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Title: UNDERSTANDING THE BANNING OF THE TUCSON UNIFIED SCHOOL DISTRICT’S MEXICAN AMERICAN STUDIES PROGRAM FROM AN HISTORICAL PERSPECTIVE: IMPLICATIONS FOR MULTICULTURAL EDUCATION NATIONWIDE.
Creator: Hector, Julie E., Schoorman, Dilys, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Drawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the...
Show moreDrawing on historical case study methodology informed by critical perspectives of education, this study examines the decision by Tucson United School District (TUSD) to ban its nationally recognized Mexican American Studies (MAS) program in 2012. Framing public education as a site of contestation for equality and democratization, the ban is examined within a five-phase historical context of the struggles of Chicanos for equity in the USA. The research questions address the dismantling of the program in terms of the ongoing historical disparities between the education of Chicanos and Anglo Americans in Tucson, diverse stakeholders’ perspectives on equality and inequality in the decision making, and the response of stakeholders who supported the program to the attempts to dismantle it. The theoretical framework of this study intersects Critical Race Theory and its corollary Latino Critical Theory, Critical Multicultural Pedagogy that centers Critical Pedagogy and Historical Discourse Analysis that focuses attention to the use of power in educational decision making. The interview data from nine study participants who were closely affiliated with the MAS program and selected historical documents and archival data were analyzed to uncover Anglo and Chicano perspectives on education for Mexican Americans in Tucson. The analysis revealed that the differences between Chicano and Anglo perspectives on equity and the role of education in facilitating equality for Chicanos laid the groundwork for the conceptualization of the MAS program by its supporters, and the rationale for its banning by its opponents. The interview data revealed that all participants contextualized their work in the MAS within the history of struggle for Chicano education, they represented a cohesive “Dream Team” committed to implementing a program grounded in critical and culturally relevant pedagogies, and that initial marginalization provided them the space for unimpeded development of the program. Participants’ responses further revealed evidence of the deep psychological toll, intellectual energy demands, and civic engagement required of MAS supporters in the face of this particular episode in the ongoing history of the struggle for Chicano educational equity. The implications for critical multicultural education programs operating within culturally hegemonic policy and social contexts are examined.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013796
Subject Headings: Mexican American studies, Educational equalization, Multicultural education
Format: Document (PDF)

Title: Equitable access to educational resources: an investigation of the distribution of teacher qualityacross secondary schools in South Florida.
Creator: Richards, Sabrina, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not...
Show moreThis quantitative study examined secondary schools across a south Florida school district to determine the relationship between school characteristics and measures of teacher quality with the aim of ascertaining the equitable distribution of the educational resource, teacher quality. Data regarding student population, staff climate survey responses, school points, and measures of teacher quality were requested from the school district; however, the requested teacher quality data was not available from the district. The researcher accessed publicly available teacher quality data from the Florida Department of Education regarding advanced degree completion, out-of-field teachers, and highly qualified teachers to serve as measures of teacher quality at secondary schools. Data were collected and analyzed using quantitative methods for 119 schools that served as the unit of analysis. Using multiple regressions, the study found a significant negative relationship between the percentage of students participating in the free and reduced-price lunch program and the percentage of teachers who possessed an advanced degree. The study also found a significant positive relationship between the percentages of Black students, English language learners, students with disabilities, students participating in the free and reduced-price lunch program and the percentage of out-offield teachers. Additionally, the study found a significant positive relationship between the percentages of Hispanic students, students with disabilities, students participating in the free and reduced-price lunch program, and the percentage of not highly qualified teachers at schools. The investigation also discovered predictive relationships between some of these school characteristics and the measures of teacher quality examined in the study. All of the findings provided evidence of structural inequality regarding the distribution of teacher quality and were analyzed by the study’s theoretical framework, which drew on critical race theory, critical multiculturalism, and other critical studies. These works underscore the inequitable distribution of teacher quality. Implications and suggestions for future research are offered for further examination of the equitable distribution of teacher quality and the role of policy to inform the equitable distribution of teacher quality across schools in order to address the most urgent problem facing U.S. education: the unequal distribution of quality teachers.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004155, http://purl.flvc.org/fau/fd/FA00004155
Subject Headings: Educational equalization, Educational evaluation, Effective teaching, Teachers, Rating of
Format: Document (PDF)

Title: Exploring Culturally and Linguistically Diverse Voices: A Critical Case Study With Middle School Students.
Creator: Tuinhof de moed, Simone, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they...
Show moreThis dissertation explores the perspectives of culturally and linguistically diverse learners and English learners on school conditions that enable them to share their heritage languages and cultures, as well as the ways that these learners propose that their heritage languages and cultures could be more recognized in an English-only middle school setting. This study focused specifically on the role that culturally and linguistically diverse learners and English learners perceived that they played in the process of their own social empowerment, a role that could be achieved through the development of their voices by becoming critically involved in creating spaces for their heritage languages and cultures in English-only settings. In this study, student voice is the means for the culturally and linguistically diverse and English learners' voices to emerge: the voices that are frequently oppressed because of the lack of power. This framework provides guidance to integrate the excluded learners' voices in a school milieu that habitually muffles these voices. Listening to the bicultural and bilingual voices is important but not sufficient to challenge the power structure of U.S. schools. In this study, culturally and linguistically diverse learners and English learners conceptualized ways that their heritage languages and cultures could be (more) recognized in their school settings. The voices of the students are important; they should be respected and valued. Hearing the students in this study reminds us and validates the assertion that students from diverse languages and cultures are not monolith. They have different and unique experiences and this study gave voice to some of those. Leaders from state level, district level, and school level could open the doors for students to share their experiences in the schools; in the case of this study, to learn from these students what a school milieu that authentically recognizes their cultures and languages is.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004553, http://purl.flvc.org/fau/fd/FA00004553
Subject Headings: Children of immigrants -- Education -- Social aspects, Educational equalization, Interaction analysis in education, Multiculturalism, Multilingualism, Psycholinguistics
Format: Document (PDF)

Title: Elementary Teachers' Perceptions of Gender Bias.
Creator: Barrows, Joyce A., McLaughlin, H. James, Florida Atlantic University
Abstract/Description: The purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were...
Show moreThe purpose of this study was to determine elementary teachers' perceptions of gender bias and further, to determine if additional information on gender bias might have an effect on how elementary teachers interact with their students. This study is valuable because gender bias situations can have a profound influence on how boys and girls view themselves in the world. Additionally, gender bias has been linked to a technological gap between males and females. The subjects for this study were 12 elementary teachers from a large metropolitan school district who participated in three different activities. The purpose of these activities was to determine the teachers' general perceptions of gender bias, their perceptions of gender bias related to curriculum, the origins of these perceptions, and finally, how this process might affect their current educational practices. The results of this study indicate that these elementary teachers placed a low priority on gender bias as a consideration for evaluating software or as an educational issue. The participants felt that their parents, their upbringing, and their environment were responsible for their perceptions of gender bias. Also, while the participants expressed a belief that the activities involved in the study would cause them to scrutinize software and other materials more carefully, they would not necessarily focus on gender issues. They also believed that these activities would have a limited influence on their current teaching practices. As a result of the study, I feel there is a need for pre-service teacher education and professional development for current teachers regarding what constitutes gender bias and the difference between bias and stereotypes. l also would recommend training to assist teachers in treating both male and female students equitably. Finally, since this study only involved three software titles, I would recommend additional research on the amount of gender bias content in educational software.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000648
Subject Headings: Early childhood education--Social aspects, Educational equalization--United States, Sex differences in education, Interaction analysis in education
Format: Document (PDF)

Title: An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
Creator: Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004019
Subject Headings: Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
Format: Document (PDF)

Title: Exploring barriers to education for Native American Indians: a native perspective.
Creator: Conley, Enid., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American...
Show moreThis qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research., The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/108066
Subject Headings: Discrimination in education, Educational equalization, Indians of North America, Education, Indian philosophy
Format: Document (PDF)

Title: Influences on Hispanic student success at the community college.
Creator: St. Pierre, Karin Lynn., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their...
Show moreThe purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their experiences at the community college, including their perceptions of themselves and their families. The study also explored the programs and practices that are in place in the community college that may influence these students' academic success. Finally, the relationship between the Hispanic students' perceptions about their academic successes and the community college's employees' perceptions were examined. Tinto's (1975) model of student integration theory provided the theoretical framework for data collection and analysis. The major analytical categories that were developed during data analysis were as follows : other academic experiences ; motivation to succeed, both internal and external ; issues of ethnicity ; issues of age ; and issues of family. The students' perceptions of their community college experiences were both positive and critical.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3320110
Subject Headings: Education equalization, Hispanic Americans, Education (Higher), Hispanic American college students, Affective education
Format: Document (PDF)

Title: Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator: Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215296
Subject Headings: Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format: Document (PDF)

Title: The Effects of the Student Success Skills Classroom Program on Self-Regulation, School Attendance, and Test Anxiety on Hispanic Fifth-Grade Students.
Creator: Bottini, Cheryl L., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students...
Show moreThe purpose of this study was to evaluate the effect of a school counselor led classroom intervention, Student Success Skills (SSS) program (Brigman & Webb, 2010), on Grade 5 Hispanic student’s self-regulation, school attendance, and test anxiety. The study used non identifying archival data from a random controlled trial (RCT) collected at 30 elementary schools in one school district during the school year 2012-2013. Attendance was collected at the end of the school year when students completed Grades 4, 5, and 6. Data were collected at three points: pretest, posttest1, and posttest 2. A series of multivariate analysis of covariance (MANCOVA) tests and univariate analyses were conducted to determine statistical significance between the treatment group and comparison group in self- regulation, school attendance, and test anxiety. Effect sizes using a partial eta square were calculated for each dependent variable. The results support the Student Success Skills (SSS) classroom program (Brigman & Webb, 2010) implemented by certified school counselors was documented.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004897, http://purl.flvc.org/fau/fd/FA00004897
Subject Headings: Motivation in education., Hispanic Americans--Education., Minority students--Social conditions., Minorities--Education--United States., Educational counseling., Academic achievement., Educational equalization., School improvement programs.
Format: Document (PDF)

Title: English language learners in Florida: a dissertation about a legal and policy study of Florida's Multicultural Educaton Training and Advocacy (META) Consent Decree.
Creator: Rodriguez, Maria de L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to...
Show moreThe increasing number of English language learners (ELL) in Florida's public schools has brought challenges to educational leaders as they work to provide educational opportunity to these children. In 1990, several community and activist groups filed a lawsuit against the Florida Department of Education to pressure it to provide adequate English language programs in all public schools. The lawsuit resulted in Floridas META Consent Decree (MCD), a legal accord by which Florida agreed to provide adequate teacher training and educational programs, thereby improving access to equal opportunity for ELLs. ELLs are also called limited English proficient (LEP) students in other states. This term was changed in Florida because the LEP label brought with it a negative connotation as it referred to proficiency within the learning of English as a limitation rather than as an asset. The study presents a comprehensive review of the MCD and its eleven main components. Through document and content analysis, the study intended to ix determine whether Florida's 67 public school districts comply with the decree and whether policies are in place to implement the court authorized processes. The study begins with an introduction, which includes historical data and Florida demographics that relate to the issue of second language learners. A review of the literature incorporates legal cases and pertinent educational policies that have preceded the decree., The review also examined the major political and educational barriers that English language learners (ELL) encounter in Florida, as well as the research that suggests what programs and practices are required for successful second language learning. From the impact of antiimmigrant sentiments and English-only movements, to the League of United Latin-American Citizens (LULAC) v.FL Board of Education (1990) class action lawsuit, the study investigated the status of ELL programs in the state of Florida and the debates that surrounds them.The study intended to inform fellow educational leaders of these topics so that our work on behalf of K-12 ELLs can be more effective. Recognizing and preparing for the impact that the increasing numbers of ELLs will continue to have in Florida is an integral part of becoming a well-rounded educational leader and facilitates providing the services these students require, deserve, and to which they are entitled. The study also informs policymakers and practitioners of the pending needs and provides a roadmap to improving second language learning programs and practices in Florida.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333311
Subject Headings: English language, Study and teaching, Foreign speakers, Second language acquisition, Minorities, Education, Language arts, Educational equalization
Format: Document (PDF)

Title: Values underlying the parental selection of charter schools: A multi-site case analysis.
Creator: Grimsley, Patricia Ann., Florida Atlantic University, Bogotch, Ira
Abstract/Description: This multi-site case analysis investigated the values underlying the parental selection of charter schools. The conceptual framework of this study was school choice within the public sector and more specifically charter schools. The research design employed in-depth interviews and data analysis. A purposeful sample with random selection was used to select the eighteen parent participants. The principals were serving as principals of the schools at the time of the study. All research questions...
Show moreThis multi-site case analysis investigated the values underlying the parental selection of charter schools. The conceptual framework of this study was school choice within the public sector and more specifically charter schools. The research design employed in-depth interviews and data analysis. A purposeful sample with random selection was used to select the eighteen parent participants. The principals were serving as principals of the schools at the time of the study. All research questions were answered by the data analysis: How do the values of parents influence their selection of charter schools for their children? Parents were looking for alternatives to traditional public schools. Charter schools gave parents the opportunity to select schools that they believed would match their values. Why do some parents select to send their children to charter schools in lieu of traditional public schools? Charter schools provided smaller class size/smaller school size, more discipline, and diverse student population. Why do parents who have selected to send their children to charter schools believe that these schools do a better job of educating their children than some traditional public schools? Traditional public schools lack many of the things that parents stated would provide a good education for their children. How do race, socioeconomic status, and level of school impact the parental selection of charter schools in lieu of traditional public schools? These differences did not impact the parental selection of charter schools. What do parents consider when they select charter schools for their children? Parents considered what was best for their individual child. The finding of the study revealed that parents selected charter schools based on what they valued: small class size and small school size and the importance of education to the child's future. There were other themes that emerged across and within the three sites which contributed to the study's finding. More research is needed on charter schools because better informed parents will make better selections when exercising choice.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12111
Subject Headings: Charter schools--United States, School choice--United States, Educational equalization--United States, Educational change--United States
Format: Document (PDF)

Title: Emerging narratives of Native American, Asian American, and African American women in middle adulthood with an education doctorate degree.
Creator: Bamdas, Jo Ann, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study...
Show moreThe purpose of this qualitative narrative research study was to interpret the meaning found throughout the formal educational experience stories of Native American, Asian American, and African American women born after 1944, who had earned an education doctorate degree after 1976, and were working with adults in an educational capacity within the community. Utilizing the snowball technique, 14 participants from across the United States volunteered to collaborate with the researcher. The study's conceptual framework included adult learning principles and practices, Nussbaum's 'narrative imagination,' which were used to examine the women's motivation to participate in an education doctorate program as well as the barriers, the enhancers, and the application of the degree in the community. Data collected included an in-depth, face-to-face interview, two reflective narrative guides, document analysis, and researcher journals and analytic memos. All data was coded and analyzed with Atlas -ti 5.0 software, and thematic analyses completed in order to triangulate the data. Six major themes for motivation to participate were found: self-awareness through placement in the family, family and community expectation in importance of education, personal strengths and weaknesses, perceived differences in the classroom and mainstream society, and knowledge of motivation to pursue doctorate. Five barriers emerged: racism, gender, advisers, institutional changes and problems, and juggling multiple roles in limited time. Five main enhancers arose: family and community foundation, financial, friends, and others which motivated participation., The women applied their doctorates through leadership activities in community-based organizations such as role modeling, mentoring, and other scholarly activities which advocated "giving back culturally," which was the ultimate meaning or value of the degree; however, achievement and credibility were also valued a doctorate degree was "only step in the process." This study provided a space for rich descriptive storytelling about each woman's successful experience pursing and completing an education doctorate program. Adult learning discussion of the findings, contributions to the literature, and recommendations for graduate education and future research were included.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186326
Subject Headings: Achievement motivation, Minority women, Education (Higher), Educational equalization, Motivation in education, Education, Aims and objectives
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator: Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187214
Subject Headings: Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format: Document (PDF)

Title: An exploratory study of the multicultural responsiveness of higher education faculty at two South Florida universities.
Creator: St. Juste, Edvard., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures,...
Show moreThe study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures, racial, and ethnic backgrounds are making American education both more exciting and more complex. This qualitative study seeks to uncover the cultural and philosophical underpinnings of multicultural responsiveness of higher education faculty at two South Florida universities. The study recognizes the central role of faculty in delivering instruction in ways that are most understandable to cultural diverse populations Twenty faculty members from two universities were interviewed and observed. They demonstrated positive interest and responses to the study. Most faculty support the view that an integration of well balanced multicultural education is necessary, especially in today's classrooms that are more diverse than in the past. The findings of the study confirm that a number of faculty believe that there are characteristics of culture that must be attended in order to provide quality multicultural education to students. The results of the study also indicate a coherence of faculty willingness to modify their instruction although not specifically to align with the model used in this study. The model cannot be applied with equal success to all faculty members. It comprises of a number components that can be used with flexibility in numerous educational settings. Participants in this study provided important information about their practice, their views about the multicultural trends and changes of attitude toward classroom diversity.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12226
Subject Headings: Multicultural education--Florida, Educational equalization--Florida, Minority college students--Florida, Education--Social aspects--Florida, Critical pedagogy--Florida
Format: Document (PDF)

Title: Florida's definition and subsequent calculatons of a public high school graduate: a critical race theory analysis.
Creator: Watson, Terri N., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: On March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1....
Show moreOn March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1. They contended that their claim was substantiated by The School District of Palm Beach County's (SDPBC) dismal high school graduation rates. Spurred by the lawsuit, I wanted to understand the controversy surrounding high school graduation rates, in spite of decades of school reform measures, and why different calculation methods are utilized in the state of Florida. In respect to the latter point, I was curious to learn about the differences among graduation rate calculation methods and what impact, if any, these differences had on the reporting of high school graduation rates, particularly those for students of color. Black America's past and present reality in public education has illustrated the need for new paradigms to address the achievement gap promulgated by contextual factors that serve to impede the academic achievement of all students. The statistical analyses and Critical Race Realist perspective, which has evolved from Critical Race Theory when applied to policy research, offered in this study found Florida's definition and subsequent calculations of a public high school graduate to result in significant and consistent differences among graduation rates relative to student race and graduation rate calculation method.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/1930490
Subject Headings: Discrimination in education, Educational equalization, School improvement programs, High school graduates
Format: Document (PDF)

Title: The threat of school choice and changes in public school organizations.
Creator: Thompson, Jeanethe D., Florida Atlantic University, Pisapia, John
Abstract/Description: This study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected...
Show moreThis study tested the assumption that faced with the threat of losing students via vouchers public school principals would make changes in their organizational practices to improve their schools and avoid this occurrence. Two variables were investigated: (a) the level of threat and (b) school organizational practices. Data were collected using a 55-item mail survey-questionnaire, structured to assess changes in school organizational practices perceived by teachers at the randomly selected schools. The School Organization Teacher Survey was field-tested twice to check reliability and validity. Cronbach alpha values were 0.88 and 0.93 for the pilots. The unit of analysis for this study was the school. Eight hundred (800) surveys were sent to 160 schools; 331 representing 112 schools were completed and returned for a response rate of 71.3%. Descriptive statistics, multiple regression, and analysis of variance techniques were utilized to determine whether and to what degree relationships existed between the independent variable of grade and threat and the dependent variable of change in the organizational practices by the principals. The results of this study are consistent with the literature on public school choice or market theory. First, a strong relationship was found between school choice and changes in school organizational practices. Faced with the voucher threat, Florida public school principals made changes in teaching conditions, enhancing opportunities for student learning, and encouraging parental involvement. Second, the level of threat felt dictated the level of response by principals. Principals at low performing schools felt a greater sense of urgency and responded more quickly and to a greater degree. Principals at high performing schools, on the other hand, did not feel this threat and did not make changes in their organizational practices. The results from this provide support for the use of choice as a mechanism for school reform, since, as the results indicate, principals made changes in their practices to improve the performance of their students when faced with the threat of losing students to other schools through vouchers or opportunity scholarships.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12107
Subject Headings: School choice--United States, School management and organization--United States, Educational equalization--United States, Charter schools--United States, Privatization in education--United States
Format: Document (PDF)

Title: An Examination of African-American Male Awareness of and Application to Honors Programs.
Creator: Balzora, Lulrick, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The...
Show moreThe purpose of this study was to examine African-American male awareness of and application to honors programs at two selected state colleges in the southeastern region of the United States. The researcher also attempted to fill a current void in the literature and to present an emergent theory for attracting African-American males to honors programs in State College settings. A disproportionate amount of research focuses on remediation and underachievement among African-American males. The lack of information on the experiences of high ability African-American males leaves many unanswered questions about how to best recruit and serve the needs of this population of students. This study focused on high achievers rather than languish over the problem of underachievers. It examined the level of awareness of gifted African-American male students regarding honors programs at the collegiate level. It also analyzed how institutional atmosphere/reputation, facilities , personal influences, and incentives affect the decision of African-American males to apply to honors. The format for this study was a mixed method design. It included quantitative analysis and qualitative analysis. To satisfy the quantitative nature of this study, IBM SPSS 21.0 was used for the purpose of data analysis via binomial tests. Furthermore, the researcher conducted four semi-structured focus groups. Qualitative data analysis procedures were used to understand and interpret the undergirding knowledge that may have played a role in the decisions made by African-American males in terms of whether or not to apply to honors programs. The study findings revealed that African-American male participants valued the atmosphere and reputation of an honors program more than facilities, personal influences, and incentives. However, awareness of this and others factors among African-American male honors applicants and honors non-applicants was often based on the personal influences in their lives. The results of this study and its emergent theory suggest that, rather than simply showcase gifted abilities, state colleges strategically place honors in a leadership role to increase the presence of persons of influence that motivate high achieving African-American males to enroll in its honors programs.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004481, http://purl.flvc.org/fau/fd/FA00004481
Subject Headings: Academic achievement -- United States, African American young men -- Education (Higher), College student development programs, Educational equalization -- United States, Minority students -- Education (Higher), Talented students -- Education (Higher), Universities and colleges -- Honors courses
Format: Document (PDF)

Title: School choice and Florida’s McKay scholarship program for students with disabilities: an analysis of parental satisfaction.
Creator: Black, David B., Sapat, Alka K., Florida Atlantic University, College of Design and Social Inquiry, School of Public Administration
Abstract/Description: The purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements...
Show moreThe purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements that have shaped the administrative and political arguments for and against these programs. A comprehensive review of the literature on school choice comprised a substantial part of this study due to the need for citizens to better comprehend the origins and evolution of school choice planning and programming.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004428, http://purl.flvc.org/fau/fd/FA00004428
Subject Headings: Educational equalization -- Florida, Educational vouchers -- Florida, John M. McKay Scholarship Program for Students with Disabilities, Parents of students with disabilities, School choice -- Florida, Special education -- Parent participation -- Florida, Students with disabilities -- Education -- Florida
Format: Document (PDF)

Title: Florida's School Choice Policies and Democracy: Origins and Destinations.
Creator: Miller, Adam, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice...
Show moreSchool choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of tradit ional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida's charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004522, http://purl.flvc.org/fau/fd/FA00004522
Subject Headings: Education and state -- Florida, Educational change -- United States -- Florida, Educational equalization -- United States -- Florida, John M. McKay Scholarship Program for Students with Disabilities, School choice -- United States -- Florida, School districts -- Florida -- Management
Format: Document (PDF)

Title: Effects of the four pillars on statewide high school graduation rates.
Creator: Daniel, Harry M., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of...
Show moreThis study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004099, http://purl.flvc.org/fau/fd/FA00004099
Subject Headings: Academic achievement -- United States, Education and state -- United States, Educational accountability -- United States, Educational equalization -- United States, School improvement programs -- United States, United States -- No Child Left Behind Act of 2001
Format: Document (PDF)

Educational equalization (13)	+ -
Education (6)	+ -
Academic achievement (3)	+ -
Educational equalization--United States (3)	+ -
School improvement programs (3)	+ -

Academic achievement -- United States (2)	+ -
Aims and objectives (2)	+ -
Charter schools--United States (2)	+ -
Discrimination in education (2)	+ -
Education (Higher) (2)	+ -
Educational equalization -- United States (2)	+ -
Educational leadership (2)	+ -
Effective teaching (2)	+ -
Interaction analysis in education (2)	+ -
Minorities (2)	+ -
School choice--United States (2)	+ -
Study and teaching (2)	+ -
Academic achievement -- Social aspects (1)	+ -
Academic achievement--Longitudinal studies (1)	+ -
Academic achievement--Measurement (1)	+ -
Academic achievement. (1)	+ -
Acculturation (1)	+ -
Achievement motivation (1)	+ -
Affective education (1)	+ -
African American children (1)	+ -
African American young men -- Education (Higher) (1)	+ -
Afrocentrism (1)	+ -
Children of immigrants -- Education -- Social aspects (1)	+ -
College student development programs (1)	+ -
Critical pedagogy (1)	+ -

United States (8)	+ -
Florida (5)	+ -
Palm Beach County (2)	+ -
North America (1)	+ -

College of Education (18)	+ -
Florida Atlantic University (15)	+ -
Department of Educational Leadership and Research Methodology (10)	+ -
Department of Curriculum, Culture, and Educational Inquiry (5)	+ -
Bogotch, Ira (3)	+ -

Burnaford, Gail (2)	+ -
Department of Counselor Education (2)	+ -
Pisapia, John (2)	+ -
Ashworth, Sara (1)	+ -
Balzora, Lulrick (1)	+ -
Bamdas, Jo Ann (1)	+ -
Barrows, Joyce A. (1)	+ -
Black, David B. (1)	+ -
Bottini, Cheryl L. (1)	+ -
Brigman, Greg (1)	+ -
College of Design and Social Inquiry (1)	+ -
Conley, Enid. (1)	+ -
Daniel, Harry M. (1)	+ -
Department of Teaching and Learning (1)	+ -
Dolan, Megan F. (1)	+ -
Doyal, Thomas Stacy. (1)	+ -
Gaines, Frank (1)	+ -
Grimsley, Patricia Ann. (1)	+ -
Hamilton, Rebecca (1)	+ -
Hector, Julie E. (1)	+ -
Leon, Ana Maria. (1)	+ -
McLaughlin, H. James (1)	+ -
Miller, Adam (1)	+ -
Mountford, Meredith L. (1)	+ -
Richards, Sabrina (1)	+ -

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