Global ETD Search

371	A contact analysis of Caldecott medal and honor books from 2001-2011 examining gender issues and equity in 21st century children's picture books Yello, Nicole 01 May 2012 (has links) An abundance of research has been conducted about the importance of including books and literature as part of a young child's developmental process. Much of this research suggests that picture books are vital to a young child's healthy development and "are important influences that shape us by reflecting the politics and values of our society" (Fox, 1993, p. 656). This study was completed to analyze character roles and gender representation of male and female characters exclusively in children's picture books. The entire population of Caldecott Award and Honor Medal books published between 2001 and 2011 was utilized for a frequency analysis. Each Caldecott Award and Honor Medal book meeting this study's criteria was examined, read and analyzed. Books included only works of fiction and were delimited to exclude biographies, autobiographies, informational books, concept books and poetry. A total of 24 books were used in the data analysis. This research attempted to answer the following question: Are males and females equitably represented in recently published children's literature? From a content-analysis approach, within a historical perspective, this research aimed at examining if gender bias still dominates the literature, and if so, to what extent. The intellectual interest of this project is in discovering male and female presence and imagery in children's picture books. Elementary Education
372	Men Making Meaning of Eating Disorders: A Qualitative Study Leichtman, Robin January 2015 (has links) No description available. Clinical Psychology Cognitive Psychology Cognitive Therapy Counseling Psychology Developmental Psychology Educational Psychology Educational Sociology Health Health Care Individual and Family Studies Medicine Mental Health Personality Psychology Physiological Psychology Psychology Psychotherapy Public Health Social Psychology Social Work Sociology Therapy
373	A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio Rayford, Debra D. 26 July 2012 (has links) No description available. African Americans African American Studies Behavioral Psychology Black Studies Curriculum Development Education Ethnic Studies Middle School Education Multicultural Education Pedagogy Teacher Education Teaching Afrocentric education Africentric education Nguzo Saba Maat Afrocentric perspective Afrocentric racial identity development Afrocentric self-concept Afrocentric self-esteem African American seventh-grade males Columbus Afrocentric School
374	The Relationship among Select School Variables and 8th Grade African American Male Academic Achievement Bowser, Jimmy Lee, Jr. 08 1900 (has links) This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014. academic achievement African American males mathematics Texas Academic Progress Report (TAPR) teacher experience attendance rate socioeconomically disadvantaged students class size Education, History of Education, General Education, Administration Academic achievement -- Texas.

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