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Dissertations / Theses on the topic 'American School of Osteopathy'

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Published: 4 June 2021
Last updated: 3 February 2022

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1

Brown, Terrence Andrew. "A phenomenlogical single case study of African American medical students in a predominately White college of osteopathic medicine /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220612.

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2

Hamdy, Ronald C., and E. Michael Lewiecki. "Osteoporosis (Oxford American Rheumatology Library), 1st Edition." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/0199927707.

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The book distills the available information on osteoporosis into an easily comprehensible format that serves as a practical guide for busy clinicians. Contents:Definition & epidemiology -- Basic bone pathophysiology -- Bone densitometry -- Diagnosis -- Identifying patients at risk of fractures -- Non-pharmacologic management of osteopenia and osteoporosis -- Pharmacologic management of osteoporosis, part 1 -- Pharmacologic management of osteoporosis, part 2 -- Monitoring patients on treatment -- Vertebral augmentation procedures -- Corticosteroid-induced bone loss -- Primary hyperparathyroidism -- Premenopausal women -- Men -- Atypical femoral shaft fractures -- Osteonecrosis of the jaw -- Osteoporosis in children and adolescents.
https://dc.etsu.edu/etsu_books/1077/thumbnail.jpg
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Fortuin, Kevin M. "American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.

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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.
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4

Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.

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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Facundo, Valter. "The next American high school initiative." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1588.

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The next American School Initiative plans to benefit low income minorities or below average achievers to excel in career choices by following occupational clusters and job shadowing to promote careers in applied technology.
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6

Garduno-Albo, Jessica Esther. "The American Bassoon School: 1900-1950." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin14810318748756.

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7

CARAVEO, LIBARDO EDUARDO. "CAREER MATURITY OF MEXICAN-AMERICAN AND ANGLO-AMERICAN HIGH SCHOOL STUDENTS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188179.

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The purpose of this study was to examine the influence of demographic variables on the career maturity of high school students. The study intended to determine the influence of race and socioeconomic status on career maturity. Multiple intercorrelations and regressions among the dependent variable, Career Maturity Inventory Scores (CMI), and the independent variables of socio-economic status, students' career aspirations, students' career expectations, students' post-high school plans, parents' career expectations, parents' career aspirations, parents' post-high school plans, and race were computed. Regression weights for each independent variable were also computed. The Career Maturity Inventory (CMI) and a Demographic Information Inventory (DII) were administered to two hundred and eighty high school students enrolled in a high school located in the southwestern section of the United States. Instrument administration was conducted within their regular classroom by the main investigator. The final sample consisted of seventy students from each grade (9th, 10th, 11th, and 12th) and Mexican-American students and Anglo-American students were proportionally represented at each grade. A factorial analysis of variance was computed to determine the influence of SES and race on career maturity. Multiple regression analyses were utilized to examine multiple correlations among the dependent and independent variables and to establish the regression weights for each independent variable. Results demonstrated that race and SES have a statistically significant impact on career maturity. The multiple regression analysis revealed that the best predictor of career maturity for the entire sample were the students' post-high school plans, race, and the students' career expectations. The sample was divided into two ethnic groups to determine the best predictors of career maturity for each ethnic group. The multiple regression for the Anglo-American sample revealed that the students' post-high school plans was the only statistically significant predictor of career maturity. In contrast, the students' post-high school plans and parents' career expectations were the two factors found to be of significant importance for the Mexican-American group. The salient feature of these analyses is that socio-economic status is a poor predictor of career maturity for both ethnic groups. Implications of the findings are discussed and future trends regarding the assessment of career maturity are outlined.
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8

Bennett, John Robert. "Portrayal of school shootings by American newspapers." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000642.

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9

Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
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10

Vicars, Andrew Grant Fairbairn. "Rugby, School Boys and Masculinities: In an American School in Taiwan." The University of Waikato, 2008. http://hdl.handle.net/10289/2385.

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Gender research throughout the last two decades has positioned sport as one of the central sites in the social production of masculinities. In particular, body contact, confrontational sports have been identified as central to the reproduction of a dominant but problematic form of masculinity, typically known as hegemonic masculinity. Whether it is through participation, opposition, resistance, complicity or media consumption, contact sports have been identified as constructing individual understandings of masculinity as well as contributing to the continued marginalization and subordination of other types of masculinities. Researchers working within schools have also linked rugby to similarly negative understandings of masculinities. The majority of these school based studies have been conducted in countries where contact sports are traditionally respected or in schools where rugby is tied to traditional and institutionalized understandings of masculinity. As yet little attention has been paid to boys who play rugby in countries or schools where rugby is not tied to traditional and institutionalized understandings of masculinity. As a New Zealand teacher working in an American school, in Taiwan, I set out to examine the rugby experiences of high school boys and to investigate the influence that rugby has on their understanding of masculinities. My study employed in-depth interviews with seven boys. Cognizant of the fact that the majority of gender based sport research has utilised Connell's theory of hegemonic masculinity, I adopted a 'Foucauldian method' to analyse the data. In doing so it was my intention to contribute to the field of sport and gender studies by utilising an alternative perspective instead of creating repetitive and redundant research which could lead to some problems being explored exhaustively. My main findings revealed a number of dominant discourses surrounding and constituting rugby within the American School of Taiwan. These included discourses of rugby as a masculine sport, as a foreign/western sport, and as a low status sport. Drawing upon these discourses I examined how the participants' gendered subjectivities were influenced by their rugby participation. The results revealed that within the general context of the school, rugby players were generally regarded as low status male athletes. However, within the western cultural group of students, rugby players were regarded as high status male athletes. This study contributes to gender and sport studies by suggesting that contact sports such as rugby need not always contribute to structured and hierarchical understandings of masculinities.
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McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.

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Brown, John J. Jr. "A Case Study of School-Based Leaders’ Perspectives of High School Dropouts." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1580.

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School districts are failing to educate all of America's children. Dropout statistics reveal that almost 7,000 students leave our nation's schools everyday. At this rate 1.2 million students will not graduate on time with their prospective classes. The majority of American male students of African descent are dropping out instead of completing high school. When compared to that of their white peers, the dropout rate of American male students of African descent is significantly higher and the graduation rate much lower. This research examines high school dropouts from the perspectives of school-based leaders in a high school located in a city in a large southern school district. Structured interviews, transcribed with member-checks, were conducted with eight school-based leaders. The data in this qualitative study were used to examine their perspectives of American male students of African descent dropping out of their high school. The researcher maintained a reflective research journal to enhance the data analysis. The study found that the perspectives of the eight school-based leaders were influenced by their past histories with these students; their personal and acquired knowledge of these students, their families, and their communities. They were largely uniformed of the dropout rate and their previous history with these students had an impact on their present level of support to these students.
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Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

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The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the schooling and educational perspectives of twenty-four African American male K-12 public education students. Using grades and standardized assessments as a criterion, fifteen of the students were considered academically successful and nine were not. Twenty-two of the males were 18 years of age and two were 12 years old. Nineteen participants were high school seniors, one was a sophomore, and two were in middle school. Looking through the lenses of Critical Race Theory and Resiliency Theory using qualitative inquiry and data derived from interviews, data was collected to determine what contributed to the success of some participants. First both successful and non-successful groups were able to speak about having goals for the future and the importance of working hard in school. Secondly, relationships were also seen as essential to academic success, whether these relationships were with parents, teachers, or mentors for academic success to occur. Racial stereotypes were seen as something to overcome by the academically success. Race was viewed as a road block difficult to overcome by less successful participants. Having a father and mother or frequent access to more than one caring adult increased an African American male’s ability to be academically successful. Even having two parents that may not have been supportive of the African American male appeared to be more beneficial than having supportive friends.

Recommendations to help African American males to be academically successful include starting early with relationship support and mentoring, life skills courses, and increased interaction with successful African American males.

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Tersigni, Andrea. "The American School of violin playing : a reality /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/11248.

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15

Buckley, Tianna Jeanne. "Academic Persistence Among Native American High School Students." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7257.

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Qualitative interviews with 12 Native American high school junior and senior students who grew up on reservations identified the following themes related to their persistence in college: (a) faculty support, (b) structured social support, (c) family support or the lack thereof, (d) motivation to be better, and (e) encountering racism. The results indicated a need for clear academic expectations between the school district and the tribal liaisons, multicultural training to foster positive relationships from the primary to secondary level, and structured college preparatory instruction designed for Native American students. Results also indicated a need for further research into the educational experiences of multiethnic students.
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Elsegeiny, Siham. "American Muslim School Leadership: Principal and Teacher Perspectives." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/260.

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This study employed a quantitative research design using a mail survey to explore leadership style in Islamic schools in the United States. The purpose of the study was to describe levels of transformational and transactional leadership of American Muslim principals. Correlational analyses were used to determine the relationship between principal and teacher reports of principals' use of transformational leadership and the relationship of demographic variables to perceptions of transformational leadership. Multiple regression analyses showed that none of the six demographic variables were significant predictors of the variance in principal- or teacher-reported use of transformational leadership. Thirty-three principals responded to the MLQ 5X selfrating form and 143 teachers responded to the MLQ 5X otherrating form. Principals rated themselves higher than their teachers on transformational leadership and lower than their teachers on transactional leadership. Both principals and teachers ranked principals highest in Inspirational Motivation and lowest in Management-by-Exception Passive. Principals rated themselves as being more intellectually stimulating and less often using contingent reward. In schools where teachers were more congruent in their ratings of the principal, they tended to perceive the principals as more transformational than did teachers in schools where teachers were less congruent in their ratings. It appears that where principals are more consistent in their interactions with teachers, teachers have higher opinions of the principal as a transformational leader. Both teachers and principals rated principals of American Muslim schools as fairly high in the use of both transformational and transactional leadership. Comparisons of these findings to other research in the U.S. suggest that American Muslim principals exhibit leadership characteristics very similar to those of other U.S. principals.
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Wallis, Marion Alice. "A monolingual female american teacher's first overseas experience in an American school in Brazil." Thesis, Boston University, 2006. https://hdl.handle.net/2144/32008.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study attempts to understand the nature of the cultural and linguistic experiences that affected a single, monolingual, female teacher during her first overseas experience in an American school in Brazil. A descriptive, qualitative, case study methodology utilized extensive observations, video-taping, and interviews with the teacher, her colleagues, students, and parents to explore how those experiences affected her perceptions and actions towards her colleagues, students, and parents, and how she made sense of these experiences. At the time of this study, there were an estimated 1,000 international schools worldwide, and just over half of these were autonomous institutions sponsored by a variety of interests and corporations. The Escola Americana de Campinas fits into this group. As a worldwide average, the U.S. student population in international schools today is about 30 percent of the total enrolment, and the majority of overseas-hire native English speaking teachers are female, white, middle class and monolingual; many are not adequately prepared for the challenges of teaching children who have different linguistic and cultural backgrounds. The study of one such teacher describes the cultural and linguistic discomfort she experienced in her daily life, and with her colleagues and parents. Although she was pedagogically competent, she was not open to changing her teaching practices to more effectively teach students with different cultural and linguistic backgrounds. However, as this teacher learned to speak some Portuguese she became empathetic to some of the linguistic needs of her multi-lingual and multi-cultural students. This case study suggests that this teacher's personal and professional reasons to live and work overseas did not enable her to anticipate and to face the challenges she experienced. She did not have the training or experience to work with a diverse group of students, and the school did not provide adequate support to help her adjustment. This study offers implications and practical suggestions for recruitment agenc1es, administrators, teachers, and pre-service institutions faced with such situations.
2031-01-02
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Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

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Gladney, Lawana S. "Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals : relationships with achievement for African American high school students /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1998.

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20

Lo, Xiong A. "Hmong high school students' attitudes and aspirations toward education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lox.pdf.

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Ng, Alan. "The cultural impact of teaching Sunday school to Chinese-American high school students." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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22

Astramovich, Randall L. "Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2659/.

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The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants’ attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants’ mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants’ reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the training, education, and job duties of counseling paraprofessionals.
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Russel, Heather. "Old School, San Antonio." restricted, 2008. http://etd.gsu.edu/theses/available/etd-11212008-132047/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. John Holman, committee chair; Josh Russell, Sheri Joseph, committee members. Description based on contents viewed Aug. 4, 2009. Includes bibliographical references (p. 295).
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Jackson, Lucille Jordan Jerich Kenneth Frank. "African-American and Caucasian-American students satisfaction of perceived instructional strategies in third- and sixth-grade urban elementary classrooms." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960417.

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Thesis (Ed. D.)--Illinois State University, 1999.
Title from title page screen, viewed July 27, 2006. Dissertation Committee: Kenneth F. Jerich (chair), Guda Gayle-Evans, Larry McNeal, Wayne Benenson. Includes bibliographical references (leaves 123-139) and abstract. Also available in print.
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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.

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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.
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Wang, Yan Toll Cathy Ann. "International students' educational experience in an American graduate school." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064527.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 14, 2006. Dissertation Committee: Cathy A. Toll (chair), Beatrice B. Smith, Thomas P. Crumpler. Includes bibliographical references (leaves 137-146) and abstract. Also available in print.
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Parker, Jeanne D. "The African-American student experience in the independent school /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
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Moreno, Patricia Anne. "Desegregation of Mexican-American students in Southwest School District." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185525.

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This research provides a descriptive account of the desegregation case Adams-Celaya v. Southwest School District (1978) in a large urban public school district in the southwestern United States. Arias (1990) conceptual framework was utilized along with a chronological account of the events that occurred in the case. Research questions included: (1) Was bilingual education implemented along with desegregation after the Adams-Celaya v. Southwest School District lawsuit?; and (2) Did the district deal primarily with linguistic or descriptive needs of Mexican-American students? This work constituted a detailed case study of the school district. Method included analysis of data gathered through board minutes, newspaper and district publications, historical data, and semi-structured interviews with individuals who played key roles in the district desegregation process. Findings indicate that the court-ordered desegregation remedy occurred in three stages known as Phases I, II, and III. In Phase I mandatory busing occurred (minority students bore the burden). In Phase II, some inner-city elementary schools were designated as magnets with majority (white) students bused in after being offered and taking advantage of incentives such as extended day, small classes, and teacher aides. In Phase III, the focus of this study, four inner-city schools (three elementary and one middle school) were designated as magnets with bilingual curricula offered at each school along with incentives to attract east-side majority students to the inner-city minority populated schools. With regard to impact, findings of this study generally support Arias (1990) that: (1) desegregation remedies must go beyond student reassignment strategies to include appropriate instructional components such as bilingual education, (2) demographic considerations, and (3) "controlled choice system" which is a form of the magnet school approach such as those offered by Southwest School District after the lawsuit. Further findings suggest some of the Phase III schools may be resegregating as racial isolation may be recurring and student enrollment at these schools is declining.
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Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.

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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.
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Harris, Paula Williams. "African American High School Graduates' Perceived Academic Success Factors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2447.

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A large number of African American students attending a low performing, urban high school in Tennessee demonstrated a lack of understanding in reading/language arts by scoring below proficient on the end of course (EOC) exam in reading/language arts. The purpose of this case study was to examine the perceptions of 10 African American graduates who scored proficient on the reading/language arts EOC exam to seek factors they associated with their academic success. This study was guided by Deci and Ryan's self-determination theory. The research question addressed the perceived factors that African American graduates associated with their academic success. Purposeful sampling was used to select 10 African American graduates who scored proficient on the EOC reading/language arts exam and who were 18 years or older. The data were collected through one-on-one interviews and were analyzed using qualitative content analysis. The data revealed that all the participants had a positive adult figure who motivated and encouraged them to continue to succeed. Based on the research findings, a project on mentoring was developed. Implementation of a professional development workshop on mentoring could bring about a positive social change for more African American students because the project provides a mentor for more African American students at this high school, which may lead to more African American students improving their academic success.
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Muhammad, Lameesa W. "Un-Doing School, African American Homeschoolers: A Narrative Inquiry." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311786648.

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Alexander, Mary A., and Jacqueline Blank Sherman. "Factors Related to Obesity in Mexican American School Children." Mexican American Studies & Research Center, The University of Arizona (Tucson, AZ), 1992. http://hdl.handle.net/10150/624813.

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34

Emery, Jacqueline. "Writing against Erasure: Native American Boarding School Students and the Periodical Press, 1880-1920." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/139150.

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English
Ph.D.
This dissertation seeks to expand our conception of what constitutes Native American letters by examining how the periodical became a prominent form in Native American literary production in the late nineteenth and early twentieth centuries. With its focus on the boarding school, Writing against Erasure provides insight into the context in which students first learned how to make complex and sophisticated choices in print. Within the contested disciplinary space of the boarding school, the periodical press functioned as a site for competing discourses on assimilation. Whereas school authorities used the white-run school newspapers to publicize their programs of cultural erasure, students used the student-run school newspapers to defend and preserve Native American identity and culture in the face of the assimilationist imperatives of the boarding schools and the dominant culture. Writing against Erasure highlights the formative impact of students' experiences with the boarding school press on the periodical practices and rhetorical strategies of two well-known Native American literary figures, Zitkala-Sa and Charles Eastman. By treating the periodical writings of these two prominent boarding school graduates alongside the periodical writings produced by boarding school students while they were still at school, Writing against Erasure provides a literary genealogy that reveals important continuities between these writers' strategic and political uses of the periodical press. Writing against Erasure argues that Native American boarding school students and graduates used the periodical press not to promote the interests of school authorities as some scholars have argued, but rather to preserve their cultural traditions, to speak out on behalf of indigenous interests, and to form a pan-Indian community at the turn of the twentieth century.
Temple University--Theses
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35

Payne, Barbara S. "Justifying music in the American public school : a survey of selected Ohio school personnel." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260639516.

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36

Keskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.

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American school shootings have received a lot of media, public and academic attention within the last two decades. Still, reasons behind the shocking events lie undiscovered. Although individual factors have been widely examined, researchers are yet to find commonalities. This thesis reviewed evidence of macro-sociological explanations for American school shootings and attempted to identify the roles of culture, cultural marginalisation and masculinity in American multi-victim school shootings using seven case studies from 1999-2018. Results identified cultural marginalisation as a key factor in all of the cases, whereas hegemonic and violent masculinities received some support. In addition, interconnectedness and relationships between anomie, culture, cultural marginalisation, masculinity and school shootings were discussed in more detail. Finally, future suggestions were made, and conclusions were drawn.
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Gibbs, Lukisha Barrera. "Understanding Latino parental involvement in a racially changing school." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/3450.

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Thesis (Ph.D.)--George Mason University, 2009.
Vita: p. 122. Thesis director: David Brazer. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 115-121). Also issued in print.
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38

Howard, Demarius J. "An American Public High School Ethnographic Study| Effectively Preparing African American Male Students for Academic Success." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734191.

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The purpose of this study was to engage in ethnographic research involving Jack E. Singley High School (JESA), which was part of the Irving Independent School District in Irving, Texas and recognized throughout the state as one of its most successful high schools. Singley High School had a population of 1600, with 88% minority students, who continued to exhibit academic achievement. The researcher evidenced specific interest in the performance of African-American male students at Singley, since this academic performance consistently received national recognition. This sub-population had been described as experiencing an ‘achievement gap’. However at Singley, African-American males were succeeding. The researcher explored how this high school was effective in preparing its African American male students for academic success through interviews of individual students who demonstrated the ability to succeed in the academic arena under challenging personal and cultural circumstances.

The results of the study highlighted the importance of collaborative learning in self-efficacy and illustrated the power of student ‘buy in’, when the students could directly relate their academic work to tangible career goals. Increasing, the relevancy of academics and preparing students for life beyond high school afforded clear-cut goals and added value to education, increasing student motivation and student academic success. One of the most surprising insights from this research, for the researcher, had nothing to do with academics, though its positive connection to success was clear. The insight was the gratitude that students vocalized for being accepted as a part of a professional institution and learning the tenets of professionalism, which allowed them to view themselves in a more positive way.

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39

Doud, Christine Marie. "Factors influencing career choices of Native American and caucasian American high school students a replication study /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003doudc.pdf.

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40

Gayle, Marlon De Shawn. "African American administrators' perspectives: Improving African American male high school graduation rates in San Joaquin County." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/83.

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This Northern California single case qualitative study used Critical Race Theory as a framework for examining the perspectives of African American administrators on improving graduation rates of African American male public high school students in San Joaquin County. Barriers to graduation completion in San Joaquin County public high schools continue to leave stakeholders looking for solutions to change the status quo for African American male high schools students. Ten San Joaquin County African American male and female administrators (identified by pseudonyms) from various public elementary, middle, and high schools were interviewed individually. Participants' responses were categorized into themes according to their answers for each question. Contrary to explanations for low graduation rates of African American male students, as predicted in the literature review of this study, the participants' perspectives rarely indicated that discipline, or lack of parental involvement was a prevailing reason for low graduation rates for African American male students. Low teacher expectations, lack of role models and advocates, and the failure of the school systems to implement successful strategies to improve the graduation rates of African American male students appeared to be the most common themes as discussed in the literature review. Participants perspectives suggest public high schools in San Joaquin County struggle to make positive connections with African American male students. All of the participants claimed that teachers, administrators, and school staff struggle to build and maintain healthy relationships with African American male students. Some of the recommendations from the participants of this study suggest that stakeholders can assist African American male students in overcoming barriers and improving their graduation rates by: starting African American male charter schools, operating mentoring programs in schools, and recruiting more African American teachers and administrators.
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Luttrull, Pamelia D. "Impact of School-Wide Positive Behavior Intervention Supports for African American Males in American Public Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699957/.

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Research has shown that African American males are performing poorly in American public schools and are disciplined at a higher rate than other ethnic and gender groups. Positive Behavior Intervention Supports (PBIS) has a long history of success with individual students and more recently in school-wide settings. School-wide PBIS offers schools the ability to tailor their rules, rewards, and consequences to the specific needs and culture of a school. This descriptive and quantitative study sought to determine if implementation with fidelity of SWPBIS positively correlated to reduced disciplinary measures. The object of this study was to determine in what ways disciplinary rates for African American males differ in American public schools that identify as using SWPBIS with fidelity as compared to American public schools that do not implement SWPBIS with fidelity. Disciplinary rates examined included ISS, OSS single incident, and OSS multiple incidents. Descriptive findings indicated that schools that implement SWPBIS show a lower rate of ISS and OSS incidents for African American males. The quantitative findings did not yield a statistically significance between schools with fidelity of implementation of SWPBIS and schools without fidelity of implementation of SWPBIS.
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42

Grieve, Kimberly A. "Urban African American male high school students' educational aspirations for college and the influence of family, school, and peers /." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1258735643.

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Dissertation (Ph.D.)--University of Toledo, 2009.
Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.
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Johnson, Donna. "Achieving success : A qualitative study of the school lives of high-achieving African American girls attending middle school in a suburban school district /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974862.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).
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44

Wicks, Joan Y. "Student, Parent, and Teacher Perceptions of School Racial Climate in a Charter Middle School in South Los Angeles| A Microcosm of Missed Opportunity." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252070.

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This qualitative case study explores student, parent, and teacher perceptions of school racial climate and its impact on students’ academic and personal lives at a charter middle school in South Los Angeles. The study also explores teacher handling of the impact of racial tensions at this school with a majority Latin@ student enrollment and a predominantly Black teaching staff. School climate refers to the perceived quality of interpersonal interactions among teachers, students, staff, and parents. A positive school climate is associated with increased academic achievement and decreased disciplinary problems. Conversely, schools wrought with interethnic conflict or a poor racial climate divert focus and resources away from student learning and toward chronic disciplinary problems and teacher attrition. This case study demonstrates how Black administrators handled displacement by a large immigrant Latin@ population by instituting a system of Black privilege to protect political and economic space. The massive immigration of Latin@s offered a critical opportunity for coalition building with Blacks. However, a competition-based framework emerged, rendering this case study a microcosm of missed opportunity in South Los Angeles and beyond.

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Garcia, Juanita Celia. "Overcoming the barriers: school success of Mexican American graduates from Pan American University in South Texas from 1955 to 1975." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4321.

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This study examined the contextual factors that led to the success of Mexican Americans who overcame extraordinary obstacles in obtaining post-secondary educations. Mexican Americans continue to experience great challenges to postsecondary success. An in-depth case study was performed on ten subjects who managed to not only survive, but also do well in school and life. The purpose of the study was to identify obstacles these men and women had to overcome, the means they used to overcome them, and the salience of their ethnicity to their experience. Utilizing a worldview construct and the concept of familism, findings are presented that demonstrate how these men and women were able to succeed educationally. First, their families placed a high value for and exposure to literacy, English and Spanish, in the participants’ homes. Contrary to the fact that these participants’ homes were characterized by low levels of parental education, they were exposed to high levels of literacy. A second important commonality among these high achievers was that all of them at some point in their schooling attended desegregated schools where they were exposed to Anglo peers with much greater social capital than themselves. Finally, and perhaps the most important, is the profound value for hard work that characterized almost all of these households and was channeled into dedication to studies and a strong belief that effort, perseverance, and courage were important in achieving academic goals. Rather than just focusing on the barriers, the problems common to low-income, first-generation college students as do most studies on student access and success, this study focuses on the creative solutions its subjects found and the kinds of support that made differences for them. The study records the perceptions of the successful graduates of the causes of their school success and tapped into their insights. The findings and recommendations of the study may enable educators to re-examine their own attitudes toward the schooling of Mexican origin students and its unanticipated negative consequences and help institutions of higher education identify policy changes that will facilitate the recruitment and retention of Hispanic and other minority students.
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Schmidt, Stefanie R. (Stefanie Rae). "School quality, compulsory education laws and the growth of American high school attendance, 1915-1935." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10709.

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47

Kaplan, Lauren E. "Disrupting the School to Prison Pipeline| REBT with African-American Youth in a School Setting." Thesis, Spalding University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932445.

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Poor academic performance and low academic aspirations can lead to involvement with the criminal justice system. Therefore, schools play an important role in mitigating risk factors as they create a supportive, accessible opportunity for intervention delivery. The population impacted most by academic zero-tolerance punishments are African-American students, whose current suspension rate is two to five times that of their White counterparts. This disproportionate representation also exists within the juvenile justice system, with African-American youths almost five times more likely to be detained than White youths. Therefore, finding effective school-based treatment interventions is essential to reducing disproportionate minority punishment and confinement. In order to address this need, a randomized controlled trial was conducted to examine the effectiveness of Rational Emotive Education (REE), a REBT school-based intervention, on the reduction of disruptive behavior amongst at-risk, male, African-American adolescents. Nineteen participants were assigned to either the treatment or the control condition. Data measuring disruptive behavior, anxiety, depression, anger, self-concept, and school engagement was collected for both groups pre-and post-intervention. Overall the results of the study revealed contradictory findings. Although participants assigned to the REE intervention saw a larger reduction in disruptive behavior over the course of treatment than the control group, on self-report measures they reported an increase in symptoms related to depression, anxiety, anger and a decrease in self-concept and school engagement. Treatment implications are discussed.

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48

Washington, Ahmad Rashad. "A Phenomonenological Examination of Middle School African American Adolescent Mens' Experiences with Professional School Counselors." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4925.

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This qualitative study was conducted with a sample of five (5) middle school African American adolescent men from two different schools in the same school district to explore their perceptions of and experiences with their professional school counselors. Phenomenological qualitative methodology was used to complete this study. To gather research data, two semi-structured interviews with open ended questioning were conducted. Phenomenological data analysis was performed, which included the creation of meaning units, preliminary and then more detailed themes; ultimately five themes emanated from the data. These five themes include An Understanding of the Role of the School Counselor; Effective and Ineffective Performance of the School Counseling Roles; Factors Contributing to a Positive School Counselor/Student Dynamic; Personal and Social Factors Encouraging or Deterring Interactions with the School Counselor; and The Students' Tentative Occupational Interests. The themes suggest that participants have beliefs about the purpose of school counseling which align with national and state guidelines for the school counseling profession. In addition, themes reveal that the relationship between school counselor and student is extremely important and that this relationship is cultivated and nurtured in a number of ways. Data also indicated that depending on how well school counselors perform these duties and connect effectively with students, participants are able distinguish between effective and ineffective performance of the school counselor role. As important as these variables are, data also indicated there are personal and social variables which can encourage or deter participants' contact with their school counseling. The last theme details the participants' occupational interests. Implications for professional school counselors in these two schools and the school counselor education profession more generally are also provided. In conclusion, limitations and suggestions for future research are explored.
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Smith, Debra Elaine. "The Lived Experience of African American Parents of Middle School Boys at a Predominantly White Elite Private School." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/30.

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ABSTRACT THE LIVED EXPERIENCE OF AFRICAN AMERICAN PARENTS OF MIDDLE SCHOOL BOYS AT A PREDOMINANTLY WHITE ELITE PRIVATE SCHOOL by Debra Elaine Smith Parental involvement has been associated positively with school success across ethnic groups (Hong & Ho, 2005). Yet, some African American parents were found to be more alienated from school than were White parents (Abrams & Gibbs, 2002). One of the most consistent findings in educational research is the underachievement of African American males (Lee, 2003), and a recent report chronicled the pervasive and systematic failure of public schools to educate African American males (Schott, 2008). In the southeastern region, only 40% of African American males graduate from high school (Schott); however, in the post-Civil Rights era, advances in racial equity in education and other arenas of society have created a growing African American middle class (McKinnon, 2003). The southeast region has the largest percent of affluent African Americans (Miller, 2002), and a growing number of these upper middle class African American parents are sending their children to private schools because they are dissatisfied with the lack of rigor in the public school experience (Freedman,2004). This is a new phenomenon that warrants study. Currently, there are no empirical studies on middle class African American parents who send their children to private schools. The purpose of this study was to explore the ways 12 African American couples of middle school boys experience a predominantly White elite private school. To undertake this qualitative investigation, a phenomenological approach incorporating grounded theory was utilized. This research approach is well suited for exploratory investigation of phenomena that are not yet clearly defined within the literature (Creswell, 1998). Data were collected from the couple interviews, focus group, demographic information, and reflexive journal. Five overarching themes emerged from the analysis of the data: better opportunity/brand, parental connection, selective engagement, parental struggle, and parental marginalization. These results are informative and significant to research and practice. Ultimately, it is hoped that this study may contribute to the efforts of providing a quality education to African American male students and satisfaction to their parents in the areas of diversity and inclusion at predominantly White elite private schools.
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50

Desmoulin-Kherat, Sharon Adkins Amee. "Meaningful school leadership from the perspective of African American parents." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273100031&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309366&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Amee Adkins (chair), Linda Lyman, Joe Pacha, Venus Evans-Winters. Includes bibliographical references (leaves 219-233) and abstract. Also available in print.
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