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, 1981. / Includes bibliographical references (leaf 140-145).

Thesis (M.Ed.)--University of Hong Kong, 1981. / Includes bibliographical references (leaf 140-145). Also available in print.

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

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 110-115). Also available in print.

<p> Females, in this modern age of feminism, have excelled in all fields of study and graduate from college in larger numbers than males. However, few women go into the STEM fields (Hill, Corbett, &amp; St. Rose, 2010). To close this gap in mathematics-related fields, it is paramount that high schools produce female students who are advanced in Mathematics. The problem was the underrepresentation of females in mathematical fields of study, with a more pressing issue of underrepresentation of females in college preparatory mathematics classes at the high school level. The purpose of this study was to determine if the geographical region of a high school contributed to the resulting ratio of males to females enrolled in college level mathematics courses. In this mixed methods study, 21 urban, 14 suburban, and 30 rural public school districts in Missouri, were selected and the ratio of males to females enrolled in Calculus for each district was obtained. The researcher's rationale for this comparison was that the culture of each geographical region created bias affecting females' choice in their fields of study. </p><p> The research question was: Does the ratio of males to females differ between urban, rural, and suburban high schools in advanced mathematics courses? Two types of analyses were applied in this study and obtained the following results. The data analyzed in the study did not support a difference in ratios when comparing urban, rural, and suburban schools, nor did it support a difference in male to female ratios enrolled in advanced placement coursework. The data did not support a relationship between the ratio of Calculus students and the district budget, but did yield a mild positive correlation when comparing the ratios of male to female students in Calculus and male to female mathematics teachers. </p><p> Historically, lower enrollment of women in the STEM fields than males is a trend supportable by the findings of this study. In rural and suburban areas there were fewer females than males enrolled in advanced mathematics. However, in the urban areas a slight difference yielded more females than males enrolled in similar coursework.</p>

Universiẗat, Diss., 2006--Bremen.

Afirmação frequente nos Pré-Vestibulares Populares (PVPs) é a de que sua existência não serve "apenas ao vestibular". Este trabalho esclarece o significado deste "apenas" quando a afirmação se refere a disciplina de Geografia, minha área de atuação. Para os esclarecimentos, parto da análise de minha prática e do dialogo desta com a prática de outros professores. Meu recorte trata de PVPs de Porto Alegre/RS principalmente, em especial aqueles focadas no vestibular da Universidade Federal do Rio Grande do Sul (UFRGS), mas como os dialogos percorreram outros contextos brasileiros, este trabalho se aplica a outras escalas e também outros concursos - dentre eles o ENEM. Sistematizo três compromissos adotados pelos professores de Geografia, que dão características à disciplina nos PVPs: a Geografia para o Vestibular, a Alfabetização Geográfica e Geografia para a Cidadania. / An usual statement in the Popular Pre-vestibular (PVP ) is that its existence isn't useful 'only for vestibular". This thesis clarifies the meaning for 'only' when the statement refers to Geography (school subject), my occupation area. For clarification, I start from analysing my own practice and from the dialogue of this practice with the ones of other teachers. My cut covers PVPs in Porto Alegre, RS mainly the ones focused on Universidade Federal do Rio Grande do Sul (UFRGS)'s vestibular. As dialogues cover other Brazilian contexts, this text aplies for different scales and also for different contests - among them, ENEM. I systematize three commitments made by Geography teachers that characterize the subject in PVPs: Geography for vestivular, Geographical literacy and Geography for citizenship.

This diploma thesis aims to ascertain on the basis of the qualitative research how are tablet computers used in geography lessons, what positive and negative aspects are found and if using of the tablet computers can influence a conception of geography lessons. The main aim is achieved by doing qualitative interviews with lower secondary teachers of geography. To achieve the main aim it as initially necessary to achieve artial aims. Firstly, the term modern technology was defined. Afterwards, the specific technology which will be examined in this diploma thesis in relation to a change the way of teaching was described. The description of pros and cons of utilization of tablet computers in classes was used in the creation of the scenario for the interview. Each teacher can influence teaching with his own approach as well as his attitude, which is involved in the preparation of lessons and the choice of using tablet computers. Essential partial aim is to describe the qualitative research after which the questionnaire could be created and interviews performed and evaluated. Based on the results it could be stated that teachers use the tablet computers in two ways The first way is the usage of computer application to revise the subject matter. This way of using the tablet computers does not influence...

Afirmação frequente nos Pré-Vestibulares Populares (PVPs) é a de que sua existência não serve "apenas ao vestibular". Este trabalho esclarece o significado deste "apenas" quando a afirmação se refere a disciplina de Geografia, minha área de atuação. Para os esclarecimentos, parto da análise de minha prática e do dialogo desta com a prática de outros professores. Meu recorte trata de PVPs de Porto Alegre/RS principalmente, em especial aqueles focadas no vestibular da Universidade Federal do Rio Grande do Sul (UFRGS), mas como os dialogos percorreram outros contextos brasileiros, este trabalho se aplica a outras escalas e também outros concursos - dentre eles o ENEM. Sistematizo três compromissos adotados pelos professores de Geografia, que dão características à disciplina nos PVPs: a Geografia para o Vestibular, a Alfabetização Geográfica e Geografia para a Cidadania. / An usual statement in the Popular Pre-vestibular (PVP ) is that its existence isn't useful 'only for vestibular". This thesis clarifies the meaning for 'only' when the statement refers to Geography (school subject), my occupation area. For clarification, I start from analysing my own practice and from the dialogue of this practice with the ones of other teachers. My cut covers PVPs in Porto Alegre, RS mainly the ones focused on Universidade Federal do Rio Grande do Sul (UFRGS)'s vestibular. As dialogues cover other Brazilian contexts, this text aplies for different scales and also for different contests - among them, ENEM. I systematize three commitments made by Geography teachers that characterize the subject in PVPs: Geography for vestivular, Geographical literacy and Geography for citizenship.