Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Includes bibliographical references (p. 121-125).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 232-243).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 232-243). Also available in print.

Trata-se de um levantamento documental e bibliográfico realizado com a finalidade de elaboração de um quadro descritivo das atividades realizadas no Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP), durante os anos de 1956 a 1961, período em que Fernando de Azevedo foi seu Diretor Geral. Através do levantamento das pesquisas, cursos e demais atividades desenvolvidas pelo CRPE/SP no período correspondente à sua instalação e primeiros anos de funcionamento, destaca-se a importância de Anísio Teixeira na criação desta instituição que tinha como objetivo central a reconstrução educacional brasileira através da utilização dos conhecimentos provenientes das ciências sociais. No entender de Anísio Teixeira e do grupo de intelectuais que se reuniu em função das atividades que se desenvolveram no Centro ? Fernando de Azevedo, Florestan Fernandes, Dante Moreira Leite, entre outros ? as práticas educacionais alcançariam condições científicas na medida em que se utilizassem do instrumental teórico e metodológico próprio das ciências sociais para a investigação e reflexão a respeito de seus problemas. O trabalho de descrição das atividades desenvolvidas no Centro permitiu a seleção de quatro temas que se mostraram recorrentes nos trabalhos produzidos pelos intelectuais vinculados à essa instituição. São eles: Educação e Ciências Sociais; Desenvolvimento Sócio-Econômico, Mudança Cultural e Educação; Pesquisa Cientifica e Planejamento Educacional; e, Tramitação da Lei de Diretrizes e Bases da Educação Nacional. Acrescenta-se ao trabalho descritivo e à apresentação dos temas mais discutidos algumas considerações a respeito do contexto ideológico da época, abordando o desenvolvimentismo do governo Juscelino Kubitschek, a ideologia do desenvolvimento do ISEB e o posicionamento do Centro em relação às discussões que aconteciam. Em decorrência disso, também são destacadas as divergências entre os intelectuais paulistas e isebianos, assim como o vínculo existente entre o Centro e a Faculdade de Filosofia, Ciências e Letras da USP. Além da utilização da bibliografia existente a respeito do Centro, o levantamento documental realizou-se através da consulta ao Arquivo CRPE/SP do Centro de Memória da Educação da USP; ao Arquivo Fernando de Azevedo do Instituto de Estudos Brasileiros da USP; ao Arquivo Anísio Teixeira do Centro de Pesquisa e Documentação de História Contemporânea do Brasil/CPDOC da Fundação Getúlio Vargas; aos Relatórios Anuais de Atividades do Centro, pertencentes ao Arquivo Histórico do INEP; aos números da revista Pesquisa e Planejamento (boletim do CRPE/SP) e Educação e Ciências Sociais (boletim do CBPE) referentes ao período estudado; e, à série Estudos e Documentos (publicada pelo CRPE/SP). A descrição das atividades do Centro e o estudo do vínculo existente entre esta instituição e a Faculdade de Filosofia da USP possibilitou a avaliação do seu sucesso no cumprimento dos objetivos estabelecidos no início de suas atividades, assim como permitiu avaliar o seu papel no processo de formação de pesquisadores que se dedicariam ao estudos dos problemas educacionais brasileiros a partir de então. / A survey of documents and bibliography was made, for the purpose of elaborating a descriptive overview of the activities occurring in the Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP) ? Regional Center for Education Researches of São Paulo ? during the years from 1956 to 1961, the period when Fernando de Azevedo was the General Director. By a survey of the researches, courses and other activities developed by the CRPE/SP, in the period corresponding to its establishment and first years of operation, it is presented the importance of Anísio Teixeira in the creation of this institution that had as its main objective the reconstruction of Brazilian education through the use of knowledge obtained from the social sciences. The concepts of Anísio Teixeira and the group of scholars gathered for the activities taking place at the Center ? Fernando de Azevedo, Florestan Fernandes, Dante Moreira Leite, among others ? were that educational practices would reach scientific status as they used theoretical and methodological means, typical of the social sciences, to investigate and ponder about its problems. The work of description of the activities developed at the Center allowed the selection of four themes that have showed up repeatedly in the work produced by the scholars associated with the institution. They are: Education and Social Sciences; Socioeconomic Development, Cultural Changes and Education; Scientific Research and Educational Planning; and Procedural Steps of the Law of Policies and Basis of Nationwide Education (LDBEN). Added to the descriptive work and presentation of the themes under discussion, there are also considerations about the ideological context of these times, taking into account the drive for development of the Juscelino Kubitschek presidency, the ideology of development of the ISEB and the position of the Center relative to the debates then underway. As a consequence of that, the divergences between \"paulistas\" and \"ISEBian\" scholars are also presented, as well as the bonds existing between the Center and the Faculdade de Filosofia, Ciências e Letras da USP. Besides using the available bibliography about the Center, the survey of documents was made by access to the Archives of the CRPE/SP in the Centro de Memória da Educação (Center for the Preservation of the Memories of Education) of USP; the Fernando Azevedo Archives in the Institute Brazilian Studies of USP; the Anísio Teixeira Archives of the Center for Research and Documentation of the Recent History of Brazil (CPDOC) of the Getulio Vargas Foundation; the Annual Reports on the Activities of the Center, in the Historic Files of INEP; to issues of the Pesquisa e Planejamento (Research & Planning) magazine (bulletin of the 10 CRPE/SP) and the Educação e Ciências Sociais (Education & Social Sciences) magazine (bulletin of the CBPE) published in the period being studied; and the Estudos e Documentos (Studies & Documents) series (published by the CRPE/SP). The description of the activities of the Center and the study of the bond present between the institution and the Faculdade de Filosofia da USP enabled us to evaluate its success in the achievement of the objectives set at the beginning of its activities, and also allowed an assessment of its role in the process of formation of researchers who dedicated themselves to the study of Brazilian educational problems from that time onwards.

Trata-se de um levantamento documental e bibliográfico realizado com a finalidade de elaboração de um quadro descritivo das atividades realizadas no Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP), durante os anos de 1956 a 1961, período em que Fernando de Azevedo foi seu Diretor Geral. Através do levantamento das pesquisas, cursos e demais atividades desenvolvidas pelo CRPE/SP no período correspondente à sua instalação e primeiros anos de funcionamento, destaca-se a importância de Anísio Teixeira na criação desta instituição que tinha como objetivo central a reconstrução educacional brasileira através da utilização dos conhecimentos provenientes das ciências sociais. No entender de Anísio Teixeira e do grupo de intelectuais que se reuniu em função das atividades que se desenvolveram no Centro ? Fernando de Azevedo, Florestan Fernandes, Dante Moreira Leite, entre outros ? as práticas educacionais alcançariam condições científicas na medida em que se utilizassem do instrumental teórico e metodológico próprio das ciências sociais para a investigação e reflexão a respeito de seus problemas. O trabalho de descrição das atividades desenvolvidas no Centro permitiu a seleção de quatro temas que se mostraram recorrentes nos trabalhos produzidos pelos intelectuais vinculados à essa instituição. São eles: Educação e Ciências Sociais; Desenvolvimento Sócio-Econômico, Mudança Cultural e Educação; Pesquisa Cientifica e Planejamento Educacional; e, Tramitação da Lei de Diretrizes e Bases da Educação Nacional. Acrescenta-se ao trabalho descritivo e à apresentação dos temas mais discutidos algumas considerações a respeito do contexto ideológico da época, abordando o desenvolvimentismo do governo Juscelino Kubitschek, a ideologia do desenvolvimento do ISEB e o posicionamento do Centro em relação às discussões que aconteciam. Em decorrência disso, também são destacadas as divergências entre os intelectuais paulistas e isebianos, assim como o vínculo existente entre o Centro e a Faculdade de Filosofia, Ciências e Letras da USP. Além da utilização da bibliografia existente a respeito do Centro, o levantamento documental realizou-se através da consulta ao Arquivo CRPE/SP do Centro de Memória da Educação da USP; ao Arquivo Fernando de Azevedo do Instituto de Estudos Brasileiros da USP; ao Arquivo Anísio Teixeira do Centro de Pesquisa e Documentação de História Contemporânea do Brasil/CPDOC da Fundação Getúlio Vargas; aos Relatórios Anuais de Atividades do Centro, pertencentes ao Arquivo Histórico do INEP; aos números da revista Pesquisa e Planejamento (boletim do CRPE/SP) e Educação e Ciências Sociais (boletim do CBPE) referentes ao período estudado; e, à série Estudos e Documentos (publicada pelo CRPE/SP). A descrição das atividades do Centro e o estudo do vínculo existente entre esta instituição e a Faculdade de Filosofia da USP possibilitou a avaliação do seu sucesso no cumprimento dos objetivos estabelecidos no início de suas atividades, assim como permitiu avaliar o seu papel no processo de formação de pesquisadores que se dedicariam ao estudos dos problemas educacionais brasileiros a partir de então. / A survey of documents and bibliography was made, for the purpose of elaborating a descriptive overview of the activities occurring in the Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP) ? Regional Center for Education Researches of São Paulo ? during the years from 1956 to 1961, the period when Fernando de Azevedo was the General Director. By a survey of the researches, courses and other activities developed by the CRPE/SP, in the period corresponding to its establishment and first years of operation, it is presented the importance of Anísio Teixeira in the creation of this institution that had as its main objective the reconstruction of Brazilian education through the use of knowledge obtained from the social sciences. The concepts of Anísio Teixeira and the group of scholars gathered for the activities taking place at the Center ? Fernando de Azevedo, Florestan Fernandes, Dante Moreira Leite, among others ? were that educational practices would reach scientific status as they used theoretical and methodological means, typical of the social sciences, to investigate and ponder about its problems. The work of description of the activities developed at the Center allowed the selection of four themes that have showed up repeatedly in the work produced by the scholars associated with the institution. They are: Education and Social Sciences; Socioeconomic Development, Cultural Changes and Education; Scientific Research and Educational Planning; and Procedural Steps of the Law of Policies and Basis of Nationwide Education (LDBEN). Added to the descriptive work and presentation of the themes under discussion, there are also considerations about the ideological context of these times, taking into account the drive for development of the Juscelino Kubitschek presidency, the ideology of development of the ISEB and the position of the Center relative to the debates then underway. As a consequence of that, the divergences between \"paulistas\" and \"ISEBian\" scholars are also presented, as well as the bonds existing between the Center and the Faculdade de Filosofia, Ciências e Letras da USP. Besides using the available bibliography about the Center, the survey of documents was made by access to the Archives of the CRPE/SP in the Centro de Memória da Educação (Center for the Preservation of the Memories of Education) of USP; the Fernando Azevedo Archives in the Institute Brazilian Studies of USP; the Anísio Teixeira Archives of the Center for Research and Documentation of the Recent History of Brazil (CPDOC) of the Getulio Vargas Foundation; the Annual Reports on the Activities of the Center, in the Historic Files of INEP; to issues of the Pesquisa e Planejamento (Research & Planning) magazine (bulletin of the 10 CRPE/SP) and the Educação e Ciências Sociais (Education & Social Sciences) magazine (bulletin of the CBPE) published in the period being studied; and the Estudos e Documentos (Studies & Documents) series (published by the CRPE/SP). The description of the activities of the Center and the study of the bond present between the institution and the Faculdade de Filosofia da USP enabled us to evaluate its success in the achievement of the objectives set at the beginning of its activities, and also allowed an assessment of its role in the process of formation of researchers who dedicated themselves to the study of Brazilian educational problems from that time onwards.

Research into the phenomenon of youth suicide is typically guided by quantitative methodologies focused on young people who have attempted or died by suicide. Questions related to epidemiology, etiology, and the development of actuarial measures of risk are often the drivers of these particular kinds of research. Similarly, research into school-based youth suicide prevention curricula is predominantly focused on quantitative measures of the degree to which young people acquire knowledge or change attitudes about suicide, after exposure to a delivered program. Grounded in post-structural ideas, the purpose of this thesis is to expand upon these mainstream inquiries into youth suicide prevention education through close exploration and analysis of how “suicide” is discursively produced within the context of a classroom delivered curriculum. This study will pay particular attention to the discursive productions of suicide in the curriculum, as well as how these productions result in the constitution of particular objects, concepts, and subjectivities. Transcripts of “naturally occurring classroom talk” will serve as the site of analysis. Troubling contemporary “truth regimes” about suicide and its prevention through close analysis of the discursive frames by which they are produced offers up the potential of re-imagining new possibilities for thinking about and delivering youth suicide prevention education.

The main goal of this study was to investigate whether computer-mediated communication (CMC) intercultural exchange offers the conditions necessary for the development of the sociolinguistic competence of L2 learners. The secondary goal was to provide a description of the characteristics of the exchange as a language practice regarding language learning and cultural contact. Non-native speakers (NNS) of French in British Columbia interacted through computer-mediated communication with native speakers (NS) of French in Quebec over the course of one school semester. The data for this study included the transcripts of text-based chat discussions and of a group forum, and answers to questionnaires and interviews. Drawing on the sociocultural perspective, this study used a qualitative approach to analyze the collected data. The framework used to guide the sociolinguistic inquiry consisted of The Common European Framework of Reference for Languages (Council of Europe, 2001). The findings of this study suggest that intercultural CMC exchange offers positive conditions for the development of this competence. NNS were exposed to sociolinguistic variation and made minor changes in their use of sociolinguistic elements, showing that they developed sensitivity to the vernacular style used by NS. In addition, the exchange fostered the creation of a collective meaning that allowed L2 learners to participate in meaningful interactions and to increase their level of confidence. Finally, the exchange allowed participants to experience the dimension of “culture as individual” (Levy, 2007), an aspect of culture that encouraged them to share their personal views on culture and to connect on a personal level with their NS partners.

This thesis presents the development, implementation and evaluation of a cross-cultural, experiential marine program that occurred in 2007 at a Senior High School in Sooke, British Columbia. The program consisted of a field-intensive, marine curriculum that acknowledged the contributions of Aboriginal science (Traditional Ecological Knowledge and Wisdom) as complementary to Western science, when understanding and monitoring the coastal environment. Students of both Aboriginal (N= 8) and non-Aboriginal (N= 11) heritage were surveyed before and after instruction of theirknowledge and beliefs about marine science and Aboriginal culture. Prior to instruction,students tended to have positive opinions about Aboriginal culture and marine science, although their knowledge in marine ecology and oceanography was not strong. However, students showed a good understanding of human impacts on the environment. An important finding was that after instruction all students, regardless of cultural heritage, gender or previous coursework, gained positively in all measures from the experience.

Student performance on the recently implemented Provincial Mathematics 10 examination concerns mathematics teachers. Using results from the Foundation Skills Assessment (FSA) to implement a strategy for students' improvement as well as properly placing students into the correct curriculum pathway may be an effective way for improving student success. Students who participated in the 2001/2002 FSA may have also participated in the 2004/2005 provincial mathematics 10 examination. Using regression analysis, three separate models were created for students writing the Principles of Mathematics 10 examination (n = 27 292, R2 = 0.320), Essentials of Mathematics 10 examination (n = 5 052, R2 = 0.169), and Applications of Mathematics 10 examination (n = 2 662. R2 = 0.231). The independent variables included Item Response Theory Scaled scores for the Numeracy and Reading Subtests of the FSA, gender, aboriginal status, English as a second language status, and school size. As well, hierarchical linear model (HLM) was implemented as an exploration to compare the coefficients with the regression analysis. In all three cases the coefficients of the HLM were similar to the linear regression. Disciminant analysis also predicted student placement in the three pathways at 61% accuracy using FSA results and other independent variables.

Computer Science is not included in high school or middle school education in British Columbia. Young students are not exposed to Computer Science when they are learning their fundamentals. Given the correct abstractions like kinesthetic learning activities and graphical programming languages, elementary school students can be exposed to computer science and can understand sophisticated topics like recursion and concurrency. This means that more students’ interest will be piqued and they will be exposed to sophisticated concepts before first year computer science.