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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
631

Therapeutic Art Practices and the Impact on the Middle School Visual Arts Classroom

Carpenter, Leah Marie 25 June 2014 (has links)
<p> This study takes place in a Mid-Atlantic public charter school over the course of a semester with eight seventh- and eighth-grade students in a visual art painting class. The author aimed to discover whether the integration of art therapy techniques within her curriculum might increase the self-efficacy students felt towards art-making. The study employed the ethnographic method of action research to allow the researcher to implement the study within regular classroom instruction and routine. This method also allowed more in-depth and cross-sectional analysis by the researcher due to regular exposure and established relationships with the subjects. Four exercises, modeled after commonly-used art therapy exercises, were inserted into the beginning of classroom instruction along with immediate individual reflection. Along with the student artwork, four other bodies of data were analyzed including: field observations, one-on-one interviews, written responses and an initial benchmark survey. Thematic analysis allowed the researcher to identify themes that would gauge levels of student engagement, compare content of the work and recognize student affect. Results from analysis confirmed the hypothesis as evidence revealed an increase in self-efficacious behaviors and attitudes towards art-making for students. This study confirmed adolescent artistic developmental stages as well as developmental tendencies towards gaining and displaying control. These findings correspond to the need for differentiated teaching to adolescent students and the importance of educator awareness and consideration of developmental needs. This study also highlights the possibility of enhancing the student experience when the practice of art education and techniques of art therapy are carefully and intentionally combined. It provides a model of an empathetic approach to curriculum for the purpose of providing a holistic art education. </p>
632

Circling Back Home: A Lifelong Odyssey into Feminism

Neumeister, Scott Leslie 01 January 2012 (has links)
What happens when a classroom becomes more than just a site of intellectual growth and evolves into a locus of emotional, social, and spiritual transformation? What happens when a student in such a classroom also occupies the role of teacher and desires to reproduce such a transformative environment for his students? In brief, this thesis answers these questions by offering a narrative and critique of my personal "conscientization" via feminism and elucidates the theory behind, my approaches toward, and the results of my bringing graduate-level feminist theory and pedagogy to a middle school English classroom. I examine how my experiences as a student in both the past and the present have merged to shape my work as a teacher and have set me on the path to becoming a professor, not only in the sense of a college teacher as a profession but as a person who professes, who openly declares the truths of my past as both dehumanizer and dehumanized to help others come to critical consciousness. First, I autobiographically critique my learning and assimilation of The Iliad and The Odyssey in middle school, reflecting upon how these works occupied a major part of my indoctrination into the hyper-masculine, white, patriarchal, upper-class dogma of the culture, as well as bringing a feminist perspective to bear upon these personally influential epics. Next, I examine my studies in the University of South Florida's master's program in English literature and, in particular, my direct and life-changing encounter with feminism in a 2009 course in feminist theory, which facilitated a complete re-visioning of my life and led to a personal renaissance. The final part of this circular path leads me back to my teaching of the same classical texts that so greatly influenced me as a young man, and I explain how my transformative experiences with both feminist theory and pedagogy motivated me to distill their critical approaches into a form and format that I have successfully implemented for my middle-school classroom.
633

"True to me"| Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom

Knapp, Kathryn Anderson 13 June 2014 (has links)
<p> This qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens. </p><p> The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study. </p><p> The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge.</p>
634

Non-graded curriculum influence on suspensions of American males| A quantitative study

Endsley, Matthew D. 16 April 2014 (has links)
<p> Schools suspend 28.3% of African American males in traditional middle schools using a graded curriculum compared to 11% of all students (Krezmien, Leone, &amp; Achilles, 2006; Losen &amp; Skiba, 2010; Planty et al., 2009). African American males are more than two and half times more likely to receive a suspension than the average middle school student (Losen &amp; Skiba, 2010). Researchers have consistently found that the disproportionate suspension statistics for African American males are not solely attributed to socioeconomic or other demographic factors (Skiba et al., 2002; Wallace et al., 2009; American Psychological Association Zero Tolerance Task Force, 2008). From 1973 to 2006, a timeframe marked by increased focus on zero tolerance and high-stakes testing, African American suspension rates almost tripled (Losen &amp; Skiba, 2010). The perpetuation of the achievement gap, increased dropout rates, and higher prison rates are all distinct characteristics of the increased use of suspensions of African American males (Advancement Project, 2010; Finkel, 2010; Balfanz, Spirikakis, Neild, &amp; Legters, 2003). There is a direct relationship between failing grades and suspensions (Safer, Heaton, &amp; Parker, 1981). Traditional schools using graded curricula are not increasing achievement levels for African American males. Conversely, research suggests alternative grading practices, including non-graded curricula, can increase intrinsic motivation, student engagement, positive student attitudes, academic achievement, and positive behavior (Butler &amp; Nisan, 1986; Kohn, 1994; Linnenbrink &amp; Pintrich, 2003; Cotton, 2000). The purpose of this quantitative, causal-comparative study is to investigate the extent of disproportionality and elevated rate of suspensions among African American males in middle schools with an alternative, non-graded curriculum. The study attempts to establish what, if any, statistically significant difference exists between the independent variable, type of school curriculum assessment, and the dependent variables, suspension proportion and suspension rate. The population of the study consists of middle school African American males in alternative schools using a non-graded curriculum from two different regions of America. The results are meaningful because the data suggests that there is no difference in the proportion of African American males suspended in the alternative setting versus the traditional setting. The results of the study are also encouraging because the data suggests there is a difference in the percentage of African American males suspended in the alternative setting versus the traditional setting. It is the researcher&rsquo;s belief that high-stakes testing and utilization of graded curricula attribute to the elevated rate of suspensions among African American males. However, there is a need of further research to clarify the contributing factors to the disproportionality of suspensions.</p>
635

An informed LGBT educational program on bullying for middle school professionals| A grant proposal

Navarro, Salvador 10 June 2014 (has links)
<p> Middle school professionals are confronted with the inability to effectively intervene during acts of bullying affecting LGBT youth. Research supports the need to provide educational training for middle school staff, in order to eliminate this form of victimization and create a safe learning environment for these students. The purpose of this grant-writing project was to seek funding for the existing Gay Lesbian and Straight Education Network (GLSEN) program titled <i>Safe Space Kit (SSK),</i> which had never before been implemented in a middle school in the Long Beach Unified School District. Washington Middle School (WMS) was the selected agency to implement this intervention along with the support from the Center of Long Beach (CLB). A review of literature and interviews with key members from both agencies involved, helped identify the need to educate these professionals. Neither the actual submission and/or funding of this grant project were required for the completion of this project.</p>
636

A case study on the relationship between oral language and digital writing in an 8th grade classroom

Johnson, Melissa Leigh 16 January 2015 (has links)
<p> This yearlong study in an 8<sup>th</sup> grade classroom explores a blogging literacy event that illustrates how reading, digital writing and oracy work together to better support student learning, reasoning and dialogue. While many studies separately confirm the role of talk and writing in promoting learning, few studies address how writing informs talk practices, and no known studies examine how purposeful, individual blogging about literature promotes productive classroom dialogue. </p><p> Students within this eighth grade classroom are expected to write and participate in a blog with their classmates about literature they select and read independently. Students then discuss the literature and their blogs in small group conversations with their classroom teacher, leading to rich, meaningful discussions. Focal data consists of student blogs, video recorded small group conversations, audio recorded student and teacher interviews, written student reflections, observation field notes and photographs of student artifacts. </p><p> This study explicates the potential of writing acting as a springboard to further student reasoning through conversation. It documents the flexibility of teacher talk to take student contributions and align them in meaningful ways with educational language and purposes. Even within the confines of regimented curriculum agendas, the study illustrates how teachers can play a variety of roles in which they employ a repertoire of skills and strategies, making decisions in the moment to build on what students bring to the classroom and engender a classroom environment of risk-taking, meaning-making and learning. </p>
637

Teaching and learning the elements of argumentation

Untereiner, Brian 18 June 2013 (has links)
In this study I investigated the interactions of 25 Grade 8 science students as they learned how to construct oral arguments using the Toulmin Argumentation Pattern framework. I collected the data during three recorded small group discussion sessions during a five week Earth Science unit between February and March of 2011. The first session recorded the students’ discussions prior to receiving either argumentation instruction or the science concept instruction. The second session recorded their discussions after receiving an introduction to argumentation and a scaffold, but not concept instruction. During the three weeks preceding the third session, the students received additional argumentation instruction and completed one-third of the Earth Science unit. The results showed the students collectively made more arguments during each subsequent session. The students’ individual arguments showed a correspondence between their purportedly most familiar topics and the most discussed topics. I also found that when students made counter arguments and/or invited or challenged group members to participate, their discussions contained comparatively more argument elements (claims, data and warrants) than discussions containing predominantly collaborative assertions. The key outcome of this study for developing students’ use of the elements of argumentation during classroom discussions was to recognize and incorporate opportunities for the students to tap into their prior-knowledge. To engage students in this process, the results indicate the importance of creating time for discussions relevant to the curriculum and to the students. / Graduate / 0727 / 0279 / 0714 / brianu@uvic.ca
638

A Regression Study| Middle School Literacy Leadership Practices in Virginia

Pinello, Craig S. 30 January 2015 (has links)
<p> The National Assessment of Educational Progress (NAEP) reported that, in 2013, only 35% of Virginia's eighth grade students tested at or above the proficient level on the grade level assessment for reading (National Center for Education Statistics, 2013). The Virginia State Report Card, published each year by the Virginia Department of Education (VDOE), reported that during the 2012-2013 school year, 29% of all tested eighth grade students failed to meet expectations in reading (VDOE, 2014). The Alliance for Excellent Education (2011) reported that a large number of students leave high school every year without the necessary skills to succeed and that reading and writing instruction across all grades must be addressed. Students are failing to graduate on time, and postsecondary and career goals of young students are suffering. This study looked specifically at how middle level principals might address the literacy needs of their schools and students. </p><p> Several experts in the field of education have developed literacy leadership models to address the demands currently facing school leaders (Guth &amp; Pettengill, 2005; Irvin, Meltzer, &amp; Dukes, 2007; Phillips, 2005; Taylor &amp; Collins, 2003). Based on a thorough examination and analysis of four literacy leadership models, five literacy leadership practices common to all models were identified. Survey data were collected in the following areas: literacy action planning, data-driven decision making, capacity building, instructional support, and resource allocation. Through descriptive statistics and multiple regression analysis, this nonexperimental study assessed the extent to which middle school principals in Virginia employed the identified literacy leadership practices and the relationship of those practices to student achievement as measured by the Virginia Grade 8 Reading Standards of Learning (SOL) assessment. Although principals across the study identified that they did, in fact, employ the identified practices, the regression analyses resulted in nonsignificant findings at all levels.</p>
639

Study of middle school science textbooks recommended for use with a constructivist syllabus in Queensland schools.

Christine Milne Unknown Date (has links)
This thesis describes an analysis of science textbooks, eight years after the implementation of the Years 1-10 Queensland Science Syllabus, which suggested a move towards constructivist teaching in Queensland schools (QSSC 1999). The textbooks have been analysed for evidence of constructivism, and this has led to recommendations for writing better textbooks. This thesis has been written in five chapters. In Chapter 1, a review of literature develops a conceptual framework, which is the basis of this research. Chapter 2 describes the process used to develop its methodology, and Chapter 3 presents the results of this analysis. Chapters 4 and 5 discuss the findings of this research and its implications for textbook content and design. In the literature review the themes of constructivism and the nature of science and the use of textbooks by teachers are explored. It suggests that textbooks continue to be central to developing curriculum, that they are used as a reference and as an independent learning tool, rather than as a guide to enacting curriculum. It also shows constructivist teaching closely aligns with authentic science, that it moves school science closer to that practised by scientists, and that it can engender improvements in teaching practice and in student interest. The data from this research has been collected using an analytical grid developed from three successive trials, after the literature review showed no previously developed analytical grid was suitable. In this final version of the grid, Likert scales are used to observe four dimensions of constructivism in textbook activities: coherence (use knowledge and concepts in a range of contexts), student-centredness of inquiries, language used and analysis questions to practice making new knowledge claims. The unit of analysis was ecology chapters of four middle school science textbooks. The research questions asked in this study are as follows: • Is a constructivist approach discernable in the textbooks reviewed in terms of the four dimensions of constructivism identified in the literature review? • What elements of constructivism are readily identifiable, and therefore are easily included in textbooks? • What elements of constructivism are not discernable? The results of this research have been synthesised and show no textbook could be considered constructivist, although one textbook had inquiries that could be considered exemplary. Two of the textbooks had no claim to be constructivist because they lacked inquiries, and this is where students experience the methods of scientists and practise making knowledge claims.   Other conclusions of this research include the following: •All textbooks reviewed were deficient in at least one dimension of constructivism, and those with one inquiry cannot be constructivist; •Activities and contexts made textbooks more coherent; •Technical terms were reduced compared to what has been traditionally covered by textbooks, however technical terms are also essential to scientific literacy and need to be used appropriately; •Most methods of inquiries are prescribed, so they do not allow students to solve problems in their own relevant contexts; even in those textbooks with more inquiries; •There was little evidence of hypothetico-deductive reasoning in inquiries rather data collection and simple analysis were usually suggested. Guidelines for writing better textbooks have become apparent from this research. Coherent textbooks are inherently constructivist because they apply concepts across contexts, and have more inquiries. Inquiries with a rigorous, authentic hypothetico-deductive approach arise naturally when the methods, concepts and language of science are applied in contexts that students are likely to find relevant and interesting, and where real-life problems need to be solved. Adopting these recommendations could lead to textbooks being more centrally positioned in enacting curriculum than now, because they are more likely to be constructivist (and represent the best thinking in the field).
640

Study of middle school science textbooks recommended for use with a constructivist syllabus in Queensland schools.

Christine Milne Unknown Date (has links)
This thesis describes an analysis of science textbooks, eight years after the implementation of the Years 1-10 Queensland Science Syllabus, which suggested a move towards constructivist teaching in Queensland schools (QSSC 1999). The textbooks have been analysed for evidence of constructivism, and this has led to recommendations for writing better textbooks. This thesis has been written in five chapters. In Chapter 1, a review of literature develops a conceptual framework, which is the basis of this research. Chapter 2 describes the process used to develop its methodology, and Chapter 3 presents the results of this analysis. Chapters 4 and 5 discuss the findings of this research and its implications for textbook content and design. In the literature review the themes of constructivism and the nature of science and the use of textbooks by teachers are explored. It suggests that textbooks continue to be central to developing curriculum, that they are used as a reference and as an independent learning tool, rather than as a guide to enacting curriculum. It also shows constructivist teaching closely aligns with authentic science, that it moves school science closer to that practised by scientists, and that it can engender improvements in teaching practice and in student interest. The data from this research has been collected using an analytical grid developed from three successive trials, after the literature review showed no previously developed analytical grid was suitable. In this final version of the grid, Likert scales are used to observe four dimensions of constructivism in textbook activities: coherence (use knowledge and concepts in a range of contexts), student-centredness of inquiries, language used and analysis questions to practice making new knowledge claims. The unit of analysis was ecology chapters of four middle school science textbooks. The research questions asked in this study are as follows: • Is a constructivist approach discernable in the textbooks reviewed in terms of the four dimensions of constructivism identified in the literature review? • What elements of constructivism are readily identifiable, and therefore are easily included in textbooks? • What elements of constructivism are not discernable? The results of this research have been synthesised and show no textbook could be considered constructivist, although one textbook had inquiries that could be considered exemplary. Two of the textbooks had no claim to be constructivist because they lacked inquiries, and this is where students experience the methods of scientists and practise making knowledge claims.   Other conclusions of this research include the following: •All textbooks reviewed were deficient in at least one dimension of constructivism, and those with one inquiry cannot be constructivist; •Activities and contexts made textbooks more coherent; •Technical terms were reduced compared to what has been traditionally covered by textbooks, however technical terms are also essential to scientific literacy and need to be used appropriately; •Most methods of inquiries are prescribed, so they do not allow students to solve problems in their own relevant contexts; even in those textbooks with more inquiries; •There was little evidence of hypothetico-deductive reasoning in inquiries rather data collection and simple analysis were usually suggested. Guidelines for writing better textbooks have become apparent from this research. Coherent textbooks are inherently constructivist because they apply concepts across contexts, and have more inquiries. Inquiries with a rigorous, authentic hypothetico-deductive approach arise naturally when the methods, concepts and language of science are applied in contexts that students are likely to find relevant and interesting, and where real-life problems need to be solved. Adopting these recommendations could lead to textbooks being more centrally positioned in enacting curriculum than now, because they are more likely to be constructivist (and represent the best thinking in the field).

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