This study looked at fifth grade students' perceptions of the importance of twenty science, technology, and society issues and the relationships between these issues.

Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Education approved a new California Science Framework, which suggests implementing an integrated approach to teaching science in the classroom.

The goal of this project is to assist the teacher in integrating technology into a seventh grade science classroom, with an emphasis on the human body systems. Through the integration of technology into science education, this project aided in enhancing the learning environment, while motivating students to become more active participants in their learning experience.

This project was designed to integrate brain based learningprinciples and strategies into an existing curriculum being used in a science classroom for deaf students.

The purpose of this project is two-fold. The first purpose is to explore the benefits of incorporating the arts in the education of all students. Incorporating the arts into other curricular areas enhances learning and makes it more meaningful to the student. The second purpose is to develop a performance program that brings the California Gold Rush era and the cultural diversity of that period of history alive.

This study examines the literature on identifying alternative methods of coming to a deeper understanding of one's physical, mental, and spiritual self. It provides information on one particular alternative program, and presents lesson ideas and options that demonstrate how an art-based emphasis in elective coursework can allow for the next step in each student's journey of personal growth and development.

This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.

The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple random sample selection. The objective was to measure the effectiveness of integrating guided reading instructional strategies in ELL students’ third grade math class. Students received instruction inclusively in the form of word problems. The study consisted of an experimental and control group, a total of 36 participants. The period of implementation for the experimental group occurred over a 2-week period, 5 days a week, for 60 minutes each day. Data analysis consisted of an independent samples t test on pre- and posttest scores and a Mann Whitney U test on end of semester grade level progress reading scores to detect two groups are significantly different. Analysis of Covariance (ANCOVA) revealed the mean scores for the two groups. The objective was to evaluate the impact of teaching literacy in the content of math to increase ELL students’ academic achievement.

The study explores, through a combination of qualitative and quantitative methods, the existence of Mode 2 knowledge and programmes in the South African higher education sector. It begins by theorising about knowledge and takes as a point of departure the propositions about theory-building which state that to explain social phenomena, a system of ideas is required, the conceptual tools of which are able to explain the essential dynamics of such phenomena. It goes on to describe a crisis in a system of ideas that, together with valid critiques, demands to be re-examined as well as the potential for advancing alternative lines of thought. A critical reading and understanding of existing theories leads me to believe that independently, they are all inadequate to explain the relationship between knowledge production and South African higher education in an era of globalisation. This includes the all-encompassing framework of neo-Marxism, the excessive consumerism of academic capitalism, the equation of the worker with modern technology in post-industrialism and the`lax relativity', complacent and, indiscriminate celebration of diversity in post-modernism. By combining the `culturally sensitive' critical post-modernism of William Tierney and George Subotzky with the concept of `late capitalism' as proposed by Frederic Jameson, it is possible to establish a relationship between globalisation and South African higher education on the one hand, and between its' policy and knowledge production on the other. Against the features of the newly proffered theoretical framework of `critical postmodernism in late capitalism', the study examines the new higher education policy and legislation and ensuing discourse, with particular reference to the Gibbons thesis. It then explores, by using an empirical investigation, the extent to which Mode 2 knowledge production exists in South African higher education. This is done through a selected programme from a former technikon in that demonstrates the key assumptions and perceptions about Mode 2 as held by lecturing staff and as embedded in the structure, design and content of the programme. With the results obtained the study finally makes recommendations for the establishment of a paradigm-shift and for new practices in knowledge production in higher education in South Africa. / Educational Studies / D. Ed. (Comparative Education)

Chan, Kin-sang, Jacqueline. / "August 2003." / Thesis (Ed.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 278-291). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.