The liberation war was a watershed event in the history of Zimbabwe. According to the ZANU PF (Zimbabwe African National Union Patriotic Front) ruling elites, an understanding of the common experiences of the people during the liberation war provides the best opportunity to mold a common national identity and consciousness. However, the representation of important historical events in a nation's history is problematic. At best events are manipulated for political purposes by the ruling elites, and at the worst they are distorted or exaggerated. In Zimbabwe, the representation of the ZAPU/ZIPRA and the ZANU/ZANLA as liberation movements in high school history textbooks during the armed struggle is a hot potato. This study critically examined and explored the contested "representational practices" of the ZAPU/ZIPRA and the ZANU/ZANLA as liberation movements during the Zimbabwean armed revolution. By means of qualitative content analysis, seven high school history textbooks from Zimbabwe were analyzed. Drawing from postcolonial perspectives and insights, particularly Fanon's concept of the pitfall of national consciousness, the study unveiled the way in which Zimbabwean high school textbooks portrayed the ZAPU/ZIPRA and the ZANU/ZANLA as very different liberation movements whose roles and contributions were unequal. High school textbooks depicted the ZANU/ZANLA as a …

Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.

Using Black feminist thought and BlackCrit/critical race theory frameworks, this qualitative study examined Black educators' practices in addressing the behavior of their students in an urban school district. It utilized counternarratives and storytelling to explore the cultural dynamics at play between Black educators and their Black students. The Black educators in this study operated under several behavior systems, including positive behavioral interventions and supports (PBIS), socio-emotional learning (SEL), restorative practices (RPs), and zero tolerance policies (ZTPs). Such systems have been implemented based on research that they have the capacity to train Black students to make appropriate decisions regarding their behavior. These systems are also reinforced under the notion that they create learning spaces which promote academic achievement. Due to their own experiences and understanding about how institutional practices and disciplinary interventions result disproportionately in oppression and violence against Black students, these educators disrupted these practices and utilized cultural approaches that centered Black-ness. In doing so, they were able to address behavior and affirm Black students' well-being. The cultural approaches conceptualized as disruptive pedagogies include aspects of othermothering, otherfathering, critical caring, sermonizing, womanist caring, and Black masculine caring. An analysis of the stories and counternarratives illustrated that Black principals, counselors, and …

This study described and explored perceptions of the context and behaviors of seven 4-year-old children whose parents attended a parenting education program. The problem was to explore a group of 9 volunteer parents' perceptions of their parenting styles and perceptions of their 4-year-old children at home while the parents participated in, and completed, a minimum of 4 out of 6 Active Parenting Today parenting education classes. Volunteer parents were recruited during public school registration for prekindergarten. In addition, perceptions of 4 teachers and 4 classroom educational aides in regard to behaviors of the 4-year-old children whose parents participated in and completed the Active Parenting Today program were explored.

The purpose of this study determined whether use of student random drug testing provided an effective means to reduce drug usage by secondary school students. The participants included 50,214 7th through 12th grade students in 12 selected public schools. All school districts participated in the Texas School Survey of Substance Use in 1994, 1996, 1998, and 2000. The six districts in the experimental group used drug testing as a method of reducing drug usage among students. The six districts in the control group did not use drug testing. Although athletes and students involved in extracurricular activities remain the focus of random dug testing, this research focused on an entire school population to determine whether drug testing only a select group of students reduced reported drug usage in the entire school. Two questions guided the research: First, does the use of random drug testing have an impact on student drug usage? Second, does the year of implementation of random drug testing have an impact on students' self-reported drug usage? The findings for each research question were categorized according to nine illegal drugs. The researcher used a one-way repeated measures factorial design. The data were analyzed via the univariate (split-plot) 2 x …

This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but …

As educators search for ways of improving student achievement, it is imperative that focus be placed on teacher learning and development. Currently, the trend in public schools throughout the country is to look directly at students and the deficits they bring to the learning environment when responding to those who find fault with the educational system. The current study directed attention to teachers' beliefs about their ability to affect change in student learning. The study centered on seven research questions that sought to determine: (1) the effect of job-embedded staff development on teachers' sense of efficacy; (2) the effect of job-embedded staff development on teachers' stages of concern; (3) the relationship between teacher efficacy and stages of concern; (4) the status of teachers' level of use of an innovation; and (5) the dominance of teacher concerns prior to and after involvement in job-embedded professional development. Through a mixed methodology approach, quantitative and qualitative analyses provided perspectives from 30 teachers in a suburban North Texas school district on the impact of job-embedded professional development on teacher efficacy, stages of concern, and resulting levels of use of an educational innovation. Quantitative results of two surveys: the Teacher Sense of Efficacy Scale (Tschannen-Moran …

Teachers face pressures to meet the needs of an ever-changing diverse population of learners while simultaneously attempting to assist students in meeting state standards. There is a body of research that supports emergent bilinguals' growth in reading and writing. However, those practices do not necessarily reflect classroom instruction nor the needs of the students. The purpose of this study was to examine adolescent emergent bilinguals' perceptions about their learning from research-based literacy practices implemented in a classroom designed as a third space. Data were collected using participatory research and photo-elicitation and were analyzed using inductive analysis. The emergent bilinguals provided their insights about class assignments. Findings revealed that research-based literacy practices support emergent bilinguals' perceptions of learning when they are made accessible to them in distinctive yet extensive ways. For students to uncover which literacy activities they value, teachers need to present them with various opportunities to explore their own learning and encourage them to take ownership of their learning. Educators must consider the unique and individual needs of emergent bilinguals when designing the classroom environment and the lessons based on the standards. Recommendations for practitioners, professional development coordinators, and researchers are presented.

I applied McAdam's political process model for social movement analysis to examine the level of collective resistance to high stakes testing in California, Massachusetts, New York, South Carolina, and Texas from 1985 to 2005. Data on protest occurrences in those states were gathered from online news reports, anti-testing organization websites, and electronic interviews from individuals associated with the anti-testing movement. Variables used in the analysis included each state's key educational accountability legislation, political affiliations of state political leaders, state political leaders' support of accountability issues, student ethnicity profiles, poverty indicators, dropout rates, and collective bargaining laws. I examined the relationship between those variables and protest development in terms of the political process model's three components: framing processes, mobilizing structures, and political opportunity. I concluded California and Massachusetts, with their strong networks of anti-testing organizations, showed more instances of protest than any other state. Slightly fewer protests occurred in New York. Texas showed few instances of anti-testing protests and there were no reports of protests in South Carolina. There was evidence of framing efforts from both proponents and opponents of high-stakes testing, with proponents' framing efforts tending to be more covert. I found that anti-testing protests were primarily initiated by middle-class …

This study traced the evolution of experiential education in American history museums from 1787 to 2007. Because of a decline in attendance, museum educators need to identify best practices to draw and retain audiences. I used 16 museology and history journals, books, and archives of museums prominent for using the method. I also interviewed 15 museum educators who employ experiential learning, one master interpreter of the National Park Service, and an independent museum exhibit developer. Experiential education involves doing with hands touching physical materials. Four minor questions concerned antecedents of experiential learning, reasons to invest in the method, the influence of social context, and cultural pluralism. Next is a review of the theorists whose works support experiential learning: Dewey, Piaget, Vygotsky, Lewin, Bruner, Eisner, Hein, and David Kolb plus master parks interpreter Freeman Tilden. The 8 characteristics they support include prior experiences, physical action, interaction with the environment, use of the senses, emotion, social relationships, and personal meaning. Other sections are manifestation of experiential learning, transformation of history museums, and cultural pluralism in history museums. The research design is descriptive, and the procedure, document analysis and structured interview. Findings are divided by decades after the first 120 years. Social context, …

Although studies have addressed high school English language arts (ELA) instruction, little is known about the decision-making process of ELA teachers. How do teachers decide between the resources and instructional strategies at their disposal? This study focused on two monolingual teachers who were in different schools and grades. They were teaching mainstream students or English Language Learners. Both employed an approach to writing instruction that emphasized cultural mediation. Two questions guided this study: How does the enactment of culturally mediated writing instruction (CMWI) in a mainstream classroom compare to the enactment in an ESL classroom? What is the nature of teacher decision-making in these high school classrooms during English language arts instruction? Data were collected and analyzed using qualitative methodologies. The findings suggest that one teacher, who was familiar with CMWI’s principles and practices and saw students as partners, focused her decisions on engagement and participation. The other teacher deliberately embedded CMWI as an instructional stance. Her decisions focused on empathy, caring and meaningful connections. These teachers enacted CMWI in different ways to meet their students’ needs. They embraced the students’ cultural resources, used and built on their linguistic knowledge, expanded thinking strategies to make difficult information comprehensible, provided authentic …

This study was conducted to ascertain library media specialists' perceptions of the trends in challenges to intellectual freedom in Texas public school libraries and the factors influencing the outcome of challenged materials.

The purpose of this study was to analyze student-selected library books for how, if at all, agency is enacted by the characters. This study uses tenets from critical multicultural analysis (CMA) and elements of visual analysis (VA) to guide a critical content analysis of enactments of agency in the most circulated books from three school libraries during the 2019-2020 school year. This study builds on and extends the existing research on agency development in children and demonstrations of agency in children's literature. Data revealed a variety of characters, genre, and contexts within the identified books. Analysis provided evidence that characters in these child-selected books demonstrated enactments of agency in varying ways and degrees across all titles. Following a discussion that is organized around the themes created from the findings, characters are identified as belonging within one of the following agentic groups: activists, survivors, problem solvers, and friends. Implications for practice and research include further study of agency in characters of popular books, how children perceive enactments of agency of the characters, and the need for school librarians and other educators to understand agency development and acknowledging the agency of children as they make choices in the literature they read.

Published research suggests that literature should transmit ethnic and societal values as well as reassure one's own confidence and self-respect. This study provides a model for examining Asian-American children's and adolescent literature critically from the perspective of identity issues. It examines fifteen award-winning Asian-American children's and adolescent titles written by writers of that culture and published in the United States from 1999 to 2007, with a focus on Chinese (Taiwanese) American, Korean American, and Japanese American books. As published studies indicate, self, social, and ethnic identities are significantly intertwined. Hence, a content analysis was conducted based on these three major groups of categories. The findings of the study demonstrate that even though the selected books cover all three aspects of the identity issues to a certain degree, a considerably greater number of depictions of ethnic identities are made over those of internal identities and social identities. Moreover, less than half of the main characters assume an active role in improving the difficult situation. Two major voids regarding the presentation of social identities are successful social integration and positive social interactions. Recommendations for teaching, writing, illustrating, publishing, and future research are suggested, including publishing more Asian-American books which present an optimistic …

Corporal punishment is banned by state statute in 31 of the 50 U.S states. The 19 states that still allow the practice are largely located in the South and the Rocky Mountain West. However, data indicate that the practice of corporal punishment is still largely a Southern phenomenon. In the 19 states that allow the practice to continue in schools, many have seen the use of the disciplinary technique decline. Existing research documents the negative effects and very little research supports any positive benefits of corporal punishment. This study analyzes school board policies from the 67 public school districts in the state of Florida to determine if trends in policies and incidents of corporal punishment are similar Texas and North Carolina. Research on Texas and North Carolina indicate corporal punishment is used more frequently in districts with smaller enrollments, and in more rural areas. Data from this study suggests that the decrease in the number of incidents of corporal punishment as well as the concentration of the practice among school districts in Florida school follows the same trends of declining use that exist in Texas and North Carolina public schools. Findings illustrate a need for continued research of corporal punishment …

This dissertation analyzed court decisions in injuries on school grounds cases under the Louisiana Governmental Claims Act. The question addressed was: How have the Louisiana courts interpreted the Louisiana Governmental Claims Act in litigation against Louisiana school districts and their employees? The intent of this study was to show how Louisiana's legal system has evolved, and how that evolution affected tort cases involving school boards and school board employees. Doctrinal legal research was the methodology used to answer the research question. To limit the number of cases analyzed, this study only focused on tort claims involving injury on school property. In order to gain a broad perspective, tort claims cases filed prior to the 1974 Louisiana Constitution, cases filed after the 1974 Louisiana Constitution, and cases filed after the 1995 Louisiana Liability Limits Amendment, and the Louisiana Governmental Claims Act of 1996 were analyzed. By analyzing the tort claims brought against Louisiana school districts and employees during the various time-periods, it was clear to see how the case rulings reflected the frequent changes of the Louisiana Constitution and its' laws. In the end, the state continued to control who could sue them and how much they would pay in damages.

The purpose of this study was to examine the impact of a 1:1 iPad initiative on student engagement in the classroom, as perceived by students. The design of this case study consisted of a purposeful sample of six, 5th grade students from a suburban elementary school in North Central Texas who participated in surveys, individual interviews, and focus group discussions. Two research questions guided this study: (1) How do elementary school students perceive they are authentically engaged when using iPads in the classroom? (2) What types of instructional strategies do elementary school students perceive to be most relevant and meaningful? Data collected to answer the research questions was analyzed using thematic analysis, which entailed identifying recurring themes within the data, comparing, coding, combining, and then reporting them. The findings from the research suggested that 1:1 initiatives can foster engaging learning experiences that are meaningful to students and that the iPad provided students a more personalized learning experience which had a positive effect on their engagement. Additional findings disclosed that the type of assignments and schoolwork that students were able to do with the iPad also positively impacted their engagement and interest in the content and their learning. The conclusions reached …

Relational trust exists between and among individuals within complex human organizations; however, within a school, the relationship between teachers and the principal is at the heart of the organization. The purpose of this mixed method study was to gain an understanding of the relationship between teachers' trust in their principal and teacher efficacy and determine which leadership behaviors and facets of trust have the greatest influence on the trust relationship between teachers and the principal. The overarching goal of this dissertation study was to inform district-level administrators and principals so they are afforded the opportunity to reflect on their behavior, make changes if necessary to cultivate trusting relationships within their organization, and positively influence teacher efficacy. A convergent parallel mixed methods research study was conducted in two rural school districts in North Texas to identify teacher perceptions related to the leadership behaviors that influence organizational trust, and reveal the correlation between trust in the principal and teacher efficacy. The teachers who participated in the on-line survey named communication as the leadership behavior most closely related to their feelings of trust toward the principal. The facet of trust considered most significant by all teachers was reliability; however, a subset of high …

The purpose of this study was to see how students used podcasts in an eighth-grade American history unit and the value they placed on them as an educational tool. The 6-week study was conducted in a suburban middle school in a district that is part of a large metropolitan area in Texas. Participants included 29 students and 2 eighth-grade teachers. The research questions were the following: (1) How do students use podcasts in an eighth-grade American history class? (2) How do students perceive the impact of the podcasts on their overall learning of the subject material? and (3) Do the podcasts motivate the students to study? Quantitative data were collected through a Likert-scaled student survey and logs kept by students. Qualitative data were collected through an open-ended portion of the student survey, student focus group discussion, and a faculty interview. The treatment tools were audio podcasts in the form of vocabulary-quiz reviews, historical vignettes, lectures, and a unit test review—all on the topic of the American Revolution. The data indicated that the students primarily used their computers at home to listen to the podcasts as they prepared for quizzes and/or the unit test. The students believed that the podcasts had …

The purpose of this mixed-method study was to examine the impact, if any, of Kolot's Rosh Hodesh: It's A Girl Thing! on adolescent girls in the areas of friendship, school issues, family issues, body image, and assertiveness after participating in the religious-based program for nine monthly modules. Participants completed pretests and posttests in the areas of self-concept and basic Jewish knowledge. Quantitative results demonstrated statistically significant results in the areas of basic knowledge of Jewish female role models, values, and traditions, and statistically significant results in the areas of general, parental/home, and global self-concept. Qualitative results revealed inconsistent results with application of lessons taught, with some effect being acknowledged in the areas of friendship, gossip, bullying, self-defense, and assertiveness.

The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video …

This study documents a critical evaluation of the religious education curriculum used in Uganda's secondary schools. The study focused on goals and objectives, methods, content, and public perception of religious education instruction. The evaluation was based on a qualitative investigation that employed three methods to collect data: document analysis, classroom observation, and interviews. The investigation was guided by a series of research questions that included the following: What are the overall goals and objectives of religious education instruction? What are the attitudes from the community regarding religious education? What are the roles of religious leaders during implementation of this curriculum? How does the curriculum prepare students for the pluralistic nature of the society? What qualifications and training do the teachers have? What are the politics involved in curriculum implementation? What is the philosophy of religious education instruction as defined by policy makers and how is it implemented?

The purpose of this study was to investigate if there is a difference in the way male and female authors of contemporary realistic fiction for young adults portray decision making by their male or female protagonists. Questions asked in the study were: (1) Do female writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for male protagonists involved in moral decision making? (2) Do female writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for female protagonists involved in moral decision making? (3) Do male writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for male protagonists involved in moral decision making? and (4) Do male writers of contemporary young adult realistic fiction employ an ethic of justice or an ethic of care for female protagonists involved in moral decision making? Content analysis was used as the method of collecting data. The sample consisted of 194 novels written from 1989 to 1998, 53 of which contained a moral dilemma. A discussion of the novels included examples of moral dilemmas, alternative solutions, dilemma resolutions, and resolutions based …

Despite the widespread recommendation that schools "collaborate" with parents, little is found in the literature to elaborate on what this term or the common synonym "partnership" means, and further, how schools can invite diverse parental contributions to the table of educational discourse. The current study looks to contribute to the literature by analyzing the parent participation discourse in one community elementary school, utilizing critical discourse analysis and ethnographic observations. The findings reveal both school and parents' conceptions of the parents' partnership role as ancillary to that of the school's and the subsequent lack of true collaboration so advocated by the literature. Implications arise from this analysis which calls into question the examples of "collaboration" found in the literature, given the lack of theorizing regarding what collaboration inside of parent participation means. Contributions may shed light on the unintentional inequality of diverse parents in an effort toward true collaboration utilizing both the European American, middle class contributions of the educational institution alongside those of non-mainstream parents in creating an authentic educational atmosphere for diverse students.