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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 involves the examination of the major approaches to the social sciences in order to discover whether they are so arranged as to insure democratic practices that are implied or expressed in the Declaration of Independence, the preamble to the Constitution, and the Constitution. It involves the study of the philosophy underlying American democracy of "the yesterdays" and today. A further exploration is made to determine whether the various approaches are based on what psychology has discovered as to the way in which effective learning takes place.

The problem of this study is to determine what is recommended for fourth-grade social studies. An evaluation of these findings will be made in order to make suggestions for a program for this grade level.

The purpose of this study is to investigate and analyze some of the current objectives and recommended teaching procedures in the social studies at the adolescent level to determine the relationship, if any, existing between them.