Education Commons^™

Identifying Gifted African-American Students: A Case Study Of A Louisiana School System, Donna Lynn Sutton

Doctoral Dissertations

In 1995, the Office for Civil Rights conducted a compliance review of the Bayou Parish School System (a pseudonym) in Louisiana. The review revealed a statistically significant underrepresentation of African-American students in the Bayou Parish gifted program. This case study examined how African-American representation in a gifted program may be increased through the use of research-based interventions implemented by the Office for Civil Rights.

The researcher used both quantitative and qualitative methods to collect and analyze data. Documents from the Office for Civil Rights and the Louisiana Department of Education were examined to: (a) show patterns of African-American and nonminority …

Exemplary Bilingual Teachers In Puerto Rico: A Multiple-Case Study, Aurea Laracuente Araújo

Dissertations

Problem. Within a context of inadequate pre-service training, insufficient administrative support, and an ambivalent social environment regarding the teaching of ESL in Puerto Rico, a number of conscientious bilingual teachers try to overcome the odds of the system and have an impact on students' ability to speak English. Some even become exemplary teachers. How do they learn to meet so many expectations successfully in spite of real short comings found in their job, and how do they acquire the skills and competencies necessary to be exemplary bilingual teachers in Puerto Rico?

Method. A qualitative multiple-case study design was …

The Impact Of A Dual Language Program On School Climate In A Large Urban District, Nancy Navarez-Lutzke

Seton Hall University Dissertations and Theses (ETDs)

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Parental Participation Among Recent Minority Immigrants In An Urban Public School, Eugenia Garcia Irizar

Seton Hall University Dissertations and Theses (ETDs)

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Parental Perceptions On Maintaining Heritage Languages Of Cld Students, Ruth Lingxin Yan

Dissertations and Theses @ UNI

The rapid growth of the Culturally and Linguistically Diverse (CLD) students in public schools of the United States has been steady in the past decades. Issues concerning CLD students such as their school failures, high dropout rates, the limited English proficiency, family poverty, and their unequal job opportunities, have caused increasing concerns from policy makers, school administrators and educators at all school levels. Various efforts to modify CLD students' social and academic disadvantages have been attempted through educational approaches, especially in the form of heritage language support in bilingual education programs initiated at the local school levels and funded by …