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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.
1

The influence of computer-supported instruction (CSI) on the principles of constructivist pedagogy in the social studies curriculum

Acikalin, Mehmet. January 2006 (has links)
Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug 16
2

Teaching, learning and assessment of liberal studies in secondary one classes /

Ng, Ka-yun, Amanda, January 2006 (has links)
Thesis (M. Ed.)--University of Hong Kong, 200.
3

The relation of the space arts to the social studies a survey of selected courses of study together with a proposal for the training of teachers of the social studies,

Chambers, Maude Lillian, January 1934 (has links)
Thesis (Ph. D.)--Columbia University, 1935. / Vita. "Selected bibliography": p. 52-58.
4

Primary grade social studies textbooks and the subject of poverty an analysis and critique.

O'Brien, Mary Hallie, January 1970 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
5

An ethnographic study of Black Ugandan British parents' experiences of supporting their children's learning within their home environments

Musoke, Waliah Nalukwago January 2016 (has links)
This ethnographic study explored how Black Ugandan British parents support their children’s learning in England. It is important to study this group because the parents in this study are Black migrants from Uganda and have an asylum seeking background, thus adding to our knowledge of asylum seeking and education. Moreover, little attention has been paid to this particular group before. The study comprises ten Black Ugandan British families with refugee and asylum-seeking backgrounds in two London boroughs. Adopting an ethnographic and an interpretive approach allowed me to explore how Black Ugandan British parents supported their children’s education over time through data collected via long-term interactions, observations and semi-structured interviews with the ten families in their natural home environment settings. I adopted Yosso’s concept of community cultural wealth to analyse data from my study and the data was theorised using Critical Race Theory. Through this theoretical framework, I challenge the traditional interpretations of cultural capital, particularly in relation to educational support or provision, by highlighting various and different forms of capital Black Ugandan British parents use to support their children’s learning, which are unknown. This thesis contributes to knowledge by highlighting the different nature of parental educational support, educational strategies and the underlying factors that inform Black Ugandan British parents’ nature of parental educational support and educational strategies. I argue that Black Ugandan British parents’ culturalistic approach towards their children’s education within their homes and communities and additionally, the contribution they make towards their children’s learning are unrecognised in English schools and English education policy. Further, this thesis highlights class complexities and contributes to debates on class. The study found that Black Ugandan British parents with middle class backgrounds from Uganda, but positioned as working class parents in the UK, bring their Ugandan middle class backgrounds to supporting their children’s education in the UK, which calls for the need to understand Black Ugandan British parents’ middle class backgrounds and the influence they have on their ways of supporting their children’s education. My study shows that Black Ugandan British parents’ cultural, employment, educational and class backgrounds have a huge influence on how they support their children’s education. My study illuminates how class, ethnicity and culture shape Black British Ugandan children’s learning, and makes an original and important contribution to knowledge in this field.
6

Teaching for thinking critical thinking in diverse secondary social studies classrooms /

Agren, Kathleen L. January 2007 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/25/2008). Includes bibliographical references (leaves 148-154).
7

Why workers share or do not share knowledge a case study /

Soo, Keng Soon. Unknown Date (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0066. Adviser: Thomas M. Schwen. "Title from dissertation home page (viewed Dec. 11, 2006)."
8

Children's lives across the anthropocene : reconsidering the place of modern childhood in education studies through the scholarship of taking 'a wider look around'

Blundell, David January 2017 (has links)
This Covering Document offers a narrative addressing the contributory contexts, thematic coherences, and original contribution to knowledge made by the body of work presented for this award. It discusses the place and importance of critical enquiry concerning childhood and children’s lives in the curricula of Education Studies and cognate disciplinary fields. The body of work comprises eight formal outputs from nearly a decade of writing and publication that, in turn, draw on a longer career as teacher and academic. Its trajectory leads to the proposition that the declaration of The Anthropocene encourages us to reconsider and recast Enlightenment modernity and particularly those constructions of human nature and the natural world that inform commonplace thinking about children and their childhoods which, in turn, justify many of the practices, language and time-space organisation structuring educational institutions. The Anthropocene offers a framework within which to understand the historical provenance of the ideological condition identified as ‘Modern childhood’ and to reflect on its emerging implications for children’s lives in times of technological change, intercultural encounter, globalization and climate change. The Covering Document identifies recurrent topical themes in the body of work and offers a rationale for the historical, spatial, and social modes of analysis that are threaded through it. It also offers reflections on the way that the published material addresses its audience as pedagogically mediated content knowledge. The Covering Document asserts that The Anthropocenic proposition revitalises the place of the New Social Studies of Childhood within Education Studies, thereby offering a coherent and relevant direction for further growth that encourages us all to ‘take a wider look around’.
9

A case study of Baltimore City Community College : an analysis of strategies for serving a diverse student body at an urban community college /

LaGanga, Donna Brandeis. January 1999 (has links)
Thesis (D. Ed.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 221-243). Available also in a digital version from Dissertation Abstracts.
10

Value education in social studies for primary schools in Hong Kong : a study of the different approaches used by teachers of social studies /

Po, Sum-cho. January 1989 (has links)
Thesis (M. Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 153-159).

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