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Thesis (M.A.)--California State University Channel Islands, 2009. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed October 19, 2009).

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Committee on Human Development, 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (doctoral)--Trier, 2008. / Summary in English (p. 325-327). Includes bibliographical references (p. 333-349).

Thesis (M.Ed.)--Unitec New Zealand, 2008. / Coda (electronic version) title-page has 2009 date. Includes bibliographical references (leaves 109-121).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from PDF t.p. (viewed on May 21, 2006). Includes bibliographical references (p. 266-278).

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Eddie Glenn, John Godbold, Maureen Wall. Includes bibliographical references (leaves 158-168) and abstract. Also available in print.

During post-conflict reconstruction, various roles are bestowed on teachers to manage the effects of violence such as peace educator, conflict resolution expert, counsellor and so on. However, there are no empirical studies that examine what teachers actually do when faced with the challenges of post-conflict schooling. More importantly, most policies often neglect the fact that teachers are not necessarily neutral in conflict. Whilst being professionals, many are also political and social beings that come from the community they serve. Surely the tension between their personal beliefs and professional practice has some impact on how teachers deal with the effects of conflict. This research investigates how teachers, who maintain a reflexive relationship with their community, feel about transforming their role to manage the effects of ethnic conflict. The case of Kenya offers a suitable context in which to research this particular phenomenon because of its continuous association with conflict, consequent corrosion in ethnic relations, and increasing ethnic segregation in education systems. Employing a case study strategy, data was collected using semi-structured interviews and document analysis. The sample size consisted of twenty head teachers and seventy teachers and counsellors from government secondary schools in Nakuru and Kericho. Analysis of the data suggests that ethnic tensions have seeped into schools affecting not only peer relationships but also teacher-student interactions. These tensions and fears continue to impair teachers from actively participating in schools and assuming the role of managing the effects of the conflict. Aside from this, various other factors in their classroots realities shape the manner in which they deal with the effects of the conflict. Some of these factors include external support, professional capacity, their purpose and motivation as well as the school culture. This research concludes that teachers require adequate support and guidance from their head teacher in order to conceptualise their role in relation to managing the effects of violence. While the focus of external institutions is on relaying concepts of ‘peace’ and ‘conflict resolution’ to the students, there is merit in taking a more gradual approach and equipping teachers with the necessary skills and knowledge to teach these concepts. Moreover, teachers too require space to confront their own biases and prejudices towards other groups in order to assume these new roles. Finally, the creation of support networks is essential during post-conflict reconstruction as it ensures that teachers and students are provided with the necessary guidance, knowledge, and assistance in the absence of support from the state.

This qualitative case study investigated how an elementary school shaped the acculturation processes of grade 3-4 immigrant students. It was grounded on John Berry’s model of acculturation strategies which maintains that the existence of multiculturalism in the host society is a necessary condition for the integration of immigrants. Also, Geneva Gay’s conceptualization of culturally responsive teaching was accepted as the analytical framework which represents the actualization of multiculturalism in school settings. The site of the study was an elementary school with a large number of immigrant students in Western Canada. The study used participant observation and interviews as methods of data collection. The audio recording of the classroom sessions for five full weeks, interviews with teachers and students, as well field notes were the sources of data. The analysis of the data showed that there was little evidence of culturally responsive teaching in the classroom. Findings suggest that these grade 3-4 students were receiving an education which is usually typified as the education for working-class children, were detached from their own culture, were taught by a curriculum defined by themes and orientation from Western/mainstream culture, and were experiencing a whole series of disconnected relationships among teachers, parents, and themselves. It was concluded that, despite the powerful multicultural policies at the provincial and school board level, school practices, and teachers’ attitudes were reflecting the melting pot-model of host society in Berry’s model and the process of institutional acculturation favoured assimilation rather than integration. / Thesis (Ph.D, Education) -- Queen's University, 2010-04-01 20:35:36.735