Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 14, 2007). Includes bibliographical references.

Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 93-97). Also available via Humboldt Digital Scholar.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, Dept. of Teacher Education, 2008. / Title from PDF t.p. (viewed on July 24, 2009) Includes bibliographical references. Also issued in print.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

This ethnographic case study of eight environmental teacher educators who collaborated in a four-state watershed education partnership was focused on processes of social constructions of region and regional partnership. Participant observation in meetings, interviews, and spatial representations were used as data for the eleven-month study. Spatial representations at two intervals were analyzed for documentation of conceptual change. A metaphorical model was used as the interpretive frame for analysis of interview and partnership meeting discourse features. Participants identified central features of place, diversity, and scale as they elaborated upon their sub-watershed valley regions as "home." Participants identified experiential learning as the foundation for watershed education, and reported that grounded experience was their own most essential way of knowing the watershed. The participants valued collaboration, networking, learning about one another's work, and the opportunity to make professional connections as benefits of partnership. In an examination of discourses of "self" and "the environment," analysis of partnership discourse strategies yielded evidence of prosodic phenomena such as raising questions and laughter as means of maintaining synchrony and coherence in meetings. Over the study period, the participants' spatial representations demonstrated tensions between political and bioregional boundaries and growing similarity across representations of the partnership. Issues of support for multistate regional partnerships were considered. Conclusions were that cultural and folk concepts of region are useful in determining scale to inform watershed education policy initiatives and implementation. In partnership meetings, democratic practices were considered most practical for "getting something done." Implications for education included expanding applications of metacognitive approaches, a focus on experiential learning in watershed education, and the place of "place" as an interdisciplinary educational focus. Finding a cultural taboo on conflict, the researcher recommends further development of curriculum environmental conflict resolution, and calls for intergenerational community watershed councils trained in conflict resolution and mediation as foci for regional watershed education efforts.

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 62-68). Also available in print.

No description available.

Com o intuito de investigar os documentos curriculares que materializam a Política Pública educacional do Estado de São Paulo, na área de Geografia, buscamos analisar as Situações de Aprendizagem presentes em seu material de apoio, das séries finais do Ensino Fundamental, e refletir acerca de sua abordagem sobre a localidade, bem como sobre a categoria Lugar. Entendemos que práticas de ensino que envolvam os alunos e os reconheçam como produto e produtor do seu espaço, a partir de sua localidade, promovem uma formação crítica e cidadã. Para isso, nos pautamos em referenciais teóricos que discutem sobre tais conceitos, a partir de três perspectivas, a Humanística, a Histórico-dialética e a Pós-moderna. À luz de autores, que fundamentam teoricamente cada perspectiva, realizamos as análises das Situações de Aprendizagem dos materiais de apoio, Caderno do Aluno e Caderno do Professor, e do Currículo de Geografia, desenvolvidos pelo programa São Paulo Faz Escola. O percurso metodológico pauta-se em autores que defendem da pesquisa qualitativa em Educação e nos procedimentos de análise documental e análise de conteúdo. Nas considerações finais, apontamos que, apesar de o Currículo de Geografia explicitar sua concepção de ensino de Lugar sob a ótica Histórico-dialética, as Situações de Aprendizagem apresentam outras concepções na descrição de suas atividades, evidenciando contradições entre o Currículo de Geografia e o seu material de apoio, o que efetiva a Política Pública educacional do Estado de São Paulo. / In order to investigate the curricular documents that materialize the educational Public Policy of São Paulo State, in the Geography area, we analysed the Learning Situations presented in the supporting material, of Junior High grades and reflected on their approach relating to locality, as well as the category Place. We understand that teaching practices that involve students and recognize them as a product and a producer of their own space promote a critical citizen formation. For this, we set ourselves in theoretical references that discuss such concepts based on three perspectives: the Humanistic, the Dialectic-Historical and Post-modern. According to the authors, who theoretically ground each perspective, we analysed the Learning Situations presented in our supporting material, Students\' Book, Teachers\' Book and the Geography Curriculum developed by São Paulo Faz Escola. The methodological route takes as reference authors who fight for qualitative research in Education and documental analysis procedures and content analysis. In the final considerations, we pointed out that, although the Geography Curriculum makes its learning conceptions about Place from the Dialectic-Historical point of view evident, the Learning Situations show different conceptions in their activities description, highlighting contradictions between the Geography Curriculum and the supporting material, which validates the Educational Public Policy of São Paulo State.

Com o intuito de investigar os documentos curriculares que materializam a Política Pública educacional do Estado de São Paulo, na área de Geografia, buscamos analisar as Situações de Aprendizagem presentes em seu material de apoio, das séries finais do Ensino Fundamental, e refletir acerca de sua abordagem sobre a localidade, bem como sobre a categoria Lugar. Entendemos que práticas de ensino que envolvam os alunos e os reconheçam como produto e produtor do seu espaço, a partir de sua localidade, promovem uma formação crítica e cidadã. Para isso, nos pautamos em referenciais teóricos que discutem sobre tais conceitos, a partir de três perspectivas, a Humanística, a Histórico-dialética e a Pós-moderna. À luz de autores, que fundamentam teoricamente cada perspectiva, realizamos as análises das Situações de Aprendizagem dos materiais de apoio, Caderno do Aluno e Caderno do Professor, e do Currículo de Geografia, desenvolvidos pelo programa São Paulo Faz Escola. O percurso metodológico pauta-se em autores que defendem da pesquisa qualitativa em Educação e nos procedimentos de análise documental e análise de conteúdo. Nas considerações finais, apontamos que, apesar de o Currículo de Geografia explicitar sua concepção de ensino de Lugar sob a ótica Histórico-dialética, as Situações de Aprendizagem apresentam outras concepções na descrição de suas atividades, evidenciando contradições entre o Currículo de Geografia e o seu material de apoio, o que efetiva a Política Pública educacional do Estado de São Paulo. / In order to investigate the curricular documents that materialize the educational Public Policy of São Paulo State, in the Geography area, we analysed the Learning Situations presented in the supporting material, of Junior High grades and reflected on their approach relating to locality, as well as the category Place. We understand that teaching practices that involve students and recognize them as a product and a producer of their own space promote a critical citizen formation. For this, we set ourselves in theoretical references that discuss such concepts based on three perspectives: the Humanistic, the Dialectic-Historical and Post-modern. According to the authors, who theoretically ground each perspective, we analysed the Learning Situations presented in our supporting material, Students\' Book, Teachers\' Book and the Geography Curriculum developed by São Paulo Faz Escola. The methodological route takes as reference authors who fight for qualitative research in Education and documental analysis procedures and content analysis. In the final considerations, we pointed out that, although the Geography Curriculum makes its learning conceptions about Place from the Dialectic-Historical point of view evident, the Learning Situations show different conceptions in their activities description, highlighting contradictions between the Geography Curriculum and the supporting material, which validates the Educational Public Policy of São Paulo State.