Thesis (M.Soc.Sc.) - University of KwaZulu-Natal, Pietermaritzburg, 2009. / Full text also available online. Scroll down for electronic link.

Thesis, PlanA (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains xii, 253 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 226-240).

<p> Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study&rsquo;s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.</p><p>

<p> The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers&rsquo; funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs&rsquo; data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky&rsquo;s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs&rsquo; <i>perezhivanie</i>, as Vygotsky defines the lived emotional experiences of these educators and <i>obuchenie </i>, Vygotsky&rsquo;s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers&rsquo; perezhivanie shape the teachers&rsquo; funds of knowledge whereas CDEs&rsquo; family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS&rsquo; needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.</p><p>

This thesis considers the proposition that postmodernism holds important implications for geography education. Whilst the 'postmodern turn' is well established in geography, and there is a growing literature that discusses the relationship between postmodernism and education, there have been few discussions of the implications of postmodernism for school geography. The Introduction positions the study within a tradition of 'critical geography education' and provides an outline of the thesis. Chapter 1 discusses the various ways in which 'place' is used in recent debates within geographical and social theory and points to the implications for geography education. It is argued that geography educators should understand place as a shifting, unstable, polysemous concept. Chapter 2 argues that the school geography curriculum can be read as a 'curriculum of erasure', and that the potential exists to incorporate other knowledges, other geographies into the curriculum. Chapter 3 points the need for geography educators to recognise that consumer and media culture enact a cultural pedagogy, and calls for the development of pedagogical approaches that build upon these informal knowledges. The chapter argues for the development of a critical media literacy within geography education. Finally, in Chapter 4, some of the arguments of the thesis are used to consider how curriculum planning can reflect the concerns of postmodernism. A brief Conclusion is provided, which suggests that geography educators can use the opportunities provided by the postmodern turn in geography and education to develop challenging forms of school geography.

This thesis addresses Ontario's current state of transition into mandated character development education that began with the onset of the Character Development Initiative at the beginning of the 2007/2008 school-year. The history of moral and character development educational efforts in Ontario, and in the broader North American context, is presented with specific attention paid to the development of pedagogies for character development and moral growth. By examining the pedagogical approaches suggested in three readily available resources published in the recent past and in use by teachers in Ontario data on what kinds of pedagogical approaches pre-date the Initiative was gathered. Data was collected from the introductions of each resource initially in order to establish the suggested or intended pedagogical approach by assessing statements of philosophical positioning. This was followed by a careful reading of the activities presented in the resource for teacher directives. The concept of pedagogical continuity was central to the analysis of these documents, and this extended to consistency of the resource's treatment of critical engagement. Commonalities were observed in the techniques and strategies suggested in the resources, especially where cooperative education is concerned. The common use of cooperative education in the documents was observed with a high level of internal continuity in the documents, and external continuity with the expectations of the Character Development Initiative was also seen. Levels of critical engagement in the resources varied, yet no document singled out that characteristic as being of high importance. This research adds to the knowledge base on pedagogy in the Ontario context as it relates to character development and opens the door for further studies of this nature.

<p> Foster youth or former foster youth face many educational, social, and emotional struggles in the classroom. Through a lens of self-determination, this study investigates the perceptions of foster youth or former foster youth about teacher autonomy support in the classroom, as well as how they perceive that teacher autonomy support affects their motivation and achievement. The five themes that arose from research question one in this study are: Theme 1&mdash;Acceptance, Respect, Understanding, Family-Like Atmosphere; Theme 2&mdash;Confidence, Trustworthiness, and Encouragement; Theme 3&mdash;Understanding the Goal of the Class; Theme 4&mdash;Comfortable Learning Environment for Dialogue and Listening; and Theme 5&mdash;Choices and Options in the Classroom. These themes suggest ways that teachers can provide for the needs of foster youth while also improving their motivation and academic performance. The four themes which emerged from research question two are: Theme 1&ndash;Confidence, Theme 2&ndash;Motivation; Theme 3&mdash;Inspiration; and Theme 4&mdash;Emotional State. These themes concern the effect on the foster child of having autonomy supportive requirements met.</p><p>

<p> Astronomy is one of the oldest STEM enterprises today. It is a discipline through which technology has been advanced, as well as our understanding of the universe. Further, astronomy is a gateway science that inspires the imagination of young learners, and can be used to promote STEM careers. In order to advance the astronomy enterprise, we must maintain an informed citizenry. The practice of astronomy has changed over time; astronomy today is much different than it was 50 years ago. In an effort to identify the current practice of astronomy, or what it is that today&rsquo;s astronomers do, 478 U.S. astronomers participated in the study focusing on their engagement in three areas of scientific practice; science attitudes, tools and techniques, and social interactions. In addition, astronomers&rsquo; perceptions about career choice, work-related activities they engage in, motivations for doing astronomy, and changes needed in education were also explored. Data were collected over a 3-month time period via an online survey and telephone interviews. Data provided by survey participants provides a solid foundation from which findings and conclusions are drawn. Today&rsquo;s population of astronomers is largely white, male, and older, however moving toward gender balance. The population as a whole places great importance on the practice of attitudes such as thinking critically, respecting the evidence, honesty, and objectivity. Unlike many might think, astronomers spend little time at the telescope collecting data, but rather the vast majority of their time is spent working at a computer. Further, engaging in administrative duties, writing, use of mathematics, searching for funding, mentoring others, and collaborating with colleagues are all critical tools/techniques and social skills in the practice of astronomy today. Finally, pop culture and personal experience plays a significant role in attracting individuals to a career in astronomy, and exploration and uncovering that which is unknown, the thrill of discovery, is what keeps them motivated. This study identified and quantified the activities in which professional astronomers engage, and the findings can be used to design formal and informal learning experiences K through adult to more closely reflect the science of astronomy and the people who engage in the practice.</p><p>