Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Apr. 15, 2009). Advisor: Steve Michael. Keywords: American Samoa, teacher education, teachers' perspectives. Includes bibliographical references (p. 285-305).

Thesis (D. Min.)--Westminster Theological Seminary, 1989. / Abstract and contract. Study manual in Spanish. Includes bibliographical references (leaves i-xvii).

This exploratory study examines the modernisation of the education system in Bhutan. It focuses on three key dimensions of the modernisation process. The first dimension concerns the debates and discussions surrounding the question of modernisation. As is to be expected, there are strongly held views that modernisation is a ‘good’ thing for Bhutan; however, conversely, there exist equipotent views that traditional culture may erode in the quest for modernisation. The study seeks to tease out these contestations through the examination of available text, including oral texts such as radio discussions, written policy documents, newspaper articles, and conversations. The second key dimension of this study examines the translation of decisions from the aforementioned debate – it is significant that modernisation policies have already been shaped though the debate is ongoing – into the delivery of education. Thus, the study focuses both on curriculum policy as well as pedagogic strategies. Finally, the third key dimension focuses on the role of the teacher as a mediator. Here, the inquiry focuses on how teachers manage the tensions. The primary purpose of this research is to contribute to our understanding of changes in Bhutan’s education policy and curriculum (1990-2010), which charge the education sector with supporting the continuity of tradition and mediating the tension between tradition and modernisation. There is a growing body of literature that examines Bhutanese discourses on tradition, culture, and modernisation of Bhutan’s education sector (see Phuntsho, 2000; Roder, 2012; Ueda, 2003; Wangyal, 2001; Whitecross, 2002). However, despite the comprehensive education reforms currently underway which position teachers at the centre of a number of initiatives (VanBalkom & Sherman, 2010), a gap exists in available studies that bring the voices of teachers to the fore. Given that teachers occupy a central role in the education system and that the implementation of curriculum innovations succeed ‘only when the teachers concerned are committed to them and especially, when they understand as well as accept, their underlying principles,’ (Kelly, 2009:15) this study is an exploration of interplay between policy and practice and considers teachers as the focal point. This research was conducted in 2010 and 2011 in the Thimphu and Paro dzongkhags. It included semi-structured interviews with 9 prominent policy makers and politicians, 11 education leaders, and 51 middle secondary school teachers, 7 of which were observed. More specifically, this study tells the stories of individuals who were involved in the modernisation of the national system of education from its inception in the 1960s and uncovers the experiences of a younger generation of educators. Overall, the findings of this study reveal that in Bhutan, traditional and modern epistemologies are strong currents that converge and intermingle. However, at particular points of intersection, they flow in two competing directions. Education stakeholders are thus positioned at a critical juncture where different knowledge ‘flows’ (Appadurai, 1996) converge and diverge, generating fracture lines and, at times, hindering the possibility of balance. The participants in this study revealed a range of complex and contradictory voices as many attempted to reconcile the evident tensions.

This ethnographic study describes the intersection between politics and education, and between discourses and practice pertaining to indigeneity among the Manobo of Tagpalico in a highland area of the Philippines. The analysis reveals the interrogation of my own personal values as I came to understand what are held to be important values by the Manobo. For example, my idealistic perceptions of indigenous leaders were challenged by what I came to appreciate about their leadership skills relative to strategic and situated participation in the context of complex relations with various outsiders. This study further explains how adults and children actively engage in social processes through which they negotiate what counts among them as significant, appropriate knowledge and learning. It discusses how global discourses of education, literacy, and indigenous peoples are spoken about in ideal terms, but enacted differently in local practice. Salient in understanding this study is an appreciation of how the role of learning in practice (Lave and Wenger, 1991) plays an important part in situated participation of actors in the educational enterprise. Against a background of local understanding about what it is important to know about – principally farming and other economic activities - and international discourses of indigeneity, schooling, literacy and development, children, parents, leaders, teachers, and nuns have appropriated and negotiated their notions of being ‘educated’ and ‘indigenous’ within a social space that is the school setting. As the Manobo explore what it means to be ‘educated’ in a politically volatile environment, they also learn to use their understanding of what it means to be ‘indigenous’ in order to negotiate their positionalities relative to external groups like the nuns, teachers, anthropologists, the military, guerrillas, and other non-Manobo groups.This study argues that learning to become educated transforms understanding of what it is to be a more valued person in the community, which altogether translates into significant differences in the children’s sense of self or personhood. Children are allowed to negotiate their social position within the family and the community through education but at the same time it also creates new forms of ‘inequality’ and ‘social separation’ (Froerer, 2011:695). For example, emerging forms of social differentiation in Tagpalico are evident in the processes through which more female members are becoming educated, bringing in a greater contribution to the family’s economic resources and thereby, developing a sense of choice about their lives as ‘individuals’ in charge, to a certain extent, over their own destinies.

Este trabalho relata uma investigaÃÃo de cunho etnogrÃfico sobre as prÃticas pedagÃgicas em EducaÃÃo Ambiental da escola diferenciada indÃgena. Trata-se de um estudo de caso, descritivo, com abordagem qualitativa, de uma escola diferenciada, situada em Caucaia- CearÃ. Nesta perspectiva, os caminhos traÃados no percurso investigativo envolveram pesquisa bibliogrÃfica, documental e de campo acerca da temÃtica indÃgena, utilizou-se a tÃcnica de entrevistas semi-estruturadas com os professores, alunos e lideranÃa, alÃm de observaÃÃo participante. Registrou-se ainda, conversas informais. Aplicou-se questionÃrios com os professores e a diretora. A coleta de dados ocorreu no perÃodo de setembro a dezembro de 2006. Os contatos preliminares com sujeitos da pesquisa aconteceram em 2005. Os dados foram analisados, sobretudo, tomando-se como referÃncia as concepÃÃes e prÃticas pedagÃgicas em EducaÃÃo Ambiental dos professores. Pela anÃlise dos dados, verificou-se entre os cinco professores selecionados que suas prÃticas pedagÃgicas estÃo centradas no incentivo à conservaÃÃo dos recursos naturais. Hà uma certa sensibilizaÃÃo dos alunos ao apresentarem atitudes preservacionistas e respeito ao ambiente natural. Os docentes fazem reflexÃes, durante as aulas na escola e nas de campo, na formaÃÃo de comportamentos consubstanciados na EducaÃÃo Ambiental Comportamental e no enfrentamento dos problemas ambientais vivenciados pela etnia Tapeba. De modo geral, os alunos comeÃam a perceber as relaÃÃes de interdependÃncia dos seres humanos, seu meio fÃsico, biolÃgico e cultural. As atividades educativas do professorado possuem tendÃncia conservacionista, especialmente dos ambientes natural e cultural. A comunidade escolar sente-se bastante motivada com a preservaÃÃo do meio ambiente na aldeia / This paper reports an investigation of ethnographic nature about the pedagogical practices in Environmental Education of the differentiated indigenous school. It refers to a study of descriptive case, with a qualitative approach, of a diferentiated school, located in Caucaia- CearÃ. Into this perspective, the choices made throughout the investigative process involved documental and field bibliographic research about the indigenous thematic, it is used the technique of semi-structured interviews with the teachers, students and leadership, besides the participant observation. It was registered also, informal talks. It was applied questionairies with the teachers and the school principal. The data collection was made from September to December 2006. The preliminary contacts with the subjects of the research happened in 2005. The data was analysed, especially taking the pedagogical practices and concepts in Environmental Education of the teachers. Through the analysis of the data there was among the five chosen teachers that their pedagogical practices are centered on the incentive to the conservation of the natural resources. There is a certain sensitivity of the students when presenting conservationist attitudes and respect to the environment. The teachers led reflections during the classes at school and the field lessons, in the formation fo consubstantiated behaviors in in Behavorial Environmental Education and in the facing of the environmental problems lived by the Tapeba ethnic group. In general, the students start to perceive the relations of interdependency of the human beings, their physical, biological and cultural environment. The educative activities of the teachers have the conservacionist, especially from the natural and cultural environment. The school community feels veru motivated with the conservation of the environment in the tribe

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Kathy Bickmore.

The Office of Head Start has prioritized holistic quality education services for children and communities in greatest need. First, since 1965, the federal government has funded, regulated, and publicly aided over 38 million children through Head Start programming, including AIAN and Migrant programs (Administration for Children and Families, n.d.). In 2019, over $10 billion was budgeted for the program, resulting in 1,047,000 low-income children and their families receiving services (Office of Head Start, 2022a). In addition, the Office of Planning, Research, and Evaluation has funded research to improve quality and child outcomes, with research recommendations that significantly guide state and local early childhood policy (Kooragayala, 2019). The Office of Head Start noted programming should be shaped based on research that meets Head Start’s definition of “principles of scientific research” necessary to be considered for policy (Head Start Act, 2007, Sec 637). Lastly, updated in 2023, the multicultural principles have served as a resource to improve programming and service delivery for children and families. Unlike the Head Start performance standards, the multicultural principles are not attached to funding or performance reviews. Still, they are instead considered best practices for the programs. These principles do not do enough to support Indigenous pedagogy outside of tribal reservations (Administration for Children and Families, 2010). The Office of Head Start can recognize the potential and necessity for Indigenization in Head Start by amplifying the voices of Indigenous teachers already weaving and making their way into classrooms. The disconnect between research, policy, and the lived experiences of Indigenous teachers can only be bridged through meaningful collaboration and acknowledgment of the unique ways of knowing and teaching that Indigenous educators bring to Head Start spaces. Through Survivance, Indigenous teachers continue to reclaim what colonization has attempted to erase. The journey toward Indigenization and Survivance must be guided by an understanding of Indigenous practices’ holistic and sacred nature, creating spaces honoring diversity and defying the limitations of a Eurocentric education system.

ALMEIDA, Tereza Cristina Cruz. Práticas pedagógicas em educação ambiental: a Escola Diferenciada de Educaçao Infantil e Ensino Fundamental Tapeba Conrado Teixeira. 2007. 190 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2007. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-17T14:24:58Z No. of bitstreams: 1 2007_dis_TCCAlmeida.pdf: 1989626 bytes, checksum: 018dba1a54ce9a16244b7ee440f8488d (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T14:58:03Z (GMT) No. of bitstreams: 1 2007_dis_TCCAlmeida.pdf: 1989626 bytes, checksum: 018dba1a54ce9a16244b7ee440f8488d (MD5) / Made available in DSpace on 2012-07-17T14:58:03Z (GMT). No. of bitstreams: 1 2007_dis_TCCAlmeida.pdf: 1989626 bytes, checksum: 018dba1a54ce9a16244b7ee440f8488d (MD5) Previous issue date: 2007 / This paper reports an investigation of ethnographic nature about the pedagogical practices in Environmental Education of the differentiated indigenous school. It refers to a study of descriptive case, with a qualitative approach, of a diferentiated school, located in Caucaia- Ceará. Into this perspective, the choices made throughout the investigative process involved documental and field bibliographic research about the indigenous thematic, it is used the technique of semi-structured interviews with the teachers, students and leadership, besides the participant observation. It was registered also, informal talks. It was applied questionairies with the teachers and the school principal. The data collection was made from September to December 2006. The preliminary contacts with the subjects of the research happened in 2005. The data was analysed, especially taking the pedagogical practices and concepts in Environmental Education of the teachers. Through the analysis of the data there was among the five chosen teachers that their pedagogical practices are centered on the incentive to the conservation of the natural resources. There is a certain sensitivity of the students when presenting conservationist attitudes and respect to the environment. The teachers led reflections during the classes at school and the field lessons, in the formation fo consubstantiated behaviors in in Behavorial Environmental Education and in the facing of the environmental problems lived by the Tapeba ethnic group. In general, the students start to perceive the relations of interdependency of the human beings, their physical, biological and cultural environment. The educative activities of the teachers have the conservacionist, especially from the natural and cultural environment. The school community feels veru motivated with the conservation of the environment in the tribe / Este trabalho relata uma investigação de cunho etnográfico sobre as práticas pedagógicas em Educação Ambiental da escola diferenciada indígena. Trata-se de um estudo de caso, descritivo, com abordagem qualitativa, de uma escola diferenciada, situada em Caucaia- Ceará. Nesta perspectiva, os caminhos traçados no percurso investigativo envolveram pesquisa bibliográfica, documental e de campo acerca da temática indígena, utilizou-se a técnica de entrevistas semi-estruturadas com os professores, alunos e liderança, além de observação participante. Registrou-se ainda, conversas informais. Aplicou-se questionários com os professores e a diretora. A coleta de dados ocorreu no período de setembro a dezembro de 2006. Os contatos preliminares com sujeitos da pesquisa aconteceram em 2005. Os dados foram analisados, sobretudo, tomando-se como referência as concepções e práticas pedagógicas em Educação Ambiental dos professores. Pela análise dos dados, verificou-se entre os cinco professores selecionados que suas práticas pedagógicas estão centradas no incentivo à conservação dos recursos naturais. Há uma certa sensibilização dos alunos ao apresentarem atitudes preservacionistas e respeito ao ambiente natural. Os docentes fazem reflexões, durante as aulas na escola e nas de campo, na formação de comportamentos consubstanciados na Educação Ambiental Comportamental e no enfrentamento dos problemas ambientais vivenciados pela etnia Tapeba. De modo geral, os alunos começam a perceber as relações de interdependência dos seres humanos, seu meio físico, biológico e cultural. As atividades educativas do professorado possuem tendência conservacionista, especialmente dos ambientes natural e cultural. A comunidade escolar sente-se bastante motivada com a preservação do meio ambiente na aldeia

Thesis (Ph.D.)--Deakin University, Victoria, 2005. / Submitted to the School of Education of the Faculty of Education, Deakin University. Degree conferred 2006. Includes bibliographical references (leaves 211-225)