Browsing by Subject "Educational equalization--United States"
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Item The perceptions of the campus administrators' role in the prereferral processes related to the placement of African American students in special education(2005) Hamlett, John Wesley; Scribner, Jay D.; African American students represent 14.8% of the school population yet 20.2% of the students identified and placed in special education (U.S. Department of Education, 2000). Those identified with education-related disabilities have difficult experiences during their school career that negatively impact their later employment (Osher & Hanley, 1995). The management of special education has shifted to campus administrators without specialized knowledge to handle the task; yet they have direct responsibility to ensure that all students, including African Americans, are properly identified and placed in the appropriate educational setting (Bateman & Bateman, 2001; Ford, 2001). The campus administrators’ role prior to referral to special education may be vital in reducing the disproportionate representation of African American students in special education. This study investigated perceptions held by campus administrators, general education teachers, and a district special education specialist relative to (a) the campus administrators’ responsibility to assure there is not disproportionate identification of African American students identified for special education, (b) the campus administrators’ involvement in regular education activities prior to referral for special education, and (c) the criteria of successful regular education activities prior to referral for special education. Additionally, this study revealed campus administrators’ perceptions of knowledge and skills needed to administer effectively activities prior to referral to special education. This qualitative case study utilized a descriptive methodology involving interviews with participants directly involved in activities prior to referral to special education at multiple sites across three levels within a Texas public school district. The study revealed that campus administrators and teachers perceived the campus administrator’s role of involvement as providing teachers with resources. An important finding was that campus administrators had a limited knowledge of special education, yet providing such resources was identified as a vital part of the administrator’s role. Therefore, there is a clear disconnect between campus administrator’s perception of their role and their perception of their own knowledge and skills. Two criteria were identified for successful regular education activities prior to referral to special education: (a) to identify the needs of students and (b) to utilize school staff expertise in the process.African American students represent 14.8% of the school population yet 20.2% of the students identified and placed in special education (U.S. Department of Education, 2000). Those identified with education-related disabilities have difficult experiences during their school career that negatively impact their later employment (Osher & Hanley, 1995). The management of special education has shifted to campus administrators without specialized knowledge to handle the task; yet they have direct responsibility to ensure that all students, including African Americans, are properly identified and placed in the appropriate educational setting (Bateman & Bateman, 2001; Ford, 2001). The campus administrators’ role prior to referral to special education may be vital in reducing the disproportionate representation of African American students in special education. This study investigated perceptions held by campus administrators, general education teachers, and a district special education specialist relative to (a) the campus administrators’ responsibility to assure there is not disproportionate identification of African American students identified for special education, (b) the campus administrators’ involvement in regular education activities prior to referral for special education, and (c) the criteria of successful regular education activities prior to referral for special education. Additionally, this study revealed campus administrators’ perceptions of knowledge and skills needed to administer effectively activities prior to referral to special education. This qualitative case study utilized a descriptive methodology involving interviews with participants directly involved in activities prior to referral to special education at multiple sites across three levels within a Texas public school district. The study revealed that campus administrators and teachers perceived the campus administrator’s role of involvement as providing teachers with resources. An important finding was that campus administrators had a limited knowledge of special education, yet providing such resources was identified as a vital part of the administrator’s role. Therefore, there is a clear disconnect between campus administrator’s perception of their role and their perception of their own knowledge and skills. Two criteria were identified for successful regular education activities prior to referral to special education: (a) to identify the needs of students and (b) to utilize school staff expertise in the process.Item A psychosocial/educational intervention for decreasing gender stereotypes in technology(2003-08) Bravo, Melinda Josephina; Gilbert, Lucia AlbinoItem Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth(2004) Lipovski, Leslie Crawford; Goldstein, Lisa S.This dissertation describes a program designed to increase access to advanced courses and increase college attendance rated for underrepresented students. Specifically, this dissertation looks at how three practitioners implement principles of the program while still maintaining their individual identities as teachers. My study fills a void in the lack of available qualitative studies of this particular program. Chapter One situates my work within the framework of other research focused on improving the schooling experiences of students of color. Chapter Two discusses multicultural education and culturally relevant teaching as precursors to the existence of programs and teaching methodologies specific to students of color. This chapter also introduces the program I studied, Advancement Via Individual Determination (AVID). Chapter Three describes the methodological approaches I used to study AVID and its teachers, and provides a background of the school site where I conducted my work. Chapter Four discusses the AVID program, its history, structure, and goals, and introduces three primary principles that exist in each of its classrooms. Chapters Five, Six, and Seven introduce my research participants and demonstrate how a program functions differently within three separate classrooms. Chapter Eight further illuminates each participant’s unique pedagogical response to a tragic event that occurred on the campus. This chapter also discusses the implications of my study, ideas for future research in the area of improving school experiences for students of color.