This qualitative case study examines the influence of a whole language methods course on a preservice teacher's ideas and student teaching performance. In addition it explores significant problems the participant had when she attempted to apply theory in practice and the influence of block instructors, classroom teachers, primary school students, and block classmates on the participant's development in whole language. The study took place during the participant's whole language block semester at the University of Arizona in Tucson, in which preservice teachers learned teaching methods in language arts, reading, and social studies through both classroom sessions and a practicum, at Borton Primary Magnet School, whose principal was a well-known proponent of whole language education. The participant's apprenticeship classroom teacher utilized an integrated curriculum in a holistic paradigm. The study continued until the participant finished her student teaching in the same classroom. The data included exchange journals, videotapes, field notes, audiotapes, oral interviews, documents, memos, and photographs. K. S. Goodman's five pillars of whole language and Cambourne's eight optimal conditions for learning were used as frameworks for the data analysis. The results of the analysis were presented in chronological and analytical descriptions. The chronological description portrayed the stages of the participant's growth in whole language during the block semester and her attempts to translate theory into use during student teaching. The analytical description elaborated the results of the data analysis within the two whole language frameworks. The results of this study emphasize the importance of immersion in whole language in order to develop in whole language, the value of the transactional paradigm in teaching and learning, and the power of a community of learners.

Despite claims that media have broad effects upon individuals' thinking and behavior, the field of media literacy research has failed to provide support of these claims with pertinent data and research. A few qualitative studies did examine how studying the mass media could help individuals become critical viewers. Yet, these qualitative studies study how the media could influence personal attitudes toward a specific culture. Lack of research became the rationale for conducting this study. Purpose of the study was to investigate whether studying Meso-American media could heighten one's sensitivity to and knowledge about the Meso-American culture and its people. If media could teach students to become critical "users" of mass media, then studying the mass media may also help in increasing students' sensitivity to other cultures and experiences. Eighteen students were the participants in this descriptive study of attitude change toward Meso-American media and culture. The participants were selected from available media arts courses that dealt with a non-American culture. A comparison group was also selected to contrast responses on the attitude surveys with the observed group. Five measurement instruments were used to delineate attitude change toward Meso-American media and culture. Data were analyzed by developing codes for the fieldnotes, interviews, and document analysis. Correlational t-tests were used to analyze the pre- and post-tests. Findings revealed some important information related to media literacy education and cultural studies courses. Among the most important outcomes of the study was the discovery that media provided students with the opportunity to become acquainted with a particular culture. This is especially true when history and culture cannot be segregated from the media themselves or from their codes. Another important finding was that media provided the visual element that touched the students emotionally. These findings have important implications for future media literacy research.

<p> This study examines the development of first-generation African American and Latino college students' sociopolitical consciousness in the context of their learning of sociology as a component of their liberal education studies. Given the paucity of research on how college students develop sociopolitical consciousness, this study addresses: (1) the nature of first-generation undergraduate African American and Latino students' sociopolitical consciousness at point of entry to college-level study of introductory sociology, (2) college students' sociopolitical consciousness prior to (or early in) their interaction with sociological ideas, (3) changes that may occur in these students' sociopolitical consciousness as they interact with sociological ideas, (4) classroom activities that may be related to changes experienced by the students, and (5) acts, reflective of sociopolitical consciousness, in which the students engage. </p><p> Conducted at an urban university with high racial and ethnic diversity, the study featured documentation and analysis of 18 focal students' learning in two sections of a sociology class. The study relies on interviews with the focal students about their learning and thinking in and out of class, interviews with instructors and administrators, class observations, analysis of students' written work and other class materials including textbooks, and review of institutional and curricular documents. </p><p> Study findings portray undergraduates' sociopolitical consciousness as comprised of <i>awareness</i> and <i>understanding</i> of sociopolitical forces. Students' awareness and understanding may vary by degree (amount of) and topic. College students enter the classroom already in possession of some sociopolitical consciousness which may be viewed as part of their prior knowledge. Study findings indicate that students' sociopolitical consciousness intensifies and at times is transformed as students encounter sociological subject matter. Two aspects of the classroom may contribute to developing undergraduates' sociopolitical consciousness: (1) in-class discussions and (2) professors offering examples during their teaching relevant to students' interests. The study suggests that students' acts of analysis and/or critique, and their acts of involvement, can contribute to their <i>sociopolitical capacity</i>&mdash;an amalgamation of consciousness and acts. Implications and ideas for future research follow.</p>

<p> This dissertation reports the results of a qualitative research project investigating an approach to composition instruction in a high school social studies course that is based on the Upanishadic concept of <i>tat tvam asi</i> (you are that). Research for this study was conducted while I taught a section of Non-West History to high school juniors and seniors. This dissertation addresses the issues involved in the teaching of writing in a high school social science course. Specifically it focuses on the issues involved when a teacher attempts to construct a class that engages students to read and write in ways that promote empathic understanding of the other. To make this argument, I collected data in the Non-West History courses that I taught in 2012. The data consists largely of writing prompts I gave students dealing with literature we read and films we watched as well as their written responses. This dissertation argues that writing in a social science class should not be limited to research papers and essay tests. Further, this dissertation argues (citing the work of Jeremy Rifkin, J. Krishnamurti, Carl Rogers, Rollo May, Thomas Merton, and S. Radhakrishnan) that writing assignments should also be given that promote the empathic awareness that the self is the other. Further, I will offer a counter notion that writing in Social Studies classes should not be just about "conveying information" or "demonstrating knowledge" (<i>cf.</i> Kiuhara et al. 150). Instead, writing should be used to give students the opportunities to creatively develop new insights about their place in the world. Thus, this dissertation concludes by proposing a new model for the teaching of writing in a high school social science course. </p>

Although digital equity is a recognized challenge in our K-12 school system, there is little research in using a holistic framework to investigate pre-conditions necessary for K-12 students to participate in digital learning and online processes. A conceptual framework of students' digital opportunity (SDO) is developed to represent the essential components of digital connectivity. The four key components are broadband internet availability, broadband usage, digital device ownership, and speed quality. A composite measure of SDO was created to quantitatively represent and measure the differences across 3,138 counties in the United States. Furthermore, spatial autocorrelation was applied to evaluate if the distribution of the SDO score is associated with geographical characteristics at the county level. The result showed the presence of significant county-level clusters with concentrations of high or low SDO scores. While the spatial analysis provided evidence of where the gaps in digital opportunities are located, there are underlying factors at the micro level that would need further investigation. This study suggests a collective approach between private and public entities to address the K-12 digital equity issue. The necessary conditions presented in the SDO model must be addressed first in order to bring change to K-12 students and schools in terms of obtaining high quality and reliable broadband internet and digital devices for learning with technology. Two research outputs are available from this research to allow others to further evaluate digital equity among K-12 schools and students.

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology of the School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2889. Adviser: Thomas L. Sexton. Title from dissertation home page (viewed Apr. 9, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1714. Adviser: Walter Feinberg. Includes bibliographical references (leaves 142-152) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

<p> This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learning differences related to cooperative learning. Students in the group project condition demonstrated the greatest gains in content learning. Students in the individual project condition demonstrated the smallest gains from pre to posttest. The results of this study suggest that for most students the opportunity to engage in discourse about content through group work, or via teacher talk and class discussion enhances academic learning to a greater degree than individual study and research for middle school students.</p><p>

Doctor of Philosophy / Department of Family Studies and Human Services / William H. Meredith / This study made use of a three round Delphi survey process to explore the influential factors in the personal clinical theory development of marriage and family therapists. The sample consisted of marriage and family therapy trainees in COAMFTE accredited masters programs around the country. The initial round began with 64 items and resulted in 94 items. The last round resulted in 94 items being rated as to their amount of influence upon the personal clinical theory development of the trainees. A core set of variables were identified that were seen to be highly influential in the theory development process. Panelists were able to reach a strong consensus on all but one of these variables. A much larger set of variables were deemed moderately high in importance and varied in the overall degree of consensus that was obtained among all panelists. The results of this study, in terms of personal clinical theory development, point to the power of the personal relationships formed in the training process. Multiple variables related to the power of personal relationships with MFT program supervisors/professors. Key graduate and undergraduate courses were identified as being highly influential. Recommendations for future study, and program emphasis are offered.