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One of the most complex student populations are those whose first language is not English. As such, multilingual learners (MLLs) are often disproportionately referred to special education. Educators cultivating equitable practices for MLLs is imperative, given many educators do not have adequate training or knowledge. Drawing on social learning theory, critical education, intersectionality, and raciolinguistics, this study seeks to understand how seven elementary educators and two district administrators in an NJ school district shifted to inclusive and equitable practices for MLLs who otherwise faced systemic challenges due to differing language and comparison to standards. This study employed Practitioner Action Research (PAR) as professional learning and inquiry groups to investigate educational practices for MLLs. Findings revealed practitioner action research and inquiry as professional learning encouraged collaboration, allowed educators to address their own problems of practice and was a sustainable learning approach. Also noteworthy were the benefits of educators and administrators working together to address the complexities of educating MLLs. The study captured a shift from traditional, deficit-lensed educational practices, towards a hierarchy of best practices that recognize the linguistic and cultural assets MLLs bring to the classroom. Overall, the study's findings indicate the importance of collaborative, inquiry-based professional learning opportunities that encourage educators to critically examine and adapt practices to better support the educational outcomes of MLLs in my district. Further, I hope this study contributes to the broader discourse on equity and inclusion of MLLs, suggesting directions for future research and policy development. [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.]

Attrition is a major issue facing nearly all institutions of higher learning. The loss of students affects colleges and universities on many levels and can have a negative impact on students. Community colleges often experience greater attrition than other types of institutions and have an increased need to curb the outflow of students. This study sought to identify an accurate, effective predictor of persistence that could have a major impact on the ability of the entire higher education community to reduce attrition and increase retention. Using archival transcript data from 500 students at a community college, this research determined that performance in English Composition I does correlate to student persistence to a point two semesters post completion of the course. English Composition I was selected because it is required in most, if not all, degree and diploma programs across a wide segment of post-secondary institutions. The results show that students who earn a grade of C or below are less likely to persist than those who earn a grade of A or B in the course. This dissertation research also explored combinations of other variables along with English Composition I performance including the semester in which the course was taken, the gender and age of the student, and whether the student completed developmental coursework. Chi-square analysis found that these additional variables did not have significant correlation with persistence. This study offers a practical contribution to the study of persistence and an uncomplicated means to identify students at risk for attrition. Performance in English Composition I provides a simple measurement for attrition risk which can be used by institutions that lack personnel or other resources necessary to implement a more complex model. The results of this research have numerous beneficial implications for both institutions and students. The ability to categorize students who perform at a level of C or below in this course as being at-risk for attrition creates the opportunity to undertake interventions to improve the likelihood that these students will persist. Increased retention can financially benefit institutions and students by increasing their chances for educational and future success. [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 educational reform looks at students achieving national standards in reading, much of the educational research that has been conducted has been on students in general education settings. Most research conducted on special education students typically does not focus on students classified with autism, and what research is done on these students generally focuses on the acquisition of behavior control and oral language, with little on how to teach reading. This research explored what took place during reading classes of a student classified with autism. One teacher and one of her students classified with autism in a public school in northern New Jersey were observed during their reading classes. The researcher, a supervisor in the program where the research was conducted, used a single-study case study to document instructional strategies used by a teacher of a student classified with autism. The research revealed that only two instructional methodologies for students with autism were used in this classroom, and that the teacher did not have sufficient pedagogy in either autism or reading. The research also found that the student's disability impacted the acquisition of reading skills, as did other factors both in and out of the classroom during reading instruction. The research points to a need for such pedagogy, in either teacher-preparation programs or professional development, in order to help students with autism develop reading skills. [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.]