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Including Women: The Establishment and Integration of Canadian Women’s History into Toronto Ontario Classrooms 1968-1993Fine-Meyer, Rose 11 December 2012 (has links)
Social movement activism throughout the 1960s and 1970s provided space for feminist concerns in a variety of arenas. Women's movement activism and women's scholarship in history challenged the ways in which women’s experiences had been marginalized or omitted in school history programs and curricula. Women's organizations developed and broadened networks, created and published resources, and lobbied governments and institutions. Their widespread activism spilled into a range of educational circles and influenced history teachers in altering curricula to include women in course materials. Advocating for women, on a curricular or professional development level, however, was complicated because of entrenched neo-liberal systems in place within education institutions. Although the Ontario Ministry of Education and the Toronto Board of Education demonstrated clear support for a wide range of gender equity-based initiatives, they committed to implementing a 'piecemeal' approach to curricular change. The fundamental work to include women in history curricula relied heavily on grassroots networks that allowed for women’s experiences to leak into classrooms, and were responsible for bringing women’s voices into the history curricula. This study explores the initiatives of the Toronto Board of Education from 1968-1993, with particular analysis of women’s committees, teacher/librarians in resource centers, Affirmative Action representatives, individual teachers and administrators. Within the broader public sphere, the contributions of concerned parents, activists, small independent publishers, educational reformers, political leaders and women’s history organizations lent their voices to ideas about how the inclusion of women in history curricula should take shape in Toronto schools. Ministry gender equity policies and history course guidelines provided incremental and therefore politically safe responses to educational change. The Toronto Board's "add-on" approach to including women in course examinations avoided instituting major "top-down'" curricular change, which kept the integration of women’s history within classrooms on the periphery of most course work. The substantive grassroots activism and the commitment of women’s organizations and individual teachers, however, allowed women’s history to flourish within individual classrooms in Toronto and demonstrates the ways in which "bottom-up" initiatives can be a powerful force in curricular change.
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Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from CanadaMacDonald, Angela 08 August 2013 (has links)
Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers’ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers’ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization.
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Teaching Teachers to Teach Peace: A Reflective Pre-service Case StudyBartlett, Tiffany Anne 14 December 2009 (has links)
This thesis explores the relationships between pre-service teacher training, peace education, anti-racism education, gender equity education and conflict resolution. Specifically, this study investigates the mandatory School and Society course within the Initial Teacher Education Program at the Ontario Institute for Studies in Education at the University of Toronto, to explore peace education training within the pre-service teacher education program. The methodology employed involves the combination of a curriculum analysis and reflective case study; both are utilized to illustrate the author’s experiences as a pre-service student, and the training received during this program. The findings illustrate that components of a peace education curriculum are observable in the Initial Teacher Education program. There is however, no formal requirement for delivering peace education within the program. As a result, this thesis offers recommendations for the development of formal peace education training in OISE/UT’s pre-service program.
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Teacher candidate perceptions of electronic academic portfoliosSamuels, Julie E. January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose of this study was to determine to what extent teacher candidates perceive value in the process of constructing an electronic academic portfolio. This study will also attempt to answer what process teacher candidates used in developing their electronic academic portfolios and what value teacher candidates assign to each of the steps in the process as well as how the teacher candidate intends to use the academic portfolio during the final semester prior to the professional semester.
A qualitative multi-case study was used to conduct the research. Data collected included a pre and post survey as well as three one-on-one interviews with eleven teacher candidates. Teacher candidates were also asked to keep an electronic journal to answer the following questions.
1. Describe the process you used to create your electronic academic portfolio.
2. Describe your personal frustrations with creating your electronic academic portfolio.
3. Describe your personal triumphs with creating your electronic academic portfolio.
The analysis of the data took place throughout the final semester prior to the professional semester, during which time teacher candidates are taking his or her last five restricted methods courses. The researcher recruited one additional reader in the field of education. The reader was trained prior to the actual coding day by the researcher to identify themes from the pilot study.
• Theme A: Pride
• Theme B: Organization
• Theme C: Technology Skills
• Theme D: Value
• Other
The commonalities were coded by the reader and the researcher.
The goal of this was to examine teacher candidate perceptions in creating and electronic academic portfolio. Teacher preparation programs must determine if the process of creating an electronic academic portfolio has positive effectiveness.
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An examination of students’ perceptions of goal orientation in the classroom and teachers’ beliefs about intelligence and teacher efficacySiebert, Mary Catherine January 1900 (has links)
Doctor of Philosophy / Secondary Education / Jacqueline D. Spears / The purpose of this study was to examine secondary-level social science teachers’ reported implicit beliefs about intelligence as measured by Dweck’s Theories of Intelligence Survey, and teachers’ levels of efficacy as measured by Gibson and Dembo’s Teacher Efficacy Survey, in relation to their students’ perception of goal orientation in the classroom as measured by Midgley’s PALS Survey in the classroom. In addition, this study examined the relationship of students’ gender and self-perceptions of ability to self reported classroom goal orientation.
Participants in this study were high school social science teachers teaching in 17 schools in northeast Kansas (N = 63), and their students enrolled in social science classes (N = 1,214). The survey instruments were administered during the Spring 2006 semester during regularly scheduled courses. Data were analyzed using Pearson product-moment correlations, multiple regression, and other statistical techniques. A statistical level of p < .05 was used for all tests conducted.
Five statistical tests were conducted. Three of the statistical tests utilized the Pearson product moment correlation: (1) correlation between teachers’ implicit theories of intelligence and self-efficacy, (2) correlation between teachers’ implicit theories of intelligence and students’ perception of goal orientation in the classroom, (3) correlation between teachers’ self-efficacy and students’ perception of the classroom goal orientation. Two statistical tests utilized multiple regression analysis: (1) regression analysis examining teachers’ implicit theories of intelligence and teachers’ self-efficacy as a predictor of students’ perception of the classroom goal orientation, and (5) regression
analysis examining students’ gender and rating of ability as predictors of students’ perceptions of goal orientation in the classroom.
A positive correlation was found between teachers’ theories of intelligence and self-efficacy. A statistical significance was also found for the relationship between teachers’ self-efficacy and their students’ perceptions of the classroom goal orientation based on teachers’ theories of intelligence or self-efficacy. Statistical significance was not found for students’ ability rating, as a predictor of their perception of the classroom goal orientation. Statistical significance was found for gender as a predictor of students’ perception of the classroom goal orientation, however, practical significance is questionable.
Several suggestions for additional research and improvement in practice with regard to teachers’ belief systems and student goal structures were offered. This research provides additional data for teachers and school leaders in helping them understand the role of teachers’ belief systems in fostering student achievement.
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Teaching visual literacy in the secondary English/language arts classroom: an exploration of teachers’ attitudes, understanding and applicationRobertson, Martha S.M. January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / With changes in technology over the past decades, literacy now requires receiving and transmitting information using various, multiple media. Recognizing the need for students to be literate in more the traditional areas of reading and writing, professional organizations and states have set standards for English/language arts related to non-print literacy, including visual literacy. Yet, it has been unclear how secondary English/language arts teachers feel about the mandate to teach non-print literacy, if they understand what is expected of them in teaching non-print literacy, and if they indeed are teaching concepts related to comprehension and production of information in non-text format. This study attempts to discover teachers’ attitudes toward, understanding of, and use of visual literacy concepts through a survey of secondary English/language arts teachers in three counties in central Kansas.
Based on the information from the responses to the survey, secondary English/language arts teachers in central Kansas have received little formal training in teaching visual literacy and that their informal training consists mainly of discussions with colleagues and independent study. Because they have received little training, most respondents see teaching visual literacy as secondary to teaching traditional literacy rather than as an integral part of such instruction. The state of Kansas has several standards relating to teaching non-print text. Yet, the emphasis on state and national tests is on print text. As a result, secondary English/language teachers surveyed know little about what it means to teach visual literacy. Training in how to incorporate visual literacy instruction with traditional literacy instruction, how to set outcomes for visual literacy and how to assess those outcomes are necessary if standards related to non-print text are to be addressed in secondary English/language arts classes across the state. While English/language arts pursue training in visual literacy on their own, teachers-preparatory institutions and public school systems also have a responsibility to see that English/language arts teachers know how to help their students become literate, not only in traditional literacies but also in non-traditional literacies such as visual literacy.
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An exploratory case study: the impact of constructivist-based teaching on English language learners understanding of science in a middle school classroomSeimears, C. Matt January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / The purpose of this exploratory case study was to explore the middle school science classroom of a constructivist teacher and examine how constructivist-based teaching influences ELL students and their learning of science. The researcher’s purpose was to discover patterns which emerged after close observations, careful documentation, and thoughtful analysis of the research topic. What was discovered by this exploratory case study was not sweeping generalizations but contextual findings.
This case study was conducted in the spring of 2006. The researcher sought to answer the question, “How does constructivist teaching help middle school English Language Learners understand science?” Two variable clusters were examined: 1) the independent variable cluster of the constructivist teaching practices of the one selected teacher; and 2) the dependent variable cluster of the middle school English Language Learners understanding of the science concepts being taught. Four broad categories of data were collected: 1) observations of teaching and learning (including teaching plans and other teaching materials); 2) interviews related to teaching and learning; 3) inventories of teaching and learning; and 4) artifacts of learning.
Steve Loos an eighth grade middle school science teacher is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve’s teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, “Constructivist teaching helps middle school English Language Learners understand science.”
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Kansas metropolitan location and high school size as variables in low income low achievement correlationsYee, Johnny Yi January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Charles Heerman / Educators have realized that low-income students have a higher probability of lower
achievement than students from a higher SES background and that these low-income students
may very well continue into the cycle of poverty. The purpose of this study was to refine our
understanding of the relationships between low-income student status and low income academic
achievement in Kansas high schools. This study explored high school low income, low reading,
low mathematics, low science achievement correlations among three metropolitan locations and
four sizes of high schools. The dependent variables were the school building rates of low income
and the school building rates of low achievement. The independent variables were school
location and school size. The data was retrieved from the Kansas State Board of Education
website. The three metropolitan areas studied were the Wichita, the Topeka-Lawrence and the
Greater Kansas City Metropolitan Areas. The four sizes of high schools studied were the 6A-,
5A-, 4A-, and 3A-sized high schools. There were seven research questions in this study. All the
research questions were non-directional except for research question #2. Correlation coefficients,
standard deviation scores, range scores, frequency scores, intercorrelations, coefficient of
determinations, partial correlations and ANCOVA scores were used to analyze the data.
The major conclusions for each research questions were: (1) the unsatisfactory + basic
scores of all three low achievement areas (reading, mathematics and science) were the most
consistent representation of low achievement. (2) in the three metropolitan areas, where income
differences were greater, low income and low achievement correlations were greater. Where
income differences were smaller, low income and low achievement correlations were smaller. (3)
smaller schools did not have the better school results. (4) the low reading, mathematics and
science correlations had different magnitudes depending on the group. Either low mathematics or
low science achievement produced the largest correlations with low income in all seven groups.
(5) the smaller standard deviation and range scores may have contributed to the smaller
correlations in metropolitan area 2 and the 4A-sized high schools. Findings in the frequency
distributions have reinforced the standard deviation and range results. (6) low mathematics and
low science achievement were as important as low reading achievement. (7) the lowachievement
rates (adjusted for low-income rates) did not differ much across the subject areas
when the seven subgroups were considered. The idea of building smaller schools was not
supported by the findings.
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Home literacy experiences of low-income, urban, Mexican American kindergarten studentsStowe, Ramona January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / This qualitative, ethnographic study explored home literacy environments. The following question guided the research: In what ways do literacy activities manifest themselves in homes of low-income, urban, Mexican American kindergarten students? Sub questions helped the researcher further understand the home literacy environment:
• As acts of literacy take place in the home, what types of parent-child interactions are occurring?
• How does the role of siblings impact the literacy activities that occur in the home?
• How does the level of education of the parent effect literacy activities of the home?
The research employed qualitative methods of data collection: interviews, participant observation and field notes. Surveys were also used to help understand the home literacy activities. A total of eleven families participated in the research. After completing the survey, the families were contacted and home visits were held. During these home visits, the participant observer asked semi-structured interview questions and also observed a parent-child book reading session. The visits were completed for each family between September, 2006 and March, 2007. Translators were used as needed.
The following themes emerged: 1) Reading with My Mom; 2) My Mom Reads and Writes Other Things, Too; 3) We Talk A Lot at My House; 4) We Go to the Library; 5) My Sisters and Brothers Read to Me; 6) I use English and Spanish with My Brothers and Sisters; 7) My Mama Studied to be a Pre-School Teacher. Regardless of education level mothers read to their children, used literacy in other ways, and made sure their children went to the library. Parents also took time to talk with their children and storytelling was evident in the homes. Siblings were important to the literacy development of their kindergarten brothers and sisters by reading to them and building English oral proficiency. The education level of the mother mattered only because of the subject studied after high school.
The themes found in the research are described in detail. Discussion, conclusions, implications, and recommendations for further research were provided.
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Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian universityWinslow, Mark William January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Lawrence C. Scharmann / John R. Staver / The goal of this study was to explore how Christian biology-related majors at a Christian university perceive the apparent conflicts between their understanding of evolution and their religious beliefs, and how their faith, as a structural-developmental system for ordering and making meaning of the world, plays a role in the mediating process. This naturalistic study utilized a case study design of 15 participants specified as undergraduate biology-related majors or recent biology-related graduates from a midwestern Christian university who had completed an upper-level course on evolution. Data were collected through semi-structured interviews that investigated participants' faith and their views on creationism and evolution. Fowler's theory of faith development and Parks' model of college students' faith was extensively used. Additional data were collected through an Evolution Attitudes Survey and a position paper on evolution as an assignment in the evolution course. Data analysis revealed patterns that were organized into themes and sub-themes that were the major outcomes of the study.
Most participants were raised to believe in creationism, but came to accept evolution through an extended process of evaluating the scientific evidence in support of evolution, negotiating the literalness of Genesis, recognizing evolution as a non-salvation issue, and observing professors as role models of Christians who accept evolution. Participants remained committed to their personal religious beliefs despite apprehension that accompanied the reconciliation process in accepting evolution. Most participants operated from the perspective that science and religion are separate and interacting domains.
Faith played an important role in how participants reconciled their understanding of evolution and their personal religious beliefs. Participants who operated in conventional faith dismissed contentious issues or collapsed dichotomies in an effort to avoid ambiguity and perceived tensions. Participants who operated in young adult and adult faith tended to confront their perceived tensions and worked towards reconciling their understanding of evolution and their personal religious beliefs. The rich description of this naturalistic study lends heuristic insight to researchers and educators seeking an understanding of the complex processes by which Christian biology-related majors approach learning about evolution and seek reconciliation between their understanding of evolution and their personal religious beliefs.
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