Global ETD Search

481	Exploring German and American Modes of Pedagogical and Institutional Sustainability: Forging a Way into the Future Pronto, Lindon N. 27 April 2012 (has links) Rooted deep in Germany's past is its modern socio-political grounding for environmental respect and sustainability. This translates into individual and collective action and extends equally to the economic and policy realm as it does to educational institutions. This thesis evaluates research conducted in Germany with a view to what best approaches are transferable to the United States liberal arts setting. Furthermore, exemplary American models of institutional sustainability and environmental education are explored and combined with those from abroad to produce a blueprint and action plan fitting for the American college and university. colleges and universities environmental education sustainable development carbon neutrality student engagement Community-based Learning Community-based Research Community Engagement Curriculum and Instruction Curriculum and Social Inquiry Educational Sociology Education Policy Energy Policy Environmental Design Environmental Health and Protection Environmental Law Environmental Policy Higher Education Administration Natural Resources and Conservation Oil, Gas, and Energy Other German Language and Literature Place and Environment Politics and Social Change Service Learning Sustainability
482	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
483	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
484	The case of character education to address challenging behaviour in a Gauteng primary school Vorster, Maritza 01 1900 (has links) This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school. / Inclusive Education / M. Ed. (Inclusive Education) Character education Challenging behaviour Grade 7 learners Life orientation Life skills curricula Bullying Service learning Democratic citizenship education Causes of challenging behaviour 372.0114096822 Youth Citizens’ Action Programme
485	The Effects of the Use of Technology In Mathematics Instruction on Student Achievement Myers, Ron Y 30 March 2009 (has links) The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools. Mathematics Technology Acheivement Gender SES Geometer's Sketchpad (GSP) Geometry Manova Acheivement gap Minority Algebra Algebraic Geometry Analysis Categorical Data Analysis Curriculum and Instruction Demography, Population, and Ecology Design of Experiments and Sample Surveys Disability and Equity in Education Education Educational Psychology Gender and Sexuality Geometry and Topology Inequality and Stratification Mathematics Other Education Other Mathematics Other Physical Sciences and Mathematics Other Sociology Other Statistics and Probability Physical Sciences and Mathematics Probability Race and Ethnicity Science and Mathematics Education Science and Technology Studies Service Learning Social and Behavioral Sciences Social Psychology and Interaction Sociology Statistical Models Statistical Theory Statistics and Probability

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