORTHCOM, United States Northern Command, CI SAR, Catastrophic Incident Search and Rescue, Air Force Rescue Coordination Center, Joint Personnel Recovery Center, Personnel Recovery Includes bibliographical references (p. 134143 Also available in print.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School. / Thesis Advisor(s): Bergin, Richard. Second Reader: Wollman, Lauren. "March 2010." Author(s) subject terms: Citizen corps; personal behavior change model for disaster preparedness; behavior change model, extended parallel process model, transtheoretical model, precaution adoption model, community readiness model, fear appeals, community, preparedness, Manchester Fire Department. Includes bibliographical references (p. 129-140).

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Bergin, Richard. Second Reader: Wollman, Lauren. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Citizen corps; personal behavior change model for disaster preparedness; behavior change model, extended parallel process model, transtheoretical model, precaution adoption model, community readiness model, fear appeals, community, preparedness, Manchester Fire Department. Includes bibliographical references (p. 129-140). Also available in print.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

This study’s purpose was to describe the disaster preparedness of licensed private veterinary practitioners in Mississippi. A mail survey was distributed assessing disaster training, response plans, and disaster-related organization knowledge. Individuals who have experienced a disaster are more likely to have a personal plan, a clinic plan, or both than those who have not. County residence along the Mississippi Gulf Coast showed 3.62 times likelihood of having a personal plan and 3.09 times likelihood of having a clinic plan than those in other districts. Many veterinarians failed to identify their local emergency management agency as their point of contact in a disaster situation, and few indicated having disaster education materials for their clients. Twenty percent of respondents indicated having obtained formal disaster training. More than two-thirds of respondents were interested in disaster training.

CHDS State/Local / This thesis proposes to overhaul the state and urban area homeland security strategy program by improving the strategic planning process, guidance and assistance, and strategy review in collaboration with state and local stakeholders. Federal, state, and local reviewers regard the current state and urban homeland security strategies as generally inadequate and indicative of limited strategic planning processes. Comprehensive, enterprise-wide homeland security strategies are essential in coordinating preparedness efforts and limited resources. A collaborative effort between the federal government and state and local stakeholders would promote a value innovation in strategic planning that will transform state and urban area homeland security strategies. / Preparedness Officer, DHS - Office for Domestic Preparedness

The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.