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 …

This study compared three groups of adult learners in a church education environment in order to determine the effectiveness of using lecture/demonstration plus cooperative learning elements with or without group processing (LCL) as compared to the use of lecture/demonstration plus individualistic learning elements (LIL) with the Inductive Bible Study Method (IBSM) as the common subject for all groups. While group A experienced highly structured cooperative learning without having group processing, group B experienced highly structured cooperative learning with an emphasis on group processing. Group C served as a control group. This study took place with a total of five class hours. For measuring student cognitive achievement, the subjects were administered a written pretest and posttest in the form of a "use-of-IBSM measure." For measuring students' attitude toward Bible interpretation (as promoted by IBSM), the students responded to an "attitude-toward-Bible-interpretation measure" at pretest and posttest. For measuring students' affective reactions, the students responded to a posttest-only "students'-satisfaction-with-the-learning-experience measure". Students' attitude toward the philosophy behind IBSM was measured by using an "attitude-toward-IBSM" instrument at posttest. In addition, teachers and students were interviewed orally at posttest to ascertain their affective reactions to the instructional approach they experienced. Connections between demographic data and students' …

In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

Analysis of a particular north-central Texas public high school revealed a strong representation of Hispanic females in advanced academic programs, i.e., AP and GT in proportion to their representation in the overall student population. Research seems to indicate that a progressive approach to academic-potential identification; culturally effective mentoring, traditional Hispanic values, and newly emerging personal and social characteristics all seem to be contributing factors. This study seems to indicate that a new type of Hispanic female is emerging who is more assertive academically, more visible in the classroom, and less marriage-and-family oriented as might be believed by teachers, society, their peers, and perhaps even their parents.

This study was conducted to examine the problem of attrition from a public middle school foreign language enrichment program by students who were admitted on the basis of superior grades, test scores, and recommendations from their teachers, counselors, and parents. The study took place in inner-city San Antonio and involves Latino sixth and seventh graders from mostly low-income families. Literature pertaining to school choice options, education of Latino students, and student attrition was reviewed. Research questions pertained to the differences in characteristics of students staying in the program and leaving it and in the reasons students gave for their decisions to stay or leave. In addition, the efficacy of an existing student attrition model, modified for this study, was tested for organizing data. Data sources included surveys of students and teachers, interviews with administrators and counselors, and school records. Logit regression analysis revealed two factors linked to student persistence in the program to be significant to the .01 level: student involvement in the initial decision to apply to the program, and the presence of a student's best friend at the school the student attended. A third variable approached significance (at the . 10 level): the student's score on the math …

This investigation was a post-hoc, quantitative analysis of secondary academic performance and participation choices of Hispanic students. Three years of longitudinal student-level data was collected to examine the likelihood of college enrollment based on college and career readiness (CCR) factors. At the time of the study, CCR was defined as qualifying exam scores, credit for at least two advanced/dual enrollment courses, or enrollment in a career and technology education (CTE) coherent sequence of courses. Research participants (N = 803) consisted solely of Hispanic high school graduates from the 2014 cohort. Frequency statistics indicate 45.5% (n = 365) attended an institute of higher education (IHE) within 2 years of high school graduation. Findings reveal Hispanic females were more likely than Hispanic males to meet CCR indicators as well as postsecondary resiliency outcomes. Analysis of chi-square tests of independence suggests a moderately strong association exists between CCR indicators and postsecondary participation among high school graduates. Differences were found in terms of gender and postsecondary enrollment, x^2(6) = 24.538, p < .001. Differences were also found in terms of type of IHE and postsecondary resiliency, x^2(3) = 34.373, p < .001. More Hispanic CCR graduates enrolled at 2-year and 4-year IHE than expected …

Asian American students have done well in school; they have had higher academic achievements, higher academic scores, lower dropout rates and higher college entrance rates as compared to other minorities and generally other students in the United States (U.S.). A possible explanation to the higher academic performance and achievement of the Asian American students is that they are more likely to have experienced an environment that is conducive to learning at home; their parents were involved and held higher expectations. Immigrant minorities have been found to do well in schools in many parts of the world. Similarly, here in the U.S. there has been increasing evidence that students of Asian ancestry, both immigrants and U.S. born, complete more years of education than most of the other ethnicities. Current research and data on the academic performance of Asian immigrants includes most Asian countries. This study reviewed the current literature regarding the factors that influence the academic performance of "Asian Indian Americans" who attended high schools in the U. S. This correlational study examined the relationship between various factors, such as parental participation, parental expectations and involvement, discipline, cultural beliefs, personal identity and values, language spoken at home, and the academic performance …

Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards …

Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The …

Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to …

School finance is the topic of numerous research studies; printed in newspapers and magazines, heard on the radio and television, and frequently spoken among educators throughout the nation. Anyone dealing with education is searching for methods of obtaining additional funds for projects and supplies; and even adding money directly to school districts' budgets. To better understand the importance of searching for additional funds to supplement the annual school districts' budgets, this study examines four sources for obtaining financial assistance: partnerships, fundraising, foundations, and local source venues. Participants include 10 school districts in the state of Texas having only a single high school campus; five Chapter 41 school districts and five Chapter 42 school districts. Two school districts are selected from each classification level: A, AA, AAA, AAAA, and AAAAA. One Chapter 41 (wealthy) district will be compared with one Chapter 42 (poor) school district within the same classification level. The five selected Chapter 41 school districts are above the equalized wealth limit of $305,000 per weighted average daily attendance. Data gathering procedures utilize a purposive case study by interviewing administrators in each of the school districts; studying Texas Education Agency's School Report Card, each school district's Actual Financial Data Report; …

The problem for this study was the need to increase and maintain in student achievement in charter schools. The purpose of this single-case study was to discover how an inner city charter school with a high percentage of at-risk students increased overall student achievement and attained acceptable performance status when faced simultaneously with administrative challenges and increases in state and federal standards. The participants for the single-case study included the school district’s superintendent, the high school principal, the dean of students, four faculty of the district, and one outside consultant appointed to work with the district by the state of Texas. The sampling for this study allowed for the opportunity to study in greater depth the choice of reform strategies and organizational structure designed to result in increased student achievement and student success over the course of two years. Since this was a single-case study of one charter school district, participants were referenced by the role in which they served. All district, campus, and participant names remained anonymous. The results showed the increased student achievement was made possible by several reform strategies and best practices. The primary reform strategies and best practices that had the greatest impact were consistent campus …

This study was conducted to analyze the differences in the news coverage of public education by a state and local newspaper, to ascertain if trends exist in the coverage of topics, and if the coverage is negative, positive, or neutral. All issues of The Dallas Morning News and The Piano Star Courier from the years 1988 and 1993 were evaluated. All articles about public education (with the exception of athletics, obituaries, and advertisements) were evaluated using a content analysis form. The content analysis form provided information for classifying all articles. Information was tallied for the number of articles and column inches by newspaper and category. Findings indicated a number of differences between the two newspapers in 1988 and 1993. The Dallas Morning News increased the number of articles and column inches of space it committed to the coverage of public education from 1988 to 1993. During the same period The Piano Star Courier reduced both the number of articles and column inches of space which it used for the topic of education. The Piano Star Courier began publishing editions on only five of the seven days per week in February, 1993. The Dallas Morning News reduced its local coverage and …

The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Secondly, the study examined whether or not relationships exist between principals' leadership self efficacy and student achievement as indicated in the 2008 Texas Assessment of Knowledge and Skills (TAKS) ninth grade reading scaled scores. Lastly, the select principal's personal and school demographic variables (principal gender, total years of experience as a professional, total years as principal at current school, total years of principal experience, highest degree earned, school economic status, school size) were considered within the study. The survey instruments used in this study were the Technology Proficiency Self Assessment Scale (TPSA) developed by Ropp in 2000 and the Principal's Self-Efficacy Scale (PSES) developed by Tschannen-Moran and Garies in 2004. A total of 129 Texas principal's participated in the study. Multiple regressions were utilized and effect size was considered to determine the strength of the relationship between variables. A statistical significance was found relating to the school's social economic status only when using both the PSES and the TPSA instruments. The effect sizes reported …

Educators can no longer simply look at student totals to distribute instructional dollars. Databased decision-making must be instituted to overcome achievement gaps between white and non-white students. In low-socioeconomic (SES) settings, districts must increase expenditure per pupil (EPP) as low-SES rates rise for all students as district administrators must be in a position to show product rather than process. It was attempted to determine if a positive or negative relationship existed between Anglo, Hispanic, and African-American student test scores and wealth factors on the Texas Assessment of Academic Skills tests in 2000 and 2002. Wealth factors studied included EPP and SES. Data analysis was carried out on 974 independent and consolidated school districts in Texas. Low-SES was found to be a negative predictor of higher test performance on standardized reading and mathematics tests. To varied degrees, low-SES affected all students from all ethnicities as well as affluent students. EPP was attributed with a positive effect on student test performance. Increases of $1,000 or more at one time produce performance increases from 0.20 to 0.40 points. In making specific recommendations, the researcher advises increasing expenditures low-SES districts, schools, and classrooms through the creation of specific district linear equations exhibited in this …

The purpose of this study was to explore teachers' concerns, use, and actual practices in their adoption of the bring your own technology (BYOT) initiative. Twelve secondary teachers in a private school setting participated in this study. The participants represented all content areas including reading, math, science, and electives. The private school was in its third year of implementing BYOT. This case study incorporated multiple methods to collect data to gain a better understanding of teachers' adoption of an innovation, BYOT. The concerns-based adoption model (CBAM) was used as a theoretical framework. All three CBAM tools provided data: the Stages of Concern Questionnaire (SoCQ), levels of use interview protocol (LoUIP), and the innovation configuration (IC) map. Twelve of the participants completed the SoCQ across three different points in time. Six of the twelve teachers participated in three one-on-one interviews, including the LoUIP. Additionally, six teachers were observed in their classrooms during instruction. After triangulating all pieces of data, the majority of teachers had highest concerns related to self. Teachers were concerned about their ability to implement the innovation and managing BYOT in their classroom. Four of the six teachers had a level of use (LoU) at mechanical, and two teachers …

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

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.

This research study addressed the nutritional beliefs and habits of African-American parents of children aged 3 to 6 years old. Both quantitative and qualitative data collection methods were employed. Quantitative data was collected via the Comprehensive Feeding Practices Questionnaire as well as a demographic questionnaire. Qualitative data was collected from oral interviews conducted by the researcher. Seventy-five parents or guardians participated in the study. Findings for the research questions revealed the participants' beliefs about nutrition directly correlated with food they provided for their children and most believed nutrition rather than genetics played a role in their child(ren)'s weight. Furthermore, parents from lower income families consumed more home cooked meals per week and those with higher incomes did not consume more fast food per week. Food intake restriction and control in feeding was similar among all participants, regardless of restriction and control in feeding was similar among all participants, regardless of education or income level. Suggestions for future research were included.

Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared …

The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at …

In rural, low socioeconomic public schools, the diversity of the student population challenges teachers beyond their means to meet the wide-ranging needs of students, and therefore creating opportunity gaps. The purpose of this study was to explore one district's leadership support of teachers to create an equitable learning environment for all students. The present study built on existing literature by discovering leadership practices and perceived necessary supports for closing achievement gaps in K-12 classrooms. Through interviews with district and school administrators, classroom teachers, and observations of leadership meetings, the research for this case study included data collection and analysis. From the interview questions and observations, six themes emerged. The themes revealed from the data collected and analysis for this qualitative study aligned with the components of the conceptual framework, a sequence of initiative requirements for equitable learning environments. Developing a sequence of initiatives among all levels of educators could benefit sustainment of an equitable learning environment in Rural ISD. Recommended for further research is professional development to both leadership and teachers about professional learning communities (PLCs). In addition, study of parent education programs and how relationships achieve more parental involvement requires further research. A final recommendation for collegiate education preparation …

African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied …

Prior to the development of interactive television, schools that were either geographically isolated or financially restricted were often unable to provide courses that may have been essential for students. Interactive television has helped such school districts provide appropriate courses for their students. Because student self-efficacy is a significant indicator of student success, the relationship between distance learning and students' self-efficacy requires research. The problem of the study was to examine the impact of site location in a distance learning environment on student self-efficacy in Spanish instruction. The participants in this study were junior high school students enrolled in distance-learning Spanish classes at two junior high schools in a north central Texas independent school district. All of the students were taught by the same instructor. The age range of the students was from 11 to 14 years of age, and all students were in either the seventh or the eighth grade. Students took a modified version of the Motivated Strategies for Learning Questionnaire at the end of each treatment. Using the counterbalanced design, each subject was matched to themselves. T-tests for nonindependent samples were used to compare the two treatments. The findings indicate that there is no significant difference in the …