This investigation focused on censorship by librarians in senior high schools in Virginia during the 1985-86 school year. Emphasis was placed on determining the subject matter that the librarians censored, the means by which censorship was exercised, and the factors that were influential in causing these individuals to engage in such activity.;The primary method of securing data for the study was a questionnaire developed by the researcher and mailed to the head librarian in every senior high school in the state of Virginia. Responses were received from 68 percent of those surveyed.;Based on an analysis of the data generated by the survey the following conclusions were reached: (1) the librarians in the study placed restrictions on the acquisition and use of a wide variety of subject matter, with every subject category listed on the questionnaire being restricted in some manner by at least 8.7 percent and as many as 86 percent of the respondents, (2) the librarians were significantly more restrictive with fictional materials than with nonfictional materials; (3) the tactic most commonly employed to control the acquisition and use of controversial materials was to purposely avoid purchasing those materials; (4) there was no relationship between characteristics associated with the librarians or the communities or schools in which they worked and the extent to which these individuals were restrictive; and (5) the librarians' own personal convictions about what should or should not be made available to the users of their libraries were more influential in causing them to censor than were pressures to censor, either real or imagined, that were generated by persons or groups in the school or community.;Based on these findings, a number of recommendations were offered aimed at accomplishing two major tasks: first, insuring that professional preparation programs for school librarians include a strong emphasis upon the importance to American education of the principles of intellectual freedom and the proper procedures for selecting and defending library materials, and, second, establishing within the schools a network of support to insure that in the event of a controversy over library materials, the librarian will not be asked to stand as the lone defender of students' rights to read and to know.

Thesis (M.S.) -- Middle East Technical University, 2005. / Keywords: Conceptual Change Text Oriented Instruction Accomoanied with Analogies , Traditionally Designed Chemistry Instruction, Misconception, Attitude Scale Toward Chemistry as a school subject, Science Process Skills.

Thesis (M.S.) -- Middle East Technical University, 2005. / Keywords: 5E learning cycle, traditionally designed chemistry instruction, acid-base, attitude towards chemistry as a school subject, science process skill.

abstract: This qualitative dissertation study examines the use of shared writing about books of choice in an eighth-grade English Language Arts classroom. Drawing on data collected from 23 eighth-grade students, this study investigates how sharing writing in a classroom community impacts how students connect with a novel and how sharing writing helps to shape students’ writing practices and identity. The qualitative data collected for this study includes open-ended surveys, written reflections, interviews,teacher-researcher field notes, and examples of student work and writing. The findings of this study demonstrate the value of book choice, the benefits of peer interaction and feedback, and the usefulness of multimodal composition. These findings present ways that secondary teachers can improve both writing instruction and literature study. / Dissertation/Thesis / Doctoral Dissertation English 2020

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Utilizing ethnographic methods of participant/observation and in-depth interviews, this study critically reconstructs the unfolding interaction between the student teacher's biography and the social structure of the school during student teaching. How this interaction frames the student teacher's developing images of the work of teachers and their understanding of and place in institutional life is also examined. Built upon the tenets of critical theory, this study depicts socialization as characterized by contradictions, and as a complex movement between the self, significant others, the curriculum, and the social structure. Two secondary student teachers in the areas of language arts and social studies were followed throughout their four month internship. Two separate case studies, contextualizing student teaching within the life history of each student teacher were then reconstructed. Professional significant others who in some way had contact with student teachers were also interviewed about their life experiences in teacher education. These people included: cooperating teachers, school administrators, a university supervisor and a professor of teacher education. An account of their interviews comprises a separate chapter. Addressing the question, how do social forces frame the student teacher's understanding of school life and the work of teachers, this study found that student teachers internalize the ethos of individuality and privatism which pervades school culture. This cult of individualism encourages a false sense of autonomy and a push for social control while obscuring the reality of isolation, negotiation and dependency, significant features of institutional life. As these student teachers were formerly highly socialized students, their entrance into the familiar school territory encouraged an evocation of and dependence on their student biography to inform pedagogical decisions. This cultural lens reduced the social complexity of teaching to that of individual classroom performance. They lacked the critical understanding to analyze and transform how their circumstance shaped them and how they shaped their circumstance.

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