No / This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 219-228).

Thesis (Ed. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 126-134).

Thesis (Ph. D.)--Michigan State University. Dept. of Teacher Education, 2008. / Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 296-306). Also issued in print.

Thesis (M.Ed.(Curriculum Studies))--University of Pretoria, 2006. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Federal legislation mandates the inclusion of students with disabilities into the regular classroom. This integration is often met with resistance from the educators. The purpose of this study was to determine teachers' attitudes toward the inclusion of students with severe disabilities in the general education classroom. The research problem addressed the attitudes of educators who are implementing inclusion practices for students with severe disabilities. These attitudes are an integral part of successful inclusion practices. The theoretical basis for inclusion can be found in Wolfensberger's normalization principle and his examination of social role valorization which support placing a person with a disability into "normal" social roles which can develop self-confidence and a sense of belonging. This quantitative research survey questioned if teacher attitudes toward students with disabilities varied by severity of student disability, type of teacher, and length of teaching experience with students with severe disabilities. Teachers (n=113) completed an adapted version of the Physical Educators' Attitudes Toward Individuals with Disabilities-III (PEATID-III). The data were analyzed through descriptive statistics, a Wilcoxon test, and the Mann-Whitney test. Results indicated that teachers displayed a significant difference in attitude based on the severity of disability showing a need for varied training. As indicated by the results, no significant difference in attitude existed between special education and regular education teachers. Experience with students with severe disabilities was not considered a determinant of attitude. This research contributes to the societal integrity by stressing the national impact of inclusion on teachers. The results of this study can be used by school districts to develop adequate preparation of all teachers in order to instill a proper attitude for teaching individuals with disabilities.

Spelling is a challenging task for many individuals, especially for those classified as Mild Mentally Disabled. Although considerable literature exists in the areas of special education and spelling, little research is evident involving these two areas in combination. In an attempt to address this gap, the researcher conducted a single subject research study to investigate the hypothesis that direct instruction of spelling enhances the spelling skills of students with special needs. Perceptions of parents, students, and teachers on how this program impacted student spelling skills was also investigated. Quantitative data from this study was collected from the SRA Spelling Mastery Placement pretest and posttest spelling scores of six Mild Mentally Disabled students and were analyzed using an independent measures t test. Qualitative data were collected from parents, students, and teachers through field observations, questionnaires, and journals using specific protocols. Qualitative data was analyzed using an adapted open coding approach. Emergent themes included the link between spelling and sentence creation, the link between spelling and reading competency, successful lessons, non-successful lessons, and changes that promoted successful lessons. Quantitative results from the study indicated that direct instruction had a positive impact on the spelling abilities of students with Mild Mental Disabilities. The qualitative data revealed that parents, teachers, and students perceive direct instruction as a viable teaching methodology in the instruction of spelling. This study informs social change by providing an effective approach for spelling instruction for special needs students and by highlighting the positive role spelling has in increasing student's reading and writing abilities.

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

<p>Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights&nbsp / enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does&nbsp / achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational&nbsp / institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the&nbsp / Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven&nbsp / with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers&nbsp / integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they&nbsp / equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking&nbsp / tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their&nbsp / learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.</p>

This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following: 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques. The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.