Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Education." Includes bibliographical references (p. 255-260).

Thesis (M.A.)--California State University, Chico. / Includes abstract. "Located in the Chico Digital Repository." Includes bibliographical references (p. 56-60).

No description available.

My purpose in this research is to examine the way in which the two sexes are presented in school textbooks. The incentive for pursuing my research was my own experience of using school textbooks and the observation of everyday reality. Until the present time research in Greece regarding the image of the two sexes has been limited to the primary school reading-scheme books. With this study I intend to give a detailed picture of the beliefs about sex roles as these are presented through the whole range of school textbooks. My ambition is that my work - in combination with other similar studies - will help instructors to comprehend and point out the traditional standard beliefs about the two sexes depicted in the textbooks which are used on a daily basis in schools in Greece. This research could sensitise instructors and simultaneously help them to be aware of and recognise the stereotype beliefs in the books they use. In this way they will be able, with the appropriate interventions and discussions, to consider their validity in relation to the children they teach. The present study is presented in 14 chapters. It is divided into two parts. The first part deals with the wide theoretical-work related to socialisation and the sex roles (Chapters 1-2). The third chapter discusses the agents of sex role socialisation (the family, peer groups, media, school). The fourth chapter studies the woman's professional role. Chapter 5 includes a brief description of the Greek educational system and an examination of a girl's place within it. The sixth deals with books as a factor in the configuration of the sex role. Chapter 7 includes a review of the related studies. The second part of the thesis includes the main body of the study, the methodology (chapter 8), the analysis of the results (chapters 9-13) and finally the conclusions and suggestions (chapter 14). Chapters 9-13 have their own separate bibliographies to facilitate reference for readers interested in one particular curriculum area.

Since the United States has become an ethnically and culturally diverse country and has become a microcosm of the world, multicultural children's literature has attracted more and more attention and raised questions about its quality. The purpose of this study was to determine what images of Chinese people, Chinese-Americans, and Chinese culture were attributed in children's and adolescents' fiction. The study was achieved by examining 57 fictional books written by Chinese-American authors and other-American authors for readers from kindergarten through junior high school published in the United States from 1980 to 1997. This study was an example of the descriptive method of research using content analysis, a technique for evaluating the descriptions and information from the selected books in a systematic and objective manner, to achieve "systematic examination" by analyzing the information identified in the books under the study. The content of the books was analyzed to discover the ways Chinese people were portrayed and the ways Chinese cultures were represented, and to examine whether or not they were stereotyped. This study used two instruments, including a total of thirteen categories, to examine the images and representations from different perspectives. The results of the study indicated that the images of Chinese people were attributed both realistically and in a stereotypic manner, and the representations of Chinese culture in many books were inaccurate and unauthentic. It was also found that most of the inaccurate information and misrepresentations were made by non-Chinese-American authors and illustrators, though a few inaccurate pieces of information were made by Chinese-American authors and illustrators. The present study may be helpful to authors, illustrators, book reviewers, curriculum specialists, and others working with written materials about China, Chinese and Chinese-Americans, and also to scholars of children's literature who wish to analyze other cultures well. Directed toward the elimination of the stereotypes of Chinese and Chinese-Americans in Children's and adolescents' literature, the study promotes the realization of intercultural understanding, a necessary concomitant to the further development of cultural pluralism in this country.

This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.

France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

Made available in DSpace on 2014-12-17T14:36:43Z (GMT). No. of bitstreams: 1 LiviaCCLM_DISSERT.pdf: 525383 bytes, checksum: a121722089d270d767e9344bad3ff199 (MD5) Previous issue date: 2012-03-29 / This study investigates how the reading of fairy tales can be an instrument for reflection on the bullying phenomenon in the live of students. Its relevance is present the work with literature as an alternative to facilitate the understanding of children and young people about this violence practice, on the basis of the discussion moments, mediated in the classroom. Methodologically based in the principles of qualitative investigation, setting itself as a bibliographic research, and linked to the content analysis in order to make inferences and construct interpretations from the study of tales that encourage discussion and reflection about the bullying theme. In this work were selected the following stories: Cinderella 1812) and a One-eye, Two-eyes, Three-eyes (1812) of Grimm Brothers; John-Slapstick (1837), The Storks (1838), and The Ugly Duckling (1844) of Andersen, to make possible a more explicit interface between literature and the bullying theme, providing fertile material for moments of debate. Was taken as the theoretical reference studies of Eco (2003), Jouve (2002), Zilberman (2003, 2004), Lajolo (2001), Rabbit (2008), Bettelheim (2007), Amarilha (2004), Held (1980), Beaudoin and Taylor (2006), Fante and Stone (2008), Middelton-Moz and Zawadski (2007), Olweus (2006), Jares (2002, 2006), Beane (2010), La Taille (2006, 2009) and Piaget (1994). The analysis demonstrated that the characteristics inherent in the literature allow the realization of readings in which the bullying theme can be discussed among students, to contribute positively in the education of children and young people and reflect about violence. This is possible way, especially because of the involvement promoted by the reading of literary texts, allowing that students see, in fiction, possibilities of change / Este estudo investiga como a leitura de contos de fada pode se constituir um meio para a reflex?o sobre o fen?meno bullying presente na vida de escolares. Sua relev?ncia consiste em apresentar o trabalho com a Literatura como alternativa para favorecer o entendimento, de crian?as e jovens, a respeito dessa pr?tica de viol?ncia, a partir de momentos de discuss?o, mediados em sala de aula. Respalda-se, metodologicamente, nos princ?pios da abordagem qualitativa, configurando-se como uma pesquisa bibliogr?fica, sendo vinculada ? an?lise de conte?do, no intuito de realizar infer?ncias e construir interpreta??es a partir do estudo de contos que favore?a a discuss?o e a reflex?o em torno do tema bullying. Para compor este trabalho foram selecionados os seguintes contos: A Gata Borralheira (1812) e Um-olhinho, Dois-olhinhos, Tr?s-olhinhos (1812), dos irm?os Grimm; Jo?o-Trapalh?o (1837), As Cegonhas (1838) e O Patinho Feio (1844), de Andersen, por possibilitarem uma interface, mais expl?cita, entre a Literatura e o bullying e por serem hist?rias inquietantes e desafiadoras, que proporcionam material fecundo para momentos de debate. Tomou-se como referencial te?rico os estudos de Eco (2003), Jouve (2002), Zilberman (2003, 2004), Lajolo (2001), Coelho (2008), Bettelheim (2007), Amarilha (2004), Held (1980), Beaudoin e Taylor (2006), Fante e Pedra (2008), Middelton-Moz e Zawadski (2007), Olweus (2006), Jares (2002, 2006), Beane (2010), La Taille (2006, 2009) e Piaget (1994). As an?lises mostraram que as caracter?sticas inerentes ? Literatura permitem a realiza??o de leituras em que o tema bullying possa ser discutido entre os alunos, de modo a contribuir na forma??o de crian?as e jovens capazes de refletir sobre a viol?ncia entre pares. Essa alternativa ? poss?vel, especialmente pelo envolvimento promovido pela leitura de textos liter?rios, de maneira a permitir que os alunos enxerguem, a partir da fic??o, possibilidades de mudan?a

The research presented here is of a sort almost never seen in today's social science work. Attempted here is a hermeneutical examination of teacher education literature of the 1970's, with the goal of revealing what otherwise would and generally does go unseen by most who practice and study teacher education, the tacitly held and taken-for-granted pre-judgements or prejudices which make such teacher education the reality it is. That is to say, the aim of this research is to "go behind what is said" in this literature in order to reveal the questions to which the literature's contents are the answer. This is necessary because such prejudices, such questions, determine in the first place the sorts of answers which can be given, by excluding other questions and points of origin, and thereby structure the form and content of teacher education as it is lived. The more specific purpose of this "going behind what is said," apart from merely revealing such prejudices, is, however, to examine them after they are revealed in order to reach a judgement as to whether or not some portion or, perhaps, all of these prejudices reflect a belief in and devotion to the alienated consciousness of technological thinking. This revelation and this judgement are presented in a chapter of nine sections: Professionalism; Management, Control, and Systems; Humans as Substances; Rationalism, Empiricism, Knowledge, and Morality; Learning, Teaching, and Academics; Education as School; Selling Materialism; Meritocracy and the Perfectability of Humans; Freedom, Participation, Community, and Power. These investigations leave little doubt, it seems, that teacher education and teacher educators in the United States during the 1970's, and by inference today also, are engrossed in and committed to technological thinking as the founding source of such work, and that such belief and commitment threaten not only teacher education as a viable human event but also the entire education "enterprise" as an authentic activity of human living.