Pupils. teachers. supervisors, administrators, parents and other citizens have always needed to work together for better educational programs in their communities. Curriculum planning and improvement in our complex and changing world have been a necessity and a cooperative responsibility.

Globally oriented content and perspectives are urgently needed in United States secondary classrooms as the world continues to become more interconnected. U.S. secondary students are typically exposed to global topics in world history courses. There is limited research on the intersection of global education and world history, particularly within empirical studies concerning teachers’ positionalities and practice. This qualitative study explores this gap by asking: How do self-identified globally oriented world history teachers’ positionalities influence their curricular and pedagogical decisions? The sub-questions are: What identities, experiences, and surrounding social structures shape teachers’ understanding of themselves as global educators? Where/when/how do world history teachers position themselves within the knowledge, material, and teaching about the world? This study, utilizing interviews, elicitation tasks (concept mapping, identity card sort, global image ranking), and observations of teaching, investigated eight globally oriented New York City public school world history teachers. Findings suggest reconceptualizing teacher positionalities to include worldviews and place-based experiences abroad in addition to identities, subjectivities, and contexts. These intertwining aspects of world history teachers’ positionalities influenced their practice to teach with a global orientation in a world history classroom. Four worldviews were significant in how these teachers framed the world for themselves and their students: interconnectedness, justice-orientations, cosmopolitanism, and critical perspectives. Place-based experiences abroad were significant aspects to their positionalities in that they gained content knowledge of the place while confronting their social positions and privileges. These engagements contributed to the ways in which they approached their knowledge construction of the world in their approaches to curriculum and teaching. I suggest these aspects of teacher positionalities be integrated into future research in global education and social studies teacher education programs.

The term meta-analysis refers to the quantitative process of statistically combining results of studies in order to draw overall trends found in a research literature. This technique has become the preferred form of systematic review in fields such as social science and education. As the method has become more standard, the number of large meta-analyses has expanded in these fields as well. Accordingly, the purpose of meta-analysis has expanded to explaining the variation of effect sizes across studies using meta-regression. Unfortunately, missing data is a common problem in meta-analysis. Particularly in meta-regression, missing data problems are frequently related to missing covariates. When not handled properly, missing covariates in meta-regression can impact the precision of statistical inferences and thus the precision of systematic reviews. Ad hoc methods such as complete-case analysis and shifting units of analysis are the most common approaches to address missing data in meta-analysis. These techniques, to some extent, ignore missing values which in turn can lead to biased estimates. The use of model-based methods for missing data are more justifiable than ad hoc approaches. However, its application in meta-analysis is very limited. Multiple imputation is one of these approaches. Its precision relies mainly on how missing values are imputed. Standard multiple imputation approaches do not consider imputations that are compatible with meta-regression and thus can still yield biased estimates. This dissertation addresses these issues by firstly assessing the performance of standard multiple imputation methods in the meta-regression context through a simulation study. To later develop compatible multiple imputations that accommodate features of meta-regression assuming dependent effect sizes. Results show that even though multiple imputation methods can accurately estimate missing data in meta-regression, its accuracy decreases with larger missingness rates and when missingness is strongly related to effect sizes. This study also revealed that, in general, the developed compatible multiple imputation method outperforms standard multiple imputations. These findings also hold for cases in which missingness in a covariate is highly related to the effect size estimates. Finally, an algorithm that allows practitioners to apply compatible imputations in meta-regression was implemented using the R software language.

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"This study was undertaken to gain a comprehensive knowledge of matters affecting the personnel teaching the social studies in the secondary schools for white children in the State of Florida. It attempted to ascertain the number of teachers being utilized for the teaching of the social studies and amount of teachers accredited in other disciplines who were conducting social studies classes"--Introduction. / "May 19, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Richard E. Gross, Professor Directing Paper. / Includes bibliographical references (leaves 48-49).

黃顯華. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 133-137). / Huang Xianhua. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 致謝 / 論文提要 / 附表 / Chapter 第一章 --- 導論 --- p.1 / Chapter I --- 社會教育科的內容、目的、及其在香港的發展 --- p.1 / Chapter II --- 問題說明 --- p.14 / Chapter III --- 研究動機與目的 --- p.28 / Chapter IV --- 有關文獻之引述 --- p.34 / Chapter A --- “公民意´識ح的意義 --- p.35 / Chapter B --- 香港社會科公民意識教育的發展 --- p.39 / Chapter C --- 美國社會科公民意識教育的發展 --- p.45 / Chapter D --- 美國社會教育科的歷史 --- p.51 / Chapter E --- 對公民教育的質疑 --- p.54 / Chapter F --- 制定“公民教育目標量度工´具ح的取向 --- p.55 / Chapter G --- 有關公民教育目標的分析及其研究工具 --- p.57 / Chapter 第二章 --- 研究設計 --- p.73 / Chapter I --- 假設 --- p.73 / Chapter II --- 重要名詞闡釋 --- p.79 / Chapter III --- 研究對像與取樣 --- p.82 / Chapter IV --- 研究工具 --- p.86 / Chapter V --- 資料搜集 --- p.87 / Chapter V I --- 資料分析 --- p.89 / Chapter 第三章 --- 總結 --- p.94 / Chapter I --- 結果分析 --- p.94 / Chapter II --- 結論 --- p.115 / Chapter IV --- 建議 --- p.128 / 參考文獻 --- p.133 / 附錄 --- p.138

Thesis (M.A.Ed.)--Chinese University of Hong Kong. / Bibliography: leaves 70-73.

A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education