Written through a cultural lens, my thesis is a fictionalized account in the form of a novel of a white teacher's journey and lessons learned in teaching in the fictionalized Inuit village of Ukiurtatuq, which means North. The account is based in part on my experiences of living and teaching in an Inuit community. My intended audience are white teachers planning to work in Inuit communities, as well as Native and non-Native readers and researchers. I aim to help bridge the gap between Natives and non-Natives, to dispel current negative stereotypes of Inuit peoples in Canada and to foreground positive aspects of Inuit culture. In order to explore the various social and cultural issues present in the contemporary Nunavik education system, including women's rights, my novel is written partly through the eyes of a female white teacher and partly from the perspective of a female Inuk teenager. My goal is for the reader of the novel to experience aspects of what it might mean to be a contemporary young Inuit woman growing up in her Northern community, and to juxtapose this narrative with what it might mean for a white female teacher to teach Inuit children, and in the process, address her own prejudices and shortcomings so as to become open to other cultures and other's lives. The novel attempts to explore, through the intertwining of the two women's narratives, the different realities, experiences and relationships of non-Inuit and Inuit in a Northern community, as well as how relationships can become beautiful and inspiring for both teachers and students alike. I hope that my novel can open the door, however slightly, to dialogue and improved relations. / Écrit à travers un prisme culturel, ma thèse est un récit fictif sous la forme d'un roman. Racontant le voyage d'une enseignante blanche et les leçons apprises en enseignant dans le village Inuit fictif Ukiurtatuq, qui signifie «Nord», le récit est basé en partie sur mes expériences de vie et d'enseignement dans une communauté Inuite. Mon public cible se compose dènseignants blancs qui comptent travailler dans les communautés Inuites, ainsi que des lecteurs et chercheurs autochtones et non autochtones. Mon intention première est de rapprocher les cultures autochtones et non-autochtones, de dissiper les stéréotypes négatifs actuels du peuple Inuit au Canada et de mettre au premier plan les aspects positifs de la culture Inuite. Afin d'explorer les diverses questions sociales et culturelles présentes dans le système d'éducation du Nunavik contemporain, y compris les droits des femmes, mon roman est écrit partiellement dans la perspective d`une enseignante blanche et partiellement dans la perspective d`une adolescente Inuite. Mon objectif est de faire découvrir au lecteur de ce roman des aspects sur la signification d'être une jeune femme Inuite contemporaine qui grandit dans sa communauté du grand Nord et de mettre cela en parallèle avec l'expérience d'une enseignante blanche qui enseigne aux enfants Inuits, et qui par le même fait doit faire face à ses propres préjugés et défauts. Tout cela étant dans le but de s'ouvrir aux autres cultures et expériences de vies des gens côtoyés. Le roman tente de faire découvrir, avec l'entrelacement des récits des deux femmes ; des réalités différentes, des expériences et des relations des non-Inuits et des Inuits dans une communauté du grand Nord, ainsi que la façon dont les relations peuvent devenir belles et inspirantes pour les enseignants et les étudiants. J'espère que mon roman pourra ouvrir la porte, ne serait-ce qu'un peu, au dialogue et à l'amélioration des relations.

<p>In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond. </p><p> <i>Keywords</i>: homework, high school, student voice, education, stress, intrinsic motivation, social reproduction theory, critical pedagogy, critical consciousness </p>

<p> The purpose of this phenomenological study was to examine the causes of underachievement in secondary students from high socio-economic status (SES) communities attending high-performing high schools in Los Angeles County. This study is a consideration of three variables through which this phenomenon was examined: (a) parenting, (b) peer influence, and (c) social-emotional well-being. </p><p> McCall, Evahn, &amp; Kratzer (1992) defined underachievement as " school performance, usually measured by grades that is substantially below what would be predicted on the basis of student's mental ability" (p. 54). As Luthar and Sexton (2005) indicated, few studies have highlighted high SES students since the 1950s. Much of what is known about underachievement has been examined in students from urban, low-SES backgrounds and has largely ignored the high SES population and the problems they face in today's schools. While the number of students failing in high-performing, high income schools is significantly lower than those in urban schools, these students continue to face similar issues, absent parents, psychological disorders, and substance abuse. In some cases, students from high SES backgrounds experience these phenomena more than students from lower SES backgrounds do (Luthar, 2003; Luthar &amp; Latendresse, 2005). Even though socio-economic status is one of the leading factors in educational attainment in children, it does not exist in isolation (Willie, 2001). A number of factors contribute to academic achievement (e.g., parenting, motivation, and peer influences). </p><p> Many of the factors affecting academic and personal success can assuage the effects of socio-economics (Marzano, 2003; McLoyd, 1998). Recently, Luthar conducted several studies with high SES students as the focus. However, additional research is needed to explore the reasons high SES students are underachieving. </p>

This study examined how much literacy was depicted in six popular prime time situation comedies—Community, How I Met Your Mother, Modern Family, Parks and Recreation, The Big Bang Theory, and The Office. The first five episodes of each program’s first season were analyzed, as to the number of literacy events present and the durations of such, using a Literacy Events Checklist. Whether there were readers in evidence on the programs was examined. Whether the readers were portrayed in such a way that they, and their reading habits, might be emulated by young people was also investigated. The Literacy Events Checklists were analyzed and coded according to categories designated by the researcher. Findings indicate that literacy is depicted to a certain extent on these programs, in some programs more than in others. Readers were found in each program. A Reader Checklist was employed in order to determine common reader traits among these readers. Findings indicate that, although there are some common reader traits among the readers, they are not entirely negative. The diversity of the readers found in these programs reflects the diversity of readers in society. Recommendations for educators include sharing with students the statistics regarding the time spent reading and the time spent watching television in North America, and having students examine their own habits in this regard. This message could be brought to the community through school-wide initiatives at various levels, and the incorporation of parental involvement.

In this master's degree research, we investigate the concept of entrepreneurial education in Quebec, particularly at the high school level. Our objective is to study the program Sensibilisation à l'entrepreneuriat, in place since 2009 in Quebec high schools, with a view to identifying, analyzing and assessing its educational aims. To achieve this objective, we first propose to put the program in its political and economic context (one of economic globalization) in order to document the place held by entrepreneurship in our society. The achievement of Quebec's political aims entails a cultural shift and the development of an entrepreneurial identity. To give the reader a clear perspective and support our understanding of the entrepreneurship program, we then take a closer look at the concepts of entrepreneurial culture, entrepreneurship, entrepreneur and entrepreneurial teaching. Using these concepts, we assess the aims of school-based entrepreneurial education proposed by the different authors. Through content analysis, we try to gain deeper insight into the program Sensibilisation à l'entrepreneuriat and the field to which it belongs, that of professional development. / Dans cette recherche de maîtrise, nous explorons le concept d'éducation entrepreneuriale au Québec et plus particulièrement dans les écoles secondaires. Notre recherche vise à étudier le programme Sensibilisation à l'entrepreneuriat, instauré en septembre 2009 dans les écoles secondaires du Québec, en tentant d'identifier, d'analyser et de critiquer ses finalités éducatives. Pour atteindre cet objectif, nous proposons d'abord de situer le programme dans son contexte politique et économique, c'est-à-dire dans une mondialisation de l'économie, afin de rendre compte de la place qu'occupe désormais l'entrepreneuriat dans la société. Les politiques québécoises proposent un changement de culture sociale et encouragent le développement d'une identité entrepreneuriale. Pour bien situer les lecteurs dans cette perspective et pour renforcer notre compréhension du programme en entrepreneuriat, nous discutons plus amplement des concepts de culture entrepreneuriale, d'entrepreneuriat, d'entrepreneur et de pédagogie entrepreneuriale. Cette lecture nous amène ensuite à dresser un portrait des différentes finalités entrepreneuriales en milieu scolaire proposées par les auteurs. Par l'analyse de contenu, nous tentons de mieux comprendre le programme Sensibilisation à l'entrepreneuriat et le domaine dans lequel il s'inscrit, c'est-à-dire celui du développement professionnel, au sein du Programme de formation de l'école québécoise.

Researchers are asking what drama teachers do in the classroom that promotes effective learning. Educational drama practitioner researchers O'Neill (1995) and Taylor (2006) suggest that theory informs practice and practice informs theory. This qualitative retrospective study examines a teacher's and students' reflections on a process-drama approach to Greek tragedy. Drawing on Schon's (1983, 1987) theory of reflective practice, my study examines my "reflections-in-action" with five secondary 5 adolescent students between 1997 and 2004, and "reflections-on-action" with the same adult students between 2009 and 2010. An hourglass serves as a visual metaphor for reflection on three phases of the learning process: collaboration, transformation and performance. Synopses of Agamemnon and Antigone initiate group discussion, improvisation and scriptwriting. Journal entries, mask designs, transcriptions of videotaped performances, screenshots of performances, email correspondence and interviews provide original data for the adults' reflections on their process of learning through drama. The findings of this study indicate that educational drama is essential to the development of creativity, collaboration and empathy among the youth, our future world leaders. / Les chercheurs s'interrogent sur les moyens utilisés par les enseignants d'art dramatique pour favoriser l'apprentissage efficace. Selon O'Neill (1995) et Taylor (2006), professeurs chercheurs en théâtre éducatif, la théorie éclaire la pratique et la pratique éclaire la théorie. Dans cette étude rétrospective qualitative, on examine les réflexions d'une enseignante et d'élèves quant à l'approche processus-théâtre propre à la tragédie grecque. S'inspirant de la théorie sur la pratique réflexive de Schon (1983, 1987), cette étude examine les « réflexions-dans-l'action » d'une enseignante et de cinq adolescentes du 5e secondaire entre 1997 et 2004 et les « réflexions-sur-l'action » des mêmes étudiantes adultes entre 2009 et 2010. Un sablier est utilisé comme métaphore visuelle quant à la réflexion pour trois phases du processus d'apprentissage : collaboration, transformation et performance. Les synopsis d'Agamemnon et d'Antigone ont alimenté la discussion de groupe, l'improvisation et l'écriture de scénarios. La tenue d'un journal, la conception de masques, la transcription de performances sur vidéo, la capture sur écran de performances, la correspondance électronique et les entrevues ont fourni des données inédites pour enrichir la réflexion des adultes quant à leur processus d'apprentissage par le théâtre. Les constatations de cette étude révèlent que le théâtre éducatif est essentiel au développement de la créativité, à la collaboration et à l'empathie des jeunes, nos futurs dirigeants du monde.

There is no abstract available for this dissertation.

Mindfulness and Vipassana can help teachers teach anti-oppressively because practitioners learn to interrupt unskillful habit patterns through practice. This master's thesis examines the author's mindfulness/Vipassana practice, in reference to current scholarship on mindfulness and anti-oppressive education. Using a self-study lens, the author looks at mindfulness scholarship critically and at his experiences discerningly, compassionately and uses them as the evidence for mindfulness' relevance within High School teaching. / Cette thèse soutient que la pratique de la « pleine conscience » (mindfulness) et de la méditation Vipassana peut contribuer à une éducation anti-oppressive. Cette pratique aide les enseignants à prendre conscience de leur vie intérieure, à interagir avec discernement et compassion, et à interrompre des habitudes maladroites. Se référant à sa propre pratique du « mindfulness » l'auteur examine la pertinence de cette approche pour l'enseignement au secondaire. Il pose aussi un regard critique sur la littérature scientifique émergeante.

The study concerned the pre-service preparation of prospective teachers in meeting and comprehending the reading problems they will encounter during their professional teaching careers. The literature and research reviewed for the study revealed a paucity of studies that deal with the pre-service preparation of high school teachers concerning secondary school reading problems. The review, however, supported the need for such preparation at the secondary undergraduate pre-service level.Two purposes were developed concerning the investigation. The first purpose was to determine whether or not an intensive period of instruction for undergraduate prospective teachers in reading skills during pre-service preparation increased their awareness of and willingness to respond to the diversified reading abilities and skills of high school students. The second purpose was to ascertain the affect of an intensive period of instruction on the attitudes of undergraduate prospective high school teachers toward the teaching of reading in selected content fields. Two null hypotheses evolved from these purposes and were tested.The study utilized the methods classes in three subject areas at Ball State University. Fifty students comprised the total number of students for the experimental and control groups, 100 in the total population. Within these classes, five sections provided subgroups of students, each selected and divided at random. The groups were identified as experimental and control.The experimental groups underwent an intensive period of instruction which discussed four areas dealing with reading and its application to high school instruction. These areas were: (1) background nature of reading, (2) the textbook as a learning tool, (3) vocabulary associated with specific disciplines, and (4) comprehension. The experimental and control groups were tested at the conclusion of the intensive period of instruction by use of two instruments adopted for the study. These instruments measured attitudinal change and the awareness of and response to classroom situations related to reading problems presented to prospective secondary school teachers.The collected data from the two measurements were analyzed by using a two way analysis of variance. The analysis utilized two dependent variables in applying F-test ratios in ascertaining acceptance or rejection of the null hypotheses. The results of the analysis indicated the following:1. The experimental group differed from the control group after receiving the intensive period of instruction (treatment) in changing to more positive attitudes toward the teaching of reading at the secondary school level. This was significant at p.> .O1 level.2. After receiving the intensive period of instruction the experimental groups revealed a significant difference (p.> .0005) in ascertaining their awareness of and response to situations involving reading at the high school level as compared with the control groups.3. The experimental groups selected from the three methods classes were more aware of and exhibited a better response to the reading problems as measured by the Question Situation Analysis than the control groups. The differences between methods classes in determining reading problems was significant between classes at the p. x.0005 level.4. In this study, the interaction of the treatments by classes was not significant in testing either of the null hypotheses of the study. The over-all difference between the groups was essentially unchanged by the intensive period of instruction.5. There was significant differences between the two groups. The intensive period of instruction (treatment) produced a more positive change of attitudes and awareness of and response to secondary reading problems. The null hypotheses of no difference between the groups was rejected in both instances.

This study examined how much literacy was depicted in six popular prime time situation comedies—Community, How I Met Your Mother, Modern Family, Parks and Recreation, The Big Bang Theory, and The Office. The first five episodes of each program’s first season were analyzed, as to the number of literacy events present and the durations of such, using a Literacy Events Checklist. Whether there were readers in evidence on the programs was examined. Whether the readers were portrayed in such a way that they, and their reading habits, might be emulated by young people was also investigated. The Literacy Events Checklists were analyzed and coded according to categories designated by the researcher. Findings indicate that literacy is depicted to a certain extent on these programs, in some programs more than in others. Readers were found in each program. A Reader Checklist was employed in order to determine common reader traits among these readers. Findings indicate that, although there are some common reader traits among the readers, they are not entirely negative. The diversity of the readers found in these programs reflects the diversity of readers in society. Recommendations for educators include sharing with students the statistics regarding the time spent reading and the time spent watching television in North America, and having students examine their own habits in this regard. This message could be brought to the community through school-wide initiatives at various levels, and the incorporation of parental involvement.