<p>In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond. </p><p> <i>Keywords</i>: homework, high school, student voice, education, stress, intrinsic motivation, social reproduction theory, critical pedagogy, critical consciousness </p>

<p> The purpose of this phenomenological study was to examine the causes of underachievement in secondary students from high socio-economic status (SES) communities attending high-performing high schools in Los Angeles County. This study is a consideration of three variables through which this phenomenon was examined: (a) parenting, (b) peer influence, and (c) social-emotional well-being. </p><p> McCall, Evahn, &amp; Kratzer (1992) defined underachievement as " school performance, usually measured by grades that is substantially below what would be predicted on the basis of student's mental ability" (p. 54). As Luthar and Sexton (2005) indicated, few studies have highlighted high SES students since the 1950s. Much of what is known about underachievement has been examined in students from urban, low-SES backgrounds and has largely ignored the high SES population and the problems they face in today's schools. While the number of students failing in high-performing, high income schools is significantly lower than those in urban schools, these students continue to face similar issues, absent parents, psychological disorders, and substance abuse. In some cases, students from high SES backgrounds experience these phenomena more than students from lower SES backgrounds do (Luthar, 2003; Luthar &amp; Latendresse, 2005). Even though socio-economic status is one of the leading factors in educational attainment in children, it does not exist in isolation (Willie, 2001). A number of factors contribute to academic achievement (e.g., parenting, motivation, and peer influences). </p><p> Many of the factors affecting academic and personal success can assuage the effects of socio-economics (Marzano, 2003; McLoyd, 1998). Recently, Luthar conducted several studies with high SES students as the focus. However, additional research is needed to explore the reasons high SES students are underachieving. </p>

In this master's degree research, we investigate the concept of entrepreneurial education in Quebec, particularly at the high school level. Our objective is to study the program Sensibilisation à l'entrepreneuriat, in place since 2009 in Quebec high schools, with a view to identifying, analyzing and assessing its educational aims. To achieve this objective, we first propose to put the program in its political and economic context (one of economic globalization) in order to document the place held by entrepreneurship in our society. The achievement of Quebec's political aims entails a cultural shift and the development of an entrepreneurial identity. To give the reader a clear perspective and support our understanding of the entrepreneurship program, we then take a closer look at the concepts of entrepreneurial culture, entrepreneurship, entrepreneur and entrepreneurial teaching. Using these concepts, we assess the aims of school-based entrepreneurial education proposed by the different authors. Through content analysis, we try to gain deeper insight into the program Sensibilisation à l'entrepreneuriat and the field to which it belongs, that of professional development. / Dans cette recherche de maîtrise, nous explorons le concept d'éducation entrepreneuriale au Québec et plus particulièrement dans les écoles secondaires. Notre recherche vise à étudier le programme Sensibilisation à l'entrepreneuriat, instauré en septembre 2009 dans les écoles secondaires du Québec, en tentant d'identifier, d'analyser et de critiquer ses finalités éducatives. Pour atteindre cet objectif, nous proposons d'abord de situer le programme dans son contexte politique et économique, c'est-à-dire dans une mondialisation de l'économie, afin de rendre compte de la place qu'occupe désormais l'entrepreneuriat dans la société. Les politiques québécoises proposent un changement de culture sociale et encouragent le développement d'une identité entrepreneuriale. Pour bien situer les lecteurs dans cette perspective et pour renforcer notre compréhension du programme en entrepreneuriat, nous discutons plus amplement des concepts de culture entrepreneuriale, d'entrepreneuriat, d'entrepreneur et de pédagogie entrepreneuriale. Cette lecture nous amène ensuite à dresser un portrait des différentes finalités entrepreneuriales en milieu scolaire proposées par les auteurs. Par l'analyse de contenu, nous tentons de mieux comprendre le programme Sensibilisation à l'entrepreneuriat et le domaine dans lequel il s'inscrit, c'est-à-dire celui du développement professionnel, au sein du Programme de formation de l'école québécoise.

Researchers are asking what drama teachers do in the classroom that promotes effective learning. Educational drama practitioner researchers O'Neill (1995) and Taylor (2006) suggest that theory informs practice and practice informs theory. This qualitative retrospective study examines a teacher's and students' reflections on a process-drama approach to Greek tragedy. Drawing on Schon's (1983, 1987) theory of reflective practice, my study examines my "reflections-in-action" with five secondary 5 adolescent students between 1997 and 2004, and "reflections-on-action" with the same adult students between 2009 and 2010. An hourglass serves as a visual metaphor for reflection on three phases of the learning process: collaboration, transformation and performance. Synopses of Agamemnon and Antigone initiate group discussion, improvisation and scriptwriting. Journal entries, mask designs, transcriptions of videotaped performances, screenshots of performances, email correspondence and interviews provide original data for the adults' reflections on their process of learning through drama. The findings of this study indicate that educational drama is essential to the development of creativity, collaboration and empathy among the youth, our future world leaders. / Les chercheurs s'interrogent sur les moyens utilisés par les enseignants d'art dramatique pour favoriser l'apprentissage efficace. Selon O'Neill (1995) et Taylor (2006), professeurs chercheurs en théâtre éducatif, la théorie éclaire la pratique et la pratique éclaire la théorie. Dans cette étude rétrospective qualitative, on examine les réflexions d'une enseignante et d'élèves quant à l'approche processus-théâtre propre à la tragédie grecque. S'inspirant de la théorie sur la pratique réflexive de Schon (1983, 1987), cette étude examine les « réflexions-dans-l'action » d'une enseignante et de cinq adolescentes du 5e secondaire entre 1997 et 2004 et les « réflexions-sur-l'action » des mêmes étudiantes adultes entre 2009 et 2010. Un sablier est utilisé comme métaphore visuelle quant à la réflexion pour trois phases du processus d'apprentissage : collaboration, transformation et performance. Les synopsis d'Agamemnon et d'Antigone ont alimenté la discussion de groupe, l'improvisation et l'écriture de scénarios. La tenue d'un journal, la conception de masques, la transcription de performances sur vidéo, la capture sur écran de performances, la correspondance électronique et les entrevues ont fourni des données inédites pour enrichir la réflexion des adultes quant à leur processus d'apprentissage par le théâtre. Les constatations de cette étude révèlent que le théâtre éducatif est essentiel au développement de la créativité, à la collaboration et à l'empathie des jeunes, nos futurs dirigeants du monde.

Mindfulness and Vipassana can help teachers teach anti-oppressively because practitioners learn to interrupt unskillful habit patterns through practice. This master's thesis examines the author's mindfulness/Vipassana practice, in reference to current scholarship on mindfulness and anti-oppressive education. Using a self-study lens, the author looks at mindfulness scholarship critically and at his experiences discerningly, compassionately and uses them as the evidence for mindfulness' relevance within High School teaching. / Cette thèse soutient que la pratique de la « pleine conscience » (mindfulness) et de la méditation Vipassana peut contribuer à une éducation anti-oppressive. Cette pratique aide les enseignants à prendre conscience de leur vie intérieure, à interagir avec discernement et compassion, et à interrompre des habitudes maladroites. Se référant à sa propre pratique du « mindfulness » l'auteur examine la pertinence de cette approche pour l'enseignement au secondaire. Il pose aussi un regard critique sur la littérature scientifique émergeante.

Thesis (M.S.)--Eastern Illinois University, 1964. / Includes bibliographical references (leaves 101-102).

Thesis (M.A.) - Department of History, University of Adelaide, 1982. / Typescript (photocopy).

Thesis.--University of Connecticut. / Includes bibliographical references (122-127 leaves ). Also issued in print.

Thesis (Ph. D.)--University of Nebraska, 1904. / Includes bibliographical references (p. 165-169).

Thesis (doctoral)--Universidad Complutense de Madrid, 1996.