Thesis (Ph. D.)--University of Wisconsin--Madison, 1960. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 322-351).

abstract: Calls for changes in science education over the last several decades have contributed to a changing landscape of undergraduate life science education. As opposed to simply lecturing at students and expecting them to recite science facts, there has been a strong push to make systemic changes so that students not only know pertinent science content, but also walk away with critical science process skills. There have been suggestions to create environments that focus on goals such as evaluating scientific evidence and explanations, understanding the development of scientific knowledge, and participating in scientific practice and discourse. As a part of the call for increases in student participation in science practice, we’ve seen suggestions to increase student exposure to the tools, techniques, and published research within various science fields. The use of primary scientific literature in the classroom is documented as being a tool to introduce students to the nature of scientific reasoning, experimental design, and knowledge creation and transformation. Many of the current studies on primary scientific literature in undergraduate courses report on intensive course designs in which students interact with the material with very specific goals, as outlined by the authors and researchers. We know less about the practices that take place in typical undergraduate settings. This exploratory study looks at information provided by a national sample of faculty that alludes to what sort of practices are taking place and the reasoning for doing so. Through analysis of both closed-ended and open-ended survey questions we have found that faculty are engaging students with primary scientific literature for many reasons and in a variety of ways. We have also attempted to characterize the way in which faculty view the body of scientific literature, as members of the research community. We discuss the implications of faculty views on the utility and value of the body of scientific literature. We also argue that those perceptions inform how the material is used in the undergraduate classroom. / Dissertation/Thesis / Masters Thesis Biology 2016

<p> Research shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a &ldquo;social determinants of education&rdquo; framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.</p><p>

This research study examined perceptions of contemporary effects of colonialism among education professionals in Ghana, and the extent to which education professionals express awareness of colonialism in Ghanaian school systems and contemporary Ghanaian society. An overview of literature in Critical Race Theory, Social Justice Education Theory, Oppression Theory and Post-Colonial Theory provided the theoretical foundation that was used to guide this study. Five factors emerged from this literature review as a framework for analysis of study data. These five factors included discourse, cultural imperialism, linguistic hegemony, racism and internalized racism, and oppression. The study participants included education policy makers, administrators, counselors, teachers, and teacher educators in the educational system of Ghana. A set of thirty-two individual interviews and six focus groups comprised of twenty-seven participants were conducted in which educators described their perspectives of Ghanaian society and Ghanaian educational systems in their own words in response to a predetermined set of twelve questions. A document analysis established a baseline of data regarding the curriculum of Ghanaian schools as presented in curriculum guides, textbooks, and policy statements, handbooks and reports that describe the educational systems in Ghana today. Ghanaian educators expressed the most awareness of colonial legacies related to cultural imperialism, linguistic hegemony, internalized oppression and discourse. The findings suggest that educational professionals in Ghana demonstrate limited awareness of colonial legacies of racism and internalized racism, sexism, classism, ethnoreligious oppression and neocolonialism.

No description available.

Afterschool programs provide more than a supervised safe haven for children at the end of the school day and before parents return home from work. They can provide extended academic and enrichment activities for students who are “at-promise” to succeed in their educational pursuit and human development. Based on the review of the literature on afterschool programs and theorists of human development, the following research question guided the investigation: What are the experiences of parents, teachers, and students of an afterschool program in an at-promise community? The participants in this study completed surveys, interviews, and shared personal stories which determined their perspectives of an afterschool program experience. Analysis of the data gathered demonstrated that the stakeholders in the afterschool program expressed that their lives were transformed in a positive manner since being affiliated with the afterschool program. The participants believe that an afterschool program that addresses participants’ needs in a holistic manner can alter the trajectory of the lives of children, youth, and families. On this basis, it is recommended that additional funding is needed to keep afterschool programs active as well as create more afterschool programs in at-promise communities throughout our nation.

No description available.

No description available.

No description available.