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The purpose of this study was to explore and describe the sojourn experiences of Asian international students enrolled in graduate programs at American universities. The six participants (3 women, 3 men) were Japanese, Korean, and Taiwanese doctoral students at two universities in the Big Ten Conference. The research design was exploratory multiple-case study (R. K. Yin, 2003) informed by the concept of the Sojourner (P. C. P. Siu, 1952) in terms of assimilation, accommodation, and resistance. The primary data sources were a demographic survey (C. M. Golde & T. M. Dore, 2004) and focused interviews (R. K. Yin, 2003). The demographic data were analyzed descriptively. The interview data were analyzed with constant comparative method (S. B. Merriam, 1998). The major themes that emerged from the data were (a) language differences, (b) academic plight, (c) mixed relationships, and (d) emerging selfawareness. Implications and strategies to promote Asian international students' academic and social success in graduate programs are discussed.

The purpose was to describe the behaviors of eighth-grade students with and without physical disabilities relative to social inclusion in a general physical education program. Participants were 3 girls with physical disabilities and 19 classmates (11 females, 8 males) without disabilities. The method was case study. Data for a 6-week softball unit were collected using videotapes, live observations, and interviews. Findings indicated that students with and without disabilities infrequently engaged in social interactions. Average percentage of time that classmates gave to students with disabilities was 2% social talk and less than 1% in each category for praise, use of first name, feedback, and physical contact. Two themes emerged in this regard: segregated inclusion and social isolation. Students with disabilities interacted with each other to a greater degree than with classmates without disabilities. Analysis of use of academic learning time revealed different percentages for students with and without disabilities.

The purpose was to compare the effects of two practicum types (off campus and on campus) on physical education teacher education (PETE) students' attitudes and perceived competence toward teaching school-aged students with physical disabilities or moderate-severe mental retardation. PETE students, enrolled in a 15-week introductory adapted physical education (APE) course and involved in eight sessions of either off-campus (n = 22) or on-campus (n = 15) practicum experiences, completed Rizzo's (1993a) Physical Educators' Attitudes Toward Teaching Individuals with Disabilities-III (PEATID-III) two times. Analysis of pretest data revealed that groups were equated on gender, experience, attitude, and perceived competence. Kruskal-Wallis ANOVA revealed no significant difference between practicum types on posttest attitude and perceived competence measures. Attitude scores did not differ significantly from pretest to posttest. Perceived competence improved significantly from pretest to posttest under both practicum types. Implications for professional preparation are discussed.