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Studying best practices in the aftermath of COVID-19 can offer evidence-based solutions to the challenges faced by postsecondary correctional education (PSCE), both those created or exacerbated by the crisis. This pragmatic, interpretive case study aimed to contribute to this effort by conducting a qualitative analysis of interviews and documents focused on crisis leadership during COVID-19 at an Alabama community college with a 100% incarcerated student population. The interview participants were the college's leaders who faced the crisis. The objective was to gain insights into their experiences and the strategies they employed while navigating the challenges of crisis. By doing so, this research study sought to identify applications that could benefit stakeholders facing or preparing for similar crises in the future. Findings and recommendations revolved around five key elements that were identified by Blankenberger and Williams (2021) as areas of concern for institutions of higher education during the crisis: budget, enrollment, research, course delivery, and accountability. The establishment of the Second Chance Pell (SCP) program in 2015 aimed to overturn the aspect of the 1994 Crime Bill that prohibited incarcerated individuals from accessing Pell grants. By providing incarcerated individuals the opportunity to pursue postsecondary education with the assistance of federal financial aid, SCP was designed to increase access to PSCE. The program was found to be successful, and eligibility has technically been restored for this population as of July 1, 2023. However, this research study found that certain eligibility exclusions (e.g., only [less than or equal to]25% of total student population can be incarcerated for a postsecondary program to be eligible) have kept students attending colleges such as the site for this case study from receiving these funds and other types of financial aid (e.g, Higher Education Emergency Relief Fund, or HEERF). Overall, this case study highlighted the need for research and improvements in funding, policy, instructional delivery, and crisis leadership to ensure equitable and effective PSCE for incarcerated individuals in times of crisis and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated how and to what extent colleges and universities are integrating self-efficacy components within their Quality Enhancement Plans. Higher education institutions that are accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACS), the regional accrediting body for 11 southern states, are required to conduct five-year Quality Enhancement Plans (QEPs) every 10 years. This problem was explored using a sample of these colleges. QEPs are detailed Plans that universities and colleges create to describe methods and practices for improving student academic performance. Institutions design and implement a five-year program to increase student learning and success. Research has demonstrated that self-efficacy, a theoretical construct established by Bandura in 1977 and later applied to learning as a student's belief regarding his or her own abilities (Van Dinther et al., 2011), is a predictor of higher academic performance (Ayllon et al., 2019). Leadership in higher education institutions requires innovative ways to build student self-efficacy because increasing self-efficacy could raise student retention and increase graduation rates. The results of this study demonstrate that institutions use self-efficacy components within their QEPs to improve student learning outcomes, particularly at Level I public colleges. These results mean that the goal of improving student learning by utilizing principles of self-efficacy within QEPs has been positively demonstrated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This action research study examined the lived experiences of student mothers at Gateway Community & Technical College. By increasing understanding, specific interventions for policy and practice emerge to increase retention and completion rates for this substantial population. Results suggest that student mothers have increased stress from issues surrounding time and competing obligations such as motherhood and work. Work, health, family, and finances come first for student-mothers, so Gateway should consider how policies and practice surrounding course delivery, attendance, due dates, Title IX, instructor care and approachability, child care, and programmatic support services work from the standpoint of a student-mother. Results also show that children of student mothers are significant motivators and are a retention and completion strength if the student mother has adequate support. The results showed some areas of strength along with many areas in need of remediation. The recommendations include specific areas of potential improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There has been a growing emphasis on the education of future generations of engineers who will have to tackle complex, global issues that are sociotechnical in nature. The National Science Foundation invests millions of dollars in interdisciplinary engineering education research (EER) to create an innovative and inclusive culture aimed at radical change in the engineering education system. This exploratory research sought to better understand ways of thinking to address complex educational challenges, specifically, in the context of engineering-social sciences collaborations. The mixed methods inquiry drew on the ways of thinking perspectives from sustainability education to adapt futures, values, systems, and strategic thinking to the context of EER. Using the adapted framework, nine engineer-social scientist dyads were interviewed to empirically understand conceptualizations and applications of futures, values, systems, and strategic thinking. The qualitative results informed an original survey instrument, which was distributed to a sample of 310 researchers nationwide. Valid responses (n = 111) were analyzed to uncover the number and nature of factors underlying the scales of futures, values, systems, and strategic thinking. Findings illustrate the correlated, multidimensional nature of ways of thinking. Results from the qualitative and quantitative phases were also analyzed together to make recommendations for policy, teaching, research, and future collaborations. The current research suggested that ways of thinking, while perceived as a concept in theory, can and should be used in practice. Futures, values, systems, and strategic thinking, when used in conjunction could be an important tool for researchers to frame decisions regarding engineering education problem/solution constellations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The high rate of burnout experienced among teachers was the driving problem addressed throughout this study. Burnout has long been an issue in public service arenas, and, within education, costs school districts across the nation millions of dollars annually. The purpose of this investigation was to examine perceptions of burnout in relation to instructional models. Two research questions were posed. The first question examined how instructional models impacted perceptions of teacher burnout. The second question examined differences in perceptions of contributing burnout factors across instructional models. Fifteen upper elementary teachers from several schools across Missouri participated in this qualitative case study. Participants were asked to complete an anonymous online questionnaire. Their responses were examined for themes within and across instructional models. Results indicated that teachers across instructional models experienced some level of burnout. Across both instructional models, teachers stated that administrative loads, lack of planning time and lack of curriculum and related resources contributed to their burnout. In addition, teachers from self-contained models indicated student behaviors and lack of parent support as a contributing factor. Additionally, a significant connection to self-efficacy was noted across instructional models. A majority of teachers preferred an Elementary Content Specialization (ECS) model so that they could become content experts, thus leading to higher self-efficacy. These findings further support the theoretical frameworks of both Job Demands and Resources Theory and Conservation of Resource Theory. Educational administrators may use these findings to assist them in decreasing burnout among their teachers. Recommendations for future research included increasing the number of participants from ECS models and changing the time of year in which the questionnaire is distributed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Latinx students are enrolling in four-year higher education institutions at a rapidly increasing rate. However, an alarming low number complete their degrees. Institutional barriers such as racism, language discrimination, cultural conflict, privilege of citizenship, and lack of role models present challenges to degree completion for Latinx students. One important yet understudied mechanism of support is mentorship. Within a Latinx-dedicated mentoring program, this qualitative case study identified mentoring practices perceived by Latinx student mentees and their program mentors as facilitating degree completion. This study also determined the alignment of the identified practices with the framework of culturally sustaining pedagogies. Using culturally sustaining pedagogies as a framework can offer a theoretical based for mentoring programs supporting Latinx mentees' persistence toward degree completion. Culturally sustaining mentoring based on the concepts from this study may be used to increase the graduation rates for Latinx students in other HEIs across the nation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Counselor educators and supervisors (CES), as gatekeepers for the counseling profession, have an ethical responsibility to prepare students to be competent to counsel through training, evaluation and supervision. In addition, CES have an ethical obligation to protect the public and the integrity of the profession by remediating or dismissing students who do not meet professional standards of competency. Concurrently, online counselor education programs are increasingly popular due to their accessibility and convenience. Despite the importance of effective gatekeeping methods and practices in online counselor education programs, no research exists regarding effective gatekeeping methods and practices in a CACREP-accredited online counselor education program. Using a constructivist grounded theory approach, in this study I identify gatekeeping methods and practices used by CES teaching in online CACREP-accredited master's-level counseling programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this basic qualitative study was to uncover effective professional development activities organized by elementary school principals and used to foster and support teachers with the instruction of self-determination skills along with any barriers principals encountered in their efforts to support teacher instruction. This study was conducted in response to literature stating that teachers identify a lack of self-determination training as an obstacle to their instruction in this area. Results from the study could be used to inform others in the field of the methods, activities, and programs that current principals used to address this need. Currently there is no literature in this area. Two research questions were developed for the study. Research question one: What effective professional development activities have elementary school principals implemented to support and foster the incidental and explicit instruction of self-determination skills by elementary school teachers? Research question two: What obstacles or barriers do principals encounter and attempt to overcome in their leadership efforts at supporting teacher instruction of self-determination skills? A basic qualitative design with face-to-face semi-structured interviews was used to collect data from 12 elementary principals from a western state. Findings showed some participants used professional, research based self-determination models to guide instructional practices, while others used materials from varied sources to create a program. Expectations for explicit instruction varied by school and teachers, although all study participants expected incidental instruction to occur. Methods for monitoring instruction were shared along with indicators of program effectiveness. Findings showed the primary barrier encountered by participants in their initiatives was teacher beliefs. When analyzing the findings, it became apparent that some materials used to support teachers with self-determination instruction might not be research based and may warrant further investigation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the result of two gifts--a gift of land from Hawaiian chiefs and a gift of Western education from American missionaries--Punahou School boasts a 176 year history of education grounded in Hawai'i, its people, and its evolution. While embedded in its current "Aims of a Punahou Education," Hawaiian language and culture (HL/C) occupies a minimal and largely undefined space within the curriculum and school culture. Ultimately, centered on the belief that HL/C should occupy a more significant space within the institution, the intent of this dissertation is to present suggestions on how Punahou School might increase its integration of HL/C across its campus. As part of a succession of research aimed at inspiring further work around the clarification, definition, and integration of HL/C at this independent school, this study was designed to, 1) survey the landscape of current HL/C practice, 2) survey the landscape of aspirations surrounding HL/C, and 3) collect strategies by which Punahou School might increase its integration of HL/C across its campus from Punahou School's professional community. Furthermore, this study utilizes 1) indigenous methodology in building its conceptual framework and structuring the research study-Ka 'Oloke'a Makawalu, 2) a multimethods approach to data collection and analysis, 3) a personal approach to synthesis and presentation grounded in educational practice. The findings informed the development of a learning artifact-Proposal for Increased Integration of Hawaiian Language and Culture at Punahou School. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The field of deafblind (DB) education has a long and rich history which includes a lack of qualified personnel to meet the needs of the population of learners. In addition, the literature base is small, lacking evidence for effective practices or methods of assessing and tracking growth with these learners. The ability to adequately track student growth is key when IEP teams are making educational decisions. Therefore, it is important to investigate the longitudinal growth of learners who are DB and the possible effects of service provision (number, type, and intensity) on communication growth. This research began the process of providing an accurate picture of these students' longitudinal communication growth using a tool called the Communication Matrix. The Matrix was designed to detect the minutest gains in communication of children who are DB. By answering questions from the Matrix, an individual profile of communication skills is created. Examining the profiles over time is one way to track communication growth. The purpose of this study was to explore the differences in the number, type, and intensity of educational service provision and to track the longitudinal communication growth of students who are DB using the CM. Many students who are DB are moved from one classroom or school to another, resulting in variations in the type and intensity of educational services. It was hypothesized that these changes deter students' educational growth. Using the Matrix profiles from with information obtained from learners' education files this study sought to conduct longitudinal growth curve modeling (GCM) to answer the research questions because GCM provides flexibility that other methodologies lack (allows for heterogeneity, variable numbers of data points, and the ability to capture the complex growth processes both intra- and inter-individually). Given the challenges of assessment of learners who are DB, GCM was chosen as the statistical method to be used in conjunction with assessment data to investigate the growth trajectory of learners who are DB. Using the data provided by the Matrix in addition to other variables obtained from a child's IEP (i.e., the effect change of the services received on rate of growth and the amount of time a child receives services on rate of growth), GCM seems to be a sensible choice of methodology for this study. However, due to the limited number of participants and longitudinal data collected, GCM was not able to be used. Instead, this study used descriptive statistics to show the communication growth of two participants, examine two groups of learners (6-year-olds and 15-to-18-year-olds), and investigate the number, type, and intensity of these learners. Great variability of service provision was observed in all areas investigated both inter and intraindividually. Furthermore, though not a research goal, the issue of primary and secondary disability labels for education emerged and is discussed in the findings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined how community college instructors perceive their level of work engagement. Businesses have studied work engagement, but the empirical literature on work engagement of community college instructors has been limited. The purpose of this study was to determine the extent the type of faculty member (full-time instructor versus part-time instructor), the type of class (face-to-face, online), and the course load (heavy versus light) affect the perceived level of work engagement. A secondary purpose of the study was to determine if a relationship exists between work engagement and years of teaching experience. Data were collected from 556 faculty members employed in a large community college system in Texas. Work engagement was measured by the Utrecht Work Engagement Scale (UWES). Analysis revealed that full-time faculty teaching face-to-face classes and adjuncts teaching online classes had higher perceived levels of work engagement than full-time instructors teaching online and adjunct teaching face-to-face classes. Additionally, full-time faculty teaching six or more classes and adjuncts teaching one class had higher perceived levels of work engagement than full-time instructors teaching a light course load and adjuncts teaching a heavy course load. Satisfaction was measured by Net Promoter®. Instructors were more likely to recommend taking classes than teaching at the community college. The results of this study have implications for community college instructors and administrators who work with faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the dissertation is to investigate three particular aspects that may affect the transition between a third grade Montessori system and a fourth grade non-Montessori system, specifically within the context of teaching and learning mathematics. These aspects are 1) the change in pacing and structure of the classroom, 2) the removal of manipulatives from the learning experience in favor of handwriting methods, and 3) the reversal of roles that teachers and students occupy. The effect of this transition on problem-solving skills is analyzed through a series of problem-solving exercises to determine mathematical understanding about key concepts within the curriculum. Results show that students identify alternative strategies when uncertain how to proceed in a problem. Students revert to previous object-centered methods when a problem is perceived as too difficult. Students also need more exposure with materials for difficult topics during the Montessori ages. The use of manipulatives is one of the most influential aspects of the transition, followed by the shift in student and teacher roles. The pacing and structure of the classroom has minimal effect on the transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aim of the study is to investigate the impact of cooperative learning instruction, specifically by using the Jigsaw instructional strategy on science achievement and attitudes towards science among 11th grade students. Based upon previous research literature, it was hypothesized that significant differences existed on gains between general science achievement of experimental group and control group. The quasi-experimental design was chosen for this study. The study sample consisted of 50 students of 11th grade class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The students' achievement was measured through the implementation of 30-item achievement test used as a pretest, as well as a posttest and deferred (follow-up) test. The experiment group was taught through cooperative learning while control group was taught through the instructions of "traditional teaching". The material was used such as lesson plans, worksheets and quizzes, designed to implement Jigsaw as a cooperative learning methodology. For the attitude scale towards science, a published 30-item Likert scale called Test of Science Related Attitudes (TOSRA) has been translated to Arabic in order to determine the students' attitudes ranging between strongly agree to strongly disagree. The data were analyzed through repeated measure analysis and multivariate analysis of variance with a 0.05 selected level of significance. The results of this study showed that using Jigsaw as a cooperative learning strategy has improved the students' achievement for the benefit of the experimental group. However, there was no significant change on the students' attitudes towards science for both groups, where the scores of all the attitude subscales were at or near the neutral level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Nearly 50% of all new sexually transmitted infections were found in teen and young adult populations in 2015, with the number of new infections expected to keep rising. This study evaluated the knowledge and opinions of university students to determine if changes should be made to the current sexual health education curricula utilized in high schools among the Southeastern United States. Sexual health knowledge, in the study, was determined by utilizing the STD-KQ developed by Jaworski and Carey (2007). Participant scores for the study were poor overall (M = 55.99), indicating that a more robust sexual health instruction could benefit these teens. The participants were also asked to give their opinions on a variety of sexual health topics, with most topics scoring favorably in the "agree" to "strongly agree" range. Overall the results from the study indicate that a comprehensive approach to sexual health education would provide the most benefit to the teens in the Southeastern United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the 1990s, many countries have used accountability mechanisms in teacher preparation. Aligned with this trend, the Chilean Ministry of Education has created national policies, which include national standards and an exit test for student teachers, grants for teacher education programs, and university scholarships for prospective teachers. These policies have been implemented in Chile, within the context of high social segregation and inequality, where accountability and deregulation work together. The purpose of this study is to explore how teaching and teacher education are constructed in national teacher education policy and university-based programs in Chile by unpacking assumptions about teaching, teacher education, and justice using frame analysis. This study analyzes national policy documents related to initial teacher education in Chile as well as semi-structured interviews and university and course documents from two teacher preparation programs. This dissertation argues that the influence of Chile's national teacher education policies on local teacher preparation programs was not uniform across the programs. Rather both national and local frames were influenced by international organizations and universities. This overarching argument is based on four related propositions: 1) teacher preparation programs have different conceptions of practice-based teacher education and teaching while they have similar conceptions of justice; 2) the differences among faculties' conceptions are shaped by different narratives, based on participants' view of themselves and their programs, conceptions of teaching knowledge, participation in policies, and alignment and articulation; 3) national policies and teacher preparation programs have different conceptions of teaching and teacher education, but they have similar conceptions of justice; and, 4) Chilean national policies are influenced by international discourses even though they use different narratives to promote their changes. This study has implications for research, policy, practice, and activism. Building on the study's findings, I constructed a framework that expands the notion of the policy web, incorporating the connection between local and international discourses in teacher education. This framework also identifies four dimensions that shape university's faculty conceptions and explain the differences among programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The existing body of scholarly knowledge has little research focused specifically on formal, non-formal, and informal education and training's contribution to the development of expert capabilities. The purpose of this research was to find out how experts in their field of study or work perceived education and training learning contexts contributed to the development of their capabilities. The theoretical foundation for the study was the self-regulation theory. A qualitative case study methodology was used to explore the problem with 10 individuals from different geographic areas that have recognized expertise in their field of study or work. The research questions asked participants to explain how formal, non-formal, and informal education and training contributed to the development of their capabilities. NVivo 11, qualitative data analysis software, was used analyze the participants' attributions to learning contexts. The results of the study show all of the learning contexts contributed to the development of the experts' capabilities; however, formal training's developmental contributions were clearly the major contributor for all of the participants. Non-formal training was usually the second largest contributor of the three. While informal training generally underperformed both, informal learning context's attributions exceeded non-formal in four situations. The results provide organizations and individuals with new knowledge on how formal, non-formal, and informal education and training contexts can be utilized to accomplish developmental goals effectively. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this research study was to examine how chefs and other individuals in the food industry understood the field of culinary arts. This study used an instrumental case study with purposeful sampling of multiple cases. Through a series of open-ended interviews using snowball-sampling strategy that concluded with 45 participants sharing their experiences in culinary education and employment, several themes emerged across all of the interviews: (1) Disempowerment of those who have been successful in the culinary arts; (2) Conflict in the field; and, (3) Needs of employers not being met. Following the analysis of the data, two research questions were inductively formed: (1) How do the participants' understandings vary based upon the three models (apprenticeship, associate degree, and baccalaureate degree) of culinary education? (2) How do these themes vary depending upon the three models of culinary education? What resulted was thick description of the impact of the three models of formal chef education has had on the field of culinary arts, followed by the potential in the development of the baccalaureate degree model as it represented an opportunity for field redefinition in culinary arts. This study produced a set of data revealing that current culinary education has become one that has bred disempowerment, continued conflict in the field of culinary arts, and left needs unfullfilled related to technical skills required for successful employment. The shift from the time-consuming and expensive model of apprenticeship to the development of the associate degree has necessitated a reconsideration of culinary education. What has been offered in this research is the potential for a transformation facilitated within a baccalaureate degree that could intertwine both technical skills and academic knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The German Dual System is a model educational and employment approach that other nations could emulate. The ability of young apprentices to work and study at the same time to gain both practical and theoretical skills leads to more meaningful education and decreased dropout and youth unemployment rates. The collaboration of the government, agencies, Chambers of Commerce and Industry, Chambers of Crafts, unions, employers, and vocational school stakeholders helps build a robust system that would increase youth qualification for employment. More important, the system benefits a country that is dependent on a skilled workforce to boost its export-intensive economy. The exploratory, multi-source, single case study focused on how the German Dual System curricula led to advantages in education and employment that Germany's young apprentices are experiencing. Future researches should include the Dual Systems of the German-trained developed and developing nations to see whether the same outcomes are experienced by youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The Churches of Christ, a body of Christian believers descending from the nineteenth century American Restoration Movement, have a well-documented history of establishing and supporting liberal arts colleges and universities. This study of theatre programs at three of these institutions--Lipscomb University, Pepperdine University, and York College--examines the model of faith and learning operating at each school and in its respective theatre department. This study utilizes a mixed-methods approach combining a multiple case study with a self-administered Likert-scale questionnaire, illuminating the ways that the schools describe their model of faith and learning, the ways that the theatre departments at the schools interpret this model, and the ways that a cross-section of the members of these schools understands this model, along with their corresponding expectations of their school's theatre program. Robert Benne's definition of Christian higher education according to three components--"vision," "ethos," and "Christian persons"--provides the theoretical framework guiding this study. Accordingly, an "add-on" model features academic studies alongside of Christian ethos and persons, whereas an "integrated" model features some measurable degree of integration in the classroom between the worlds of faith and academics. Statistical evaluations of the survey data are reported according to an Analysis of Variance (ANOVA) and Correlation Coefficients. Survey data are then compared, using Benne's categories, to the case study findings. Based on results of this study, recommendations are offered to teachers and directors in theatre programs at any faith-based institution of higher learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Special education paraprofessionals are often employed to support students with disabilities in general education classrooms absent the special education teacher. Little research exists to determine what school administrators think about this practice. The purpose of this study was to learn from special education administrators in Massachusetts about their districts' policies, practices, and perceptions related to the use of paraprofessionals to support students with disabilities in the general education classrooms. An electronic survey sent to 330 district special education administrators to collect this information resulted in a 32% return rate (N = 107). The survey included a combination of multiple choice, dichotomous questions, and options for open responses. Responses to the 27 questions were analyzed individually and compared with all others. Each question was examined for the total number of administrators who answered the question, response totals, percent of responses, and when applicable, the mean and range. The results were discussed as related to key topics discussed in the literature: frequency of use, procurement guidelines, responsibilities, training, supervision, and evaluation; beliefs about meeting mandates of the Individuals with Disabilities Act (IDEA) and No Child Left Behind (NCLB); and administrators' levels of satisfaction with paraprofessional use. Results revealed an increase in paraprofessional use over the past five years as reported by 69.2% of the respondents and half of the administrators considered they were overused. There was considerable variation, however, in reported use of guidelines regarding their use, supervision, and evaluation. While concern about paraprofessional use was reported in the literature (Blacher & Rodriguez, 2007; Causton-Theoharis & Malmgren, 2005; Giangreco, Yuan, et al., 2005), special education administrators who participated in this study revealed a high level of satisfaction with their districts' use of paraprofessionals, as well as their ability to meet the mandates of IDEA and NCLB. The responses of the participating administrators of special education in Massachusetts provide new information to guide those in the field of special education about the perceptions these practitioners hold regarding paraprofessional use and the policies and practices they employ. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A combination of factors including Global Climate Change, population growth, depletion of natural resources, and degradation of the environment have contributed to a general consensus concerning the need for man to amend his relation with the earth in order to perpetuate the survival and well-being of future generations of human beings. An emerging answer to this need is Education for Sustainable Development (ESD), a conceptualization of education oriented towards equipping future generations with the skills and the capacity for critical thinking needed to create lifestyles compatible with the natural environment. This new vision for education has been codified and promoted by various international entities, including the United Nations and its subsidiary organizations. This dissertation documents the current status of Education for Sustainable Development at the global level, as described by academics and policy makers in the available literature. Often times missing or present only in abbreviated fashion is documentation of actual Education for Sustainable Development projects, especially those designed and implemented in the developing world by grassroots activists and community based organizations. Through six case studies conducted during the spring and summer of 2009, I document and analyze six examples of Education for Sustainable Development in the provinces of Gujarat and Rajasthan in western India. I collected data through site visits, participant observation, interviews, document analysis, and archival research. The analysis of these case studies provides a counterpoint to some of the prevailing narratives concerning Education for Sustainable Development. Although in most ways the themes emerging from the Education for Sustainable Development organizations I looked at are harmonious with the general theoretic model accepted in the academic literature, the case studies provide some insights previously absent or underdeveloped, such as the relative disconnect between the global Education for Sustainable Education movement and the implementation of ESD projects, the unfamiliarity with academic debates and terminology amongst many practitioners, the importance of indigenous knowledge and local history in ESD projects, the powerful theoretical framework provided by the teachings and life example of Indian independence hero Mahatma Gandhi, the centrality of livelihoods to ESD, the limited importance of traditional academic divisions which separate fields such as environmental studies and economics to the work of practitioners, the ability to implement ESD in resource constrained environments, the ability of non-educated people to bring about innovative solutions to problems in the field of ESD, the generally marginal status of nature preservation in ESD in India, and the great variety of successful ESD programs existing currently in Western India. This study was only able to examine a limited number of case studies, due to logistical and financial constraints, but points to the possibility of the existence of even more examples of successful Education for Sustainable Development. This study specifically addressed the following two research questions: (i) How do practitioners in India see and interpret their efforts in Education for Sustainable Development? What are their motivations and concerns? (ii) How do the academic debates on Education for Sustainable Development in India relate to the realities in the field for practitioners who are implementing this new type of education? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Effective public history dialogue depends on all voices having adequate access to interpretation and experience set in historical and/or cultural environments. The dissertation explores programming developed specifically for secondary education students who have intellectual disabilities and other related cognitive and developmental disabilities. This study focuses on cultural institutions in the United States, ranging from a historic house museum in Smyrna, Tennessee, to such major institutions as the Museum of Modern Art in New York City. This dissertation investigates sensitivity and awareness training for museum staff. Central to the research is a case study at a local historic site with a special education class. From this case study, the author presents a model of best practices for museums to use in developing programming and welcoming an under-served population to their organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the effective strategies, resources, and programs urban superintendents utilize to improve the academic achievement for African-American males. This study employed a mixed-methods approach to answer the following research questions regarding urban superintendents and the academic achievement for African-American males: What programs are in place now that prove beneficial for African-American students; What are the strategies in academic and/or extracurricular programs that support African-American male achievement; What are the strategies superintendents use or implement that support African-American males' academic achievement; and What are the resources necessary to implement an effective program aimed at improving African-American males' academic achievement? In order to answer these research questions, performance data from the 42 qualified California school districts was reviewed, survey results of the 23 participating superintendents and four interviews was conducted. The data was analyzed statistically for descriptive statistics, correlations, and overarching themes. This research study resulted in the following key findings: urban superintendents need to implement programs specifically designed for African-American males that provide college access and positive role models; create a safe inclusive learning environment for African-American male students with rigorous and culturally relevant curriculum for the 21st century; create a sense of urgency to improve academic achievement for African-American males; provide targeted, effective staff development. This study provides insight of what successful urban superintendents in California are utilizing to improve academic achievement for all students, and in particular African-Americans, and adds to the limited body of literature on this topic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Drawing from Cultural-Historical Activity Theory, this research analyzed the structural contradictions existing in the variety of educational activities and resistance among a group of alienated adult students in Korea National Open University (KNOU). Despite KNOU's quantitative development in student number, the students' resistance shed light on how the institution's top-down, bureaucratic pedagogical system collided with individual expectations and needs. As a ramification of their resistance, the students critically reflected upon their social position and the social status of the institution. In particular, their critical viewpoints demonstrate the incompatible roles that the distance higher education institution plays in Korean society. That is, while KNOU contributes to extending higher education opportunities for those who have unmet educational needs, the value of the KNOU degree has not been socially acknowledged since there is little, if any, competition in the entrance process. This study also documents how these contradictions were culturally and historically embedded in the participants' distance higher education activities. Given the persistent contradictions and the students' resistance, the research findings illuminate that KNOU's current distance higher education system has not effectively facilitated the students' learning. Its efficiency-oriented model inevitably entails a compromise between a competitive, quality curriculum and the efficient extension of audiences. To better accommodate those students' learning needs, this study suggests, KNOU should recommit to the Open University's original mission of providing quality higher education to broader audiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The 2001 No Child Left Behind Act's focus on raising standardized test scores for underachieving students has created a national education system where teacher time and resources are often not directed to students in the top percentiles and those identified as gifted and talented. As resources for gifted students continue to be limited, opportunities for distance learning have increased exponentially. This qualitative study explored the experiences of 7 gifted middle school students from rural schools in One Western State, their mothers, and their school principals with online courses provided through the Western Virtual School (WVS). This study also investigated the students' experiences in relation to self-regulatory learning theory and self-efficacy theory. Four areas of inquiry included: (a) the significance of the teacher, (b) rural schools' approach to gifted programs, (c) student motivation in the online environment, and (d) challenges with the online learning experience. The findings suggest that additional research be conducted in the areas of (a) student-teacher relationships in the online environment; (b) methodologies related to providing social interaction in online courses; and, (c) the use of online courses specifically for middle school students. Recommendations for educational practice include: (a) the identification of the self-regulatory learning attributes of students prior to online enrollment; (b) the need for more cohesive programs for gifted students; and, (c) increased professional development in the area of gifted education for public schools teachers and administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Using a critical race lens, this narrative study employs a focus group design to explore the intersections between black males, hip hop culture and schooling experiences. To provide a sociocultural grounding, this study first reviews the research literature around hip hop culture.s sociocultural development and its impact as a culture force that contributes to both dominant narratives and counter narratives around black male students in the hip hop generation. This overarching purpose of the research study is to explore the ways that black males. engagement with hip hop culture might inform liberatory educational outcomes. Using the composite counter-storytelling methodology, this research study synthesizes the participants. experiences and perspectives around the intersections black masculinity, schooling and hip hop culture. Finally, as it relates to schooling and school leadership, this research outlines the possible implications and recommendations that emerge from the findings. One of the primary implications of this research is that it can inform culturally responsive and antiracist pedagogies that lead to increased self and community agency for boys of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the literacy instructional leadership behaviors of principals in two high poverty elementary schools in North Carolina who have experienced success with student growth in reading achievement over a three year period. This was a qualitative exploratory multiple case study. Data was gathered from 21 interviews that included central office personnel, principals, an assistant principal, a district coach, Title One teachers and regular classroom teachers. The key findings of this study revealed that these principals utilized a Professional Learning Community and Response to Intervention structure within their schools, using data effectively to identify areas of needed improvement for students and teachers. The principals exhibited content and pedagogy knowledge that enabled them to have meaningful discussions with their teachers. Within this structure, there was a clear focus on students and a sense of urgency. High expectations were clear for students and teachers within a climate representing established relationships. The principals actively participated in on-going professional development with their faculty and staff. These two cases also had the added benefits of district support and low staff turnover. The districts and principals alike made use of shared leadership. The teachers were empowered to be leaders within the school and to try new strategies. Two distinguishing traits of the principals were that of humility by constantly "shining the light of praise" back on their staff for the success of the schools and in utilizing resources with intestinal fortitude when it was in the best interests of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A substantial number of research studies indicate that the community colleges will continue to experience shortages of leadership talent due to excessive retirements and a lack of prepared incumbents. Without appropriate leadership talent, the ability of community colleges to fulfill the ever-increasing demands of their mission and constituents they serve may be compromised. Single-campus, district, and state Grow Your Own (GYO) leadership development programs emerged in the early 2000's as a strategy to develop potential leaders. While significant attention has been focused on the content of such programs, little emphasis has been placed on the effectiveness of these programs beyond participant reaction. The purpose of this study was to comprehensively evaluate the effectiveness of a community college's GYO leadership development program in addressing the college's desired outcomes for the program. The study was conducted at a medium, rural-serving college in the Northeast that has been offering an annual GYO program since 2003. This qualitative study was a summative evaluation. The framework for the study was an adaptation of Donald Kirkpatrick's four-level training evaluation model. The study included an examination of participant reactions to the program, what participants learned in the program, how what participants learned in the program was applied in their work, how participants were supported after the program, and the program's impact in meeting the college's established leadership development objectives. The study included interviews conducted with 41 of the 91 program participants who were still employed at the college, five program planners, the college president, and 11 senior administrators to determine the program's effectiveness. Additionally, documents such as the college's periodic evaluation surveys, program syllabus, objectives, and participant materials were also examined. The findings of the study indicate that, while the GYO leadership development program generally met the college's desired objectives, the infrastructure to support continued leadership development was lacking. Further, the findings indicated that, while a programmatic approach to leadership development is commendable, a more comprehensive approach to ongoing leadership development, via support systems and continuous learning initiatives, would maximize effectiveness. The findings support recommendations to heighten overall effectiveness in three areas: 1) future programmatic improvement, 2) strengthening of the college's infrastructure to foster continued leadership development, and 3) key areas that should be more rigorously and regularly evaluated in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Literacy coaching has become a popular professional development approach in the United States over the last decade. To date, there has been little research on the different lived experiences and challenges of literacy coaches working in different contexts. Furthermore, research findings regarding the effectiveness of literacy coaching are inconclusive. To fill the gaps in the literature, this study was designed to explore the nature of literacy coaching in the United States and examine the relationship between literacy coaching and student literacy achievement, both from the perspective of literacy coaches and that of classroom teachers. An embedded mixed methods research design, comprising a main strand and a supplemental strand, was adopted to explore the research questions. In the main strand, 3 literacy coaches were interviewed and observed; in the supplemental strand, 108 classroom teachers completed an online survey featuring both closed-ended and open-ended questions. The findings of this study show that both literacy coaches and classroom teachers perceive that literacy coaching is an effective type of professional development in improving teaching and learning. It is perceived as better than most of the previously used professional development methods (e.g., one-shot workshops, conferences, face-to-face college coursework, online college coursework, and reading professional literature) because literacy coaches can provide timely, on-site, continuous, and personalized assistance to support teacher learning in a self-directed, reflective and collaborative way. The effectiveness of literacy coaching, however, depends in part on the skills and qualifications of literacy coaches, as well as the receptiveness of classroom teachers and the support of administrators. The findings also reveal that literacy coaching is a stressful and demanding job because in order to be effective, literacy coaches have to assume multiple, yet at times, undefined roles. The findings reveal the need for support of literacy coaches in order to help them survive and thrive. The implications of this study include providing a clear job description for coaches, maintaining appropriate coach-teacher ratio, educating administrators about literacy coaching, providing coaches with ongoing professional development opportunities, providing coaches with release time for networking, and providing teachers with the necessary support and release time for working with literacy coaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Recent changes in legislation (IDEA) have implications for the changing role of the school psychologist, specifically in the evaluation of students with learning disabilities. There is a need to examine the attitudes and practices of school psychologists regarding specific learning disability identification as there is little consistency in how school psychology graduate students are trained in diagnosing specific learning disabilities. This topic is of critical interest since students with specific learning disabilities (SLD) represent the largest category of special education students. One hundred and two school psychology students were surveyed to determine the nature and extent of their knowledge of SLD identification during their internships or field placements in schools. School psychology graduate students were surveyed because they could provide the most up to date information on university training in school psychology. Specifically, the aim of this study was to determine which methods of SLD identification are students being trained in, and what methods are used in schools. The results of this survey provide a picture of how schools are following legal mandates. Results indicated that both graduate training programs and schools are using inconsistent methods of SLD identification; some schools and training programs use RTI alone, whereas others use RTI and cognitive testing. In addition, the cognitive testing measures varied across schools and training programs. Implications for school psychologists indicated the need for future research, specifically regarding why schools are not following legal mandates, and illustrated that training programs need to be training students in a variety of SLD identification procedures and practices, but should be also emphasizing those that both follow legal guidelines and are supported by research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to evaluate and determine how special education teachers perceived the effectiveness and impact of NCLB and IDEA on the academic achievement of high school students with disabilities. The purpose of the "No Child Left Behind Act" (NCLB) and the "Individuals with Disabilities Education Act" (IDEA) was to bridge the achievement gap among students and to ensure they developed proficiency in focus subjects. One of the NCLB goals was to staff each classroom with a special education teacher. According to the study findings, special education teachers believed that NCLB did result in significant improvement of instructional methods. Study results indicated that the implementation of IDEA did lead to significant improvement of instructional methods. Study findings showed that educators perceived the NCLB strategies did lead to a decrease in the achievement gap between the two groups of high school students. This study used a quantitative descriptive research methodology to evaluate the perceived level of effectiveness of NCLB and IDEA strategies in the special education program. Use of a quantitative research methodology enabled the researcher to determine, measure, and analyze data to test the hypotheses developed from the three research questions. The population of interest consisted of special education teachers, specifically the highly qualified special education teachers. The research instrument for the study was a survey questionnaire distributed to 130 special education teachers. The selected sample included highly qualified and effective high school special education teachers from five urban inner-city schools in an urban Midwestern U.S. school district. This sample was selected because these teachers were the ones executing and evaluating the effectiveness of NCLB and IDEA and they could describe the tangible implications of the changes. The findings of this research are important because they provide noteworthy insight into NCLB and IDEA strategies for improving the academic achievement of students with disabilities. This study establishes that more efficient instructional practices and educational leadership are significant requisites for improving the quality of education for students with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For the last 40 years, Stephen Gaskin has been an adult educator on the fringe, working with tens of thousands of adults in the counterculture movement in pursuit of social change regarding marijuana legalization, women's rights, environmental justice issues and beyond. Gaskin has written 11 books about his experiences teaching and learning with adults outside the mainstream, yet, he is virtually unknown in the field of adult education. He lists his religion as hippy; he is a member of the Counterculture Hall of Fame (inducted 2004), a convicted felon, a United States Marine, a Korean War combat veteran, and a convenor. From 1967 to 1970, Gaskin led weekly rap sessions in which thousands of hippys, up to 3,000 by some accounts, would talk openly about sex, love, drugs, religion, and politics, all with a goal of emancipatory learning for social justice. These informal adult education classes signified the beginning of Gaskin's four decade-long struggle against social injustice and The Man. The primary focus of this dissertation is to examine Gaskin's life and mission by analyzing his theories and methodologies in relation to adult education and adult learning in order to show that he is an unrecognized adult educator who has contributed demonstrably, and uniquely, to the field of adult education. Gaskin's writing is situated in a contextual paradigm framed by several existing areas of adult education, including spirituality, ecological consciousness, praxis, and emancipatory learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion support services in 2009-2010 to those students who were in gifted inclusion classrooms in 2010-2011. Gifted students' Reading/Language Arts achievement was also analyzed for differences between samples. Tennessee Comprehensive Assessment Program (TCAP) scale scores from the 2009-2010 and 2010-2011 school years were utilized for this study. Students' fourth grade scores were used as a covariate to control for differences in base-line abilities. The main independent variable for the study was type of classroom: differentiated instruction support inclusion model vs. pull-out model. The dependent variable was students' Reading/Language Arts TCAP scores. The scale scores of participants came from five middle schools in one rural Tennessee County. All the schools in the study had similar demographics. Statistically significant findings indicated that the differentiated instruction support inclusion model had a positive effect on regular education students' Reading/Language Arts achievement. In addition, the findings from this study indicated that regular education girls had significantly higher achievement in inclusion classrooms when compared to the achievement of their male counterparts. No statistically significant differences were found for gifted students. Findings from this study indicate that regular education fifth grade students who participate in a differentiated instruction support inclusion classroom may increase their Reading/Language Arts achievement more than their peers who are in a general education class without differentiated instruction support. Since statistical significance indicated that girls perform better than boys in these classrooms, one recommendation is for teachers to provide non-narrative, informational texts such as magazines for boys in the reading classroom. In order to improve literacy, literature choices should be interest-based. A recommendation for further research is to perform a longitudinal study to evaluate the long-term effects of differentiated instruction support inclusion services on the Reading/Language Arts achievement of boys and girls. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the transmission of Islamic legal knowledge in modern Egypt. It is based on two years of ethnographic fieldwork in Cairo among formally trained Islamic scholars. With governmental permission, I was able to attend classes at both al-Azhar's Faculty of Shari'ah and Cairo University's Dar al-'Ulum. I also participated in the network of traditional study circles operating in and around al-Azhar mosque. Combining ethnographic data with extensive archival research, I trace the effects of government-led initiatives over the past century and a half to reform traditional religious learning. Such have revolved around increased incorporation of Western educational methods. There are two themes on which I focus. The first centers on ethics and subjectivity. Talal Asad has suggested that for pre-modern Muslim jurists, accurate understanding of sacred texts presupposed an appropriate "habitus". Drawing on Wittgenstein and Bourdieu, I elaborate Asad's brief remarks along the following lines. Given that how a text is read depends upon the attributes of the reader, religious authorities insisted that proper interpretations could only be generated by proper character. The way in which to produce proper character was to mold it through a suitable program of ethical discipline. I demonstrate that pre-modern Islamic educational techniques were structured with the aim of imparting a particular habitus (modeled on that of the Prophet) by enjoining meticulous and constant imitation of the Prophet's personal habits ("Sunnah"). By transforming themselves into living replicas of the Prophet, jurists believed that they acquired the ability to mirror his textual interpretations. I then describe how traditional linkages between knowledge and ethics have been eroded by the importation of Western learning techniques, scrutinizing the effects of these changes on substantive legal doctrine. The second overarching theme of my research examines how changes in pedagogical methods have produced a corresponding shift in "episteme". Using Foucault, I argue that pre-modern religious learning was dominated by an episteme centered on language and grammar. I proceed to describe how modern educational reforms have succeeded in inaugurating a new episteme modeled on the natural sciences. I assess the impact of this shift on modes of legal reasoning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As world percussion has grown in popularity in American colleges and universities, two main problems have emerged. The first problem is that no known source exists detailing how percussion instructors have incorporated world percussion into their collegiate teaching. A review of the literature has highlighted four main approaches to incorporating world percussion in collegiate percussion programs: applied study, group performance, travel experiences, and guest expert visits. The second problem is that systematic research on world percussion traditions has been carried out much more often by music education researchers, anthropologists, and ethnomusicologists than by percussionist-performers, so the relationship between theory and reality regarding the teaching of world percussion by collegiate percussion instructors is called into question. Via an exploratory mixed-methods design, this dissertation investigated the practical approaches most commonly utilized by percussion instructors to teach world percussion in their collegiate percussion programs, as well as the practical and philosophical reasons behind their decisions. Questionnaires were distributed to 1,032 collegiate percussion instructors in the United States with 518 respondents (N = 518); descriptive statistics were utilized to determine the relative popularity of the four main approaches mentioned in the percussion literature. Interviews were conducted with collegiate world percussion instructors (N = 11), selected via stratified random sampling, regarding their practical and philosophical approaches to teaching world percussion. Content coding of interview data was utilized to search for emergent themes and meta-themes. Findings regarding the instructors' practical approaches toward the incorporation of world percussion in their programs included decisions about what world percussion instruments and styles to present, settings in which to present them, when to present world percussion and how much world percussion to include in relation to core areas, and breadth versus depth of world percussion. Findings regarding instructors' philosophical orientations included rationales for world percussion and issues of authenticity. Conclusions include that instructors' main rationales for incorporating world percussion into their programs were musical well-roundedness and employability as performers and educators, while understanding authentic musical processes in cultural context was also an important dimension. Implications were also discussed, and suggestions for further research were also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The goal of this study was to gain a better understanding of families' experiences as their children received additional support in reading activities at school within a beginning Response to Intervention (RTI) framework. Specifically, the experiences of three families from one pre-K through grade 5 elementary school in the Midwest are highlighted. A multiple case study methodology was used to listen to the voices of family members regarding their perceptions of their children's educational needs and about their relationship with the school within the context of the school's RTI program (Readers as Leaders). The aim of the study was twofold: (a) to learn from families their perceptions of their children's educational needs and how they were being met within their children's Tier 3, intensive intervention program within Readers as Leaders; and (b) to gain greater understanding of families' perspectives of their relationship with the school in the context of their children's participation and receipt of intense reading help within the school's RTI model. Teacher and principal interviews, as well as field notes and artifacts helped to triangulate the data presented in the current study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Purpose and Method of Study. The primary purpose of this research was to explore the beliefs of Illinois public school superintendents concerning the ability of No Child Left Behind (NCLB) to enable school reform. A secondary purpose of this study was to describe the extent to which those beliefs varied based on the size of school district, type of school district, location of the district, and length of experience as a superintendent. The entire population of Illinois' 868 public school superintendents for the 2008-2009 school year was asked to participate in this study. A total of 349 completed surveys (40% response rate) were included in the data analysis. The survey questions took the form of superintendent belief statements concerning the ability of NCLB to assist them in leading school reform. The data were analyzed by SPSS 17.0 software based on the frequencies of responses of the superintendents' beliefs concerning NCLB. Ordinal regression analysis identified which predictor variables impacted the outcome variable. Findings and Conclusions. The responses to the survey showed mixed results for the five beliefs as more superintendents disagreed than agreed that NCLB had helped them lead school reform, improve freedom and flexibility in working with the community, and to increase the number of educational choices available to parents. However, more superintendents agreed than disagreed that NCLB had helped them strengthen school district accountability systems and assisted them in developing goals and objectives concerning the usage of proven educational methods. Although the influence of the independent variables differed from belief to belief, the size of the school district was shown to be a significant predictor in four of the five beliefs. School district location was a significant predictor in three beliefs, and superintendent experience was a significant predictor in two beliefs. Type of district was not a significant contributor to the predictability of any of the beliefs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the Montessori Erdkinder-based middle school explicit curriculum align with "The Civic Mission of Schools" six educational approaches? (c) In what ways do students experience civic engagement at the end-of-the-school year in Grades 7, 8 and 9 in a Montessori Erdkinder-based middle school classroom? The study used a case design with three embedded units of analysis. The purposefully selected participants included the teacher and 19 students. The curriculum was analyzed using document analysis and context was provided through teacher interviews. The curriculum was aligned with "The Civic Mission of Schools'" six approaches. Students' civic engagement was examined through observations, students' interviews and documents. Cross-case analysis examined civic engagement experiences between each grade level. These analyses were compared findings to civic education literature and "The Civic Mission of Schools'" six approaches. The study found the curriculum provided opportunities for civic engagement including civic and political skills, civic dispositions and community participation. When compared with "The Civic Mission of Schools," the curriculum provided mixed results. Only the students' voices in school governance and service-learning were evident. Students had similar opportunities for civic engagement because of the mixed-age nature of Montessori learning. Evidence of student civic engagement included a student created and maintained democratic classroom environment, community service and service-learning, informal discussion of current events and participation in the Montessori Model United Nations. Although the curriculum did not directly align with "The Civic Mission of Schools," it provided an example of (a) an apolitical curriculum for creating world citizens and (b) a model for civility for classroom governance and student behavior. A community of practice was developed based on occupation-based learning in which students learned their roles and experienced stress in a democratic workplace. Recommendations for future research include political socialization and alternative learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined the influences of online and blended instructional delivery methods, as defined by the Sloan Consortium (2006), and the influences of adult learner discussions on engagement in a classroom. Asynchronous and hybrid delivery methods were examined through the learner's perceptions of the level of discussion, community, and teacher interaction, and how that interaction related and built on the engagement of the learner within the learning environment. With the continual increase of learner-centered and constructivist theories, the transition from a teacher-centered instruction to a learner-centered instruction challenges teachers to engage their students in new ways of creating dialogue. A researcher-developed survey instrument was used to collect data from a convenience sample of U.S. Midwest learners in the two delivery methods. A five-point Likert-type scale was used to measure respondent perceptions of the level to which engagement was achieved through the use of community, levels of discussion, and teacher interaction within their learning environment. The survey used demographic questions in order to answer whether demographic attributes played a role in any differences of perception of the overall engagement level of the classroom. A matrix of the survey questions was created to measure perceptions of the influence of engagement within the different delivery methods. Descriptive and inferential statistics including means, frequencies, and percentages were used to report findings. The findings measured positive for the perception of engagement, indicating that the adult learners perceived that their educational environments engagement levels were influenced by community development, levels of discussion, teacher interaction, and the delivery method of the class. A variety of benefits and challenges were revealed as a result of the study. The results indicated that these principles of community development, levels of discussion, and teacher interaction can be applied to asynchronous, or blended classrooms and create enhanced engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This thesis illustrated what can happen when academic culture disconnects from the cultures surrounding it. It showed that formal school environments are not always the best places to learn. A discussion of the debate between coherence and fragmentation learning theories illustrated academic chasms and a mindset that science education must originate from within ivory towers to be valued. Rationales for place-based science education were developed. Two National Science Foundation initiatives were compared and contrasted for relevance to Native Science education (a) Informal Science Education and (b) Science Education for New Civic Engagement and Responsibilities. A National Science Foundation instrument, known as the Self-Assessment of Learning Gains, was selected to field-test measures of learning science outside of university science courses. Principles of chemistry were taught in community workshops, and those participant self-assessments were compared to self-assessments of students in introductory chemistry courses at two universities. University students consistently claimed the greatest learning gains, in the post-course survey, for the same areas that they claimed to have the greatest understanding, in the pre-course survey. The workshop participant responses differed, depending upon location of the learning environment. When held in a university laboratory, ideas were not related to other cultures, even when a Native Elder was present to describe those relationships. When held in a cultural center, those relationships were among the highest learning gains claimed. One of the instrument's greatest assets was the ability to measure reactions , level 4 of Bennett's (1976) hierarchy of evidence for program evaluation. A long-term commitment to informal science education (not short-term exhibits or programs), combined with negotiated place-based education was recommended as a crucially needed initiative, if relationships between universities and Native American communities are to improve. Some chasms created within ivory towers may never he bridged. Yet, those ideological chasms do not have to exist everywhere. The realities of working in the natural world and the practice of addressing multitudes of community challenges can alter perspectives, when horizons change from the edge of one's desk to those that meet the sea or sky. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this paper is to describe a process for teachers, administrators, and families to examine existing structures that support inclusion in their schools and in their children's schools. This research study used Appreciative Inquiry to show how stakeholders can take a more active role to support education reform. History has proven that in order to support successful educational reforms, teachers, principals, and families must actively seek changes. In this paper I examined inclusion from the viewpoint of how stakeholders understand it, in the context of meaningful educational experiences and a sense of community for all students. The research questions addressed practices that teachers, administrators, and parents can refine and build on to include students with disabilities, as well as areas of challenge that may require schools to restructure their educational methods. Stakeholders participated in the first three phases of the Appreciative Inquiry process. This included appreciative interviews, data analysis, and generating a professional development action plan for the participating school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A current trend in education is that small teacher groups, called professional learning communities (PLC), are being advocated as a tool to help teachers reach struggling students. Educators planning to use PLC as an intervention strategy can benefit from research-based information about PLC best practices. This multiple case study addressed the possible disparity between what is theoretically known of PLC as posited in the PLC literature and how these small teacher groups are functioning in schools. The study also explored how PLC might be improved to best serve students. PLC in 3 under performing senior high schools was examined. Research questions involved understanding how PLC operate in actual school settings, and how their functioning compared functioning described in the literature which emphasizes a collaborative cycle of inquiry to improve teacher practice. Principals, assistant principals, and teachers were interviewed. Each interview included open-ended questions about PLC implementation and functioning at the school site. Four PLC group meetings were observed by the researcher. Data were analyzed in 4 stages, including holistic analysis, categorical aggregation, cross case analysis, and comparative analysis. Results indicated that although teachers were generally positive about PLC as a professional learning forum, inconsistent implementation procedures can negatively impact PLC effectiveness. Strong administrative support and teacher familiarity with the goals and methods of PLC emerged as best practices. Recommendations include further autonomy for PLC and increased opportunities for teacher leadership. Social change will be brought about through improved student performance, especially in urban schools where test scores are critically low. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The "No Child Left Behind Act of 2001" (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two-level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The charter school movement, established to implement innovative educational methods that improve student outcomes (Nathan, 1996), necessitates further research on successful charter schools. Using a multivariate prediction design, this quantitative study sought to address the relationship between charter school success and demographic and structural variables by asking, Is there a relationship between "reading academic success" or "math academic success" and "ethnicity, special education status, socioeconomic level, school size, student-teacher ratio, academic hours, certified teachers, per pupil subsidy", and "years in operation"? Backward elimination of ex post facto data from the Pennsylvania Department of Education website produced models with "socioeconomic level" and "special education status" (R[superscript 2][subscript adj] = 0.42) showing the best model of fit accounting for 42% of the variance in reading academic success and socioeconomic level, special education status, and certified teachers (R[superscript 2][subscript adj]= 0.28) accounting for 28% of the variance in math academic success. Notably, child poverty (socioeconomic level) was an indicator of both reading and math success and school funding (per pupil subsidy) was an indicator of math success in Pennsylvania's charter schools, which echoes success patterns in traditional public schools. This study revealed that the achievement gap does not seem to be remedied by Pennsylvania charter schools. The implications of the study revealed charter schools are highly influenced by demographic variables; these schools need to battle inequity and break the ties between demographics to student academic results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As high schools have struggled to increase the academic performance of their students to meet state and national guidelines, all aspects of the schools' operations have been reviewed. This includes the type of schedule, block or traditional, used by the school. This study was a comparison of teacher attitudes and teaching strategies between two high schools with a block schedule and two high schools with a traditional schedule. Traditional schedule classes meet every day for 45-55 minutes, while block schedule classes meet every other day for 80-100 minutes. In 2007 several local school districts switched from the block schedule back to the traditional schedule because of the increased cost associated with block scheduling. The increased cost is derived from the increase in the number of courses needed in an eight-block schedule versus a traditional seven-period schedule. The purpose of this study was to determine whether teachers on the block schedule were using the researched-based instructional strategies that would help a block schedule be more effective. If teachers were using these strategies, then benefits from a block schedule could potentially outweigh the additional costs created by the schedule. The schools involved in this study were two smaller high schools, one that operated under a traditional schedule and the other under a block schedule. A companion research was conducted at two larger high schools, one that operated under a traditional schedule and the other under a block schedule. All of the schools in this study are located within a 30-mile radius of one another near a major metropolitan area. The results indicated that there were very few differences between the instructional strategies used by teachers on a block schedule and teachers on a traditional schedule. Additionally, teachers from both schedule types held a favorable opinion of the schedule at their school. In conclusion, school administrators should focus more on the instructional strategies used by teachers and less on the type of schedule, because the results of this study demonstrate that effective teaching can take place on either type of schedule. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is comprised of three essays exploring the performance of students on standardized tests in public schools. Since the passage of the "No Child Left Behind Act" (NCLB) in 2002, public schools have been subject to penalties for poor student achievement. In particular, NCLB requires states to measure reading and math test scores annually for students in grades 3-8 and one high school grade in order to receive federal school funding. The three essays presented in this dissertation relate to the federal testing mandate by exploring aspects of student test score performance in public schools. The first paper analyzes the performance of sixth grade students enrolled in different elementary and middle school grade configurations in New York City. Because rearranging school grade configuration may not require the hiring of new teachers and the construction of new school buildings, it is a feasible, relatively less expensive policy instrument compared to others to employ when attempting to increase test scores. The second paper explores differences in the performance trajectories of boys and girls--and different racial and ethnic subgroups within the genders--as they progress through elementary and middle schools in New York City by addressing differences in the pace of learning between boys and girls. If boys and girls mature, in an academic sense, at different points in their childhood, then blanket policies of school configuration could affect boys differently than they affect girls. The third paper looks at high school test scores for eighth graders who attended differently configured schools and follows on the first paper by exploring questions about the transition to high schools. The NELS-88, a national survey of students, teachers, parents, and administrators is used for this analysis. Because we learn that some schools configurations are associated with increased test scores in the elementary and middle grades, we explore whether these improvements persist as high school outcomes as well. I find that there is no difference in the achievement of twelfth graders contingent on their eighth grade school's configuration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.

Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate the influence of two-way language immersion programs on standardized test scores. The theoretical foundations guiding the study included Vygotsky and Chomsky's theories of language development. Research questions addressed the gap in past research by asking the extent to which there are differences between two-way language immersion programs and traditional schools (independent variable) in Title III funding and different models of instruction (90:10 and 50:50) on standardized test scores in reading and math (dependent variable) from 2nd to 3rd grade. This quantitative study utilized a preexperimental static group comparison design. The sample included students from 76 schools in a western U.S. state that offered two-way language immersion programs. Data were retrieved from the Standardized Testing and Reporting (STAR) website. A repeated measures factorial analysis of variance was utilized to analyze the data. The findings showed an increase on reading test scores for two-way language immersion programs compared to traditional schools from 2nd to 3rd grade. This study promotes positive social change by providing insight into ways in which language immersion programs enable children in low performing schools improve literacy test results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since 1966, the Metropolitan Council for Educational Opportunity (METCO) has operated in suburban communities in Massachusetts as a voluntary desegregation program. In interviews, nine white educators revealed their perspectives of the METCO program in their district and discussed their beliefs about the ways that race and whiteness intersected with their teaching practice and affected their interactions with METCO students. Interviewees believed that in exchange for a better education than what was imagined to be available in Boston; METCO students brought "diversity" and "exposure" to the school, and could implicitly teach their suburban counterparts about urban realities and what life was like "outside of their bubble." Though participants voiced an unquestionable commitment to METCO students, the majority knew little about METCO students and their families and filled in gaps with assumptions. Several subjects knew little about the METCO program and were unaware which of their students were in it. Several participants expressed awareness of the significance of race and whiteness to their practice; for others, race appeared as a construct that confused rather than enlightened their practice. Despite the integrated racial and ethnic picture at the school, little dedicated thinking was carried out to understand what integration truly meant for the students or how the white dominance of educators and students who resided in town affected students of color. Participants saw the anti-bias course offered for district educators as a "good starting point," but called for additional interventions to ensure the sustainability of the knowledge gained through the course. Recommendations include implementing practices to provide educators with specific information about their METCO students, improving communication between educators and METCO families, and keeping discussions of race at the forefront. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the passage of PL 94-142, also known as the Education of All Handicapped Children Act, in 1975, special and general educators have been urged to work together to improve the education of children with disabilities through increased access to the general education curriculum. Over the years, the evolution of a collaborative approach to educating students with disabilities has resulted in the increased implementation of co-teaching as a service delivery model and a significant change in the role of the special educator. Co-teaching in inclusive education has been a topic of interest in academic research for more than 10 years and much of the existing research has been limited to exploring programmatic conditions for success or failure in collaboration and co-teaching and developing models of exemplary co-teaching practice. Despite the prevalence of these models and the research evaluating their efficacy, implementation of effective co-teaching in inclusive classrooms, particularly secondary level remains largely elusive. In this dissertation, I use critical theory and critical discourse analysis to theorize my research, as it allows for the examination of aspects of co-teaching that go unnoticed in traditional models and evaluations of co-teaching. In looking at co-teaching through this critical lens, I hope to begin a conversation about the importance of considering discursive aspects of teacher practice as a way to complement current models of practicing and evaluating co-teaching practice. In conducting a study of this nature, I sought to explore the discursive aspects of co-teaching that were immanent in the co-teachers' language and actions. Foucault's critical theories on discourse, power, dominance, and construction of the subject formed the theoretical basis for this study. Derived significantly from Foucault's conceptual work, Fairclough's Critical Discourse Analysis provided a complementary methodology to structure the majority of the analysis. Specifically, in the first phase of this study I studied their interactions at the local level of the classroom, the institutional level of the school district, and the societal level of governmental policy and legislation. The next phase of analysis extended on the first by exploring the patterns of dominance in the power relations between the two teachers. Finally, this study examined seven critical theoretical concepts that were prominent in the data-discourse, the institution, identity, inequality, ideology, agency, and historicity. Taken together, the three phases of analysis in this dissertation represent an in-depth examination of the co-teachers' professional relationship from a critical discursive perspective unlike any other study of co-teaching currently published. The participants in this qualitative case study included a New York State certified special education teacher and a New York State certified secondary math teacher who were assigned as co-teachers for a class of students with and without special education needs. Data for this study came from field notes and a series of videotaped interviews and observations involving the co-teachers, which were subsequently transcribed and coded for analysis. Extensive qualitative coding was used to locate patterns and themes in the data. The three phases of critical analysis presented in this study revealed that what superficially appeared to be a successful inclusive co-teaching relationship was in fact a marginalizing and exclusive arrangement for the teachers and students alike. However, this marginalization was not a conscious attempt to exclude Val or the students with IEPs from the educational benefits of Keith's general education math class. Rather, Val and Keith both resorted to traditional special education practices of segregation in an attempt to ensure their own survival as well as that of the students with IEPs in an educational environment that prioritized uniformity, high-stakes testing, and traditional conceptions of normalcy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examines the effects of social network sites on youth social and academic development. First, I provide a critical analysis of the extant research literature surrounding social network sites and youth. I merge scholarly thought in the areas of Internet studies, digital divides, social capital theory, psychological well-being, identity development, academic engagement, and educational technology to understand how researchers might examine new social technologies and youth. Second, I examine the question of digital divide, or whether particular teenage populations do not have access to online social networks. Using a nationally representative dataset from the Pew Internet & American Life study, I explore whether there are disparities in teenage access to social network sites. Third, I report a cluster-randomized trial that was designed to explore whether social network sites have a beneficial impact when used in high school classrooms. A total of 50 classrooms, and nearly 1,400 students were randomly assigned to use an experimental social network site. The results highlight the challenges and potential of this technology when applied to school contexts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]