Abstract: The good student: power, subjectivities and schooling Schooling has become one of the core, generalisable experiences of most young people in the Western world. This study examines the ways that students inhabit subjectivities in school through the normalising vision of the good student. The idea that schools exist to produce good students who become good citizens is one of the basic tenets of modernist educational philosophies that dominate the contemporary education world. This study takes a different position, arguing that the visions of the good student deployed in various ways in schools act to produce various ways of knowing the self that are ultimately concerned with behaviour and discipline rather than freer thought and action. Developing the postmodern theories of Foucault and Deleuze, this study argues that schools could be freer places than they are, but current practices act to teach students to know themselves in certain idealised ways through which they are located, and locate themselves, in hierarchical rationales of the good student. Part of the promise of schools lies in the ways that students become negotiators and producers of their subjectivities, albeit in narrow and limiting ways. By pushing the ontological understandings of the self beyond the modernist philosophies that currently dominate schools and schooling, this study problematises the ways that young people are made subjects in schools. Part of this modernist tradition is found in the institutional tendency to see students as fixed, measurable identities (beings) rather than dynamic, evolving performances (becomings). Schools and schooling largely appear to make sense to us because we think we understand what happens and what should happen in schools. The good student is framed within these aspects of cultural understanding. However, this commonsense attitude is based on a hegemonic understanding of the good, rather than the good student as a contingent multiplicity that is produced by an infinite set of discourses and experiences. I argue that this understanding of subjectivities and power is crucial if schools are to meet the needs of a rapidly changing and challenging world. This study utilises socially critical case study research across multiple sites to investigate those micropractices of power in schools that produce the normalising vision of the good student. Data from three school sites was gathered using a variety of techniques including interviews and focus group research.

This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral’ locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within’. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities. / (French version) Cette thèse examine, au niveau lycée, la contribution de l’origine ethnique aux expériences scolaires d’élèves désavantagés (N=927). Elle a pour objectif d’étudier les rapports entre inégalité sociale, expérience scolaire, et structure institutionnelle. Afin d’enquêter sur le rôle de l’identification ethnique et sa relation aux facteurs institutionnels, une analyse comparative a été menée dans deux pays. L’étude du cas des élèves d’origine turque en France et en Australie indique que les influences de l’ethnicité sont transformées d’un contexte à l’autre par des structures pédagogiques distinctives. En France, les filières et les jugements académiques sévères en réduisent l’estime de soi, en créant de l’aliénation et de la distance sociale entre élève et professeur. En Australie, au contraire, le différemment de la sélection et du jugement permet, de façon temporaire, une atmosphère plus conviviale en cours, mais ne réussit pas à assurer le succès académique des élèves. Les efforts des deux systèmes dans les sites périphériques constituent des logiques d’intégration marginales qui permettent l’exclusion de l’intérieure. Les efforts des élèves pour donner un sens à la vie scolaire à travers des cultures de pairs qui se ressemblent dans les deux contextes font partie des stratégies d’intégration marginale. Les élèves d’origine immigrée semblent particulièrement concernés par ces logiques et stratégies, qui renforcent leur position subordonnée dans le système. L’étude identifie alors les difficultés auxquelles sont confrontés les deux systèmes comme résultant de caractéristiques structurelles.

Thesis (Ph.D.)--Indiana University, Dept. of Educational Policy Studies and Higher Education Administration, 2008. / Title from PDF t.p. (viewed on Jul 20, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3876. Advisers: Robert F. Arnove; John P. Bean.

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 2006. / Printout. Vita. Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2526. Adviser: William T. Trent. Includes bibliographical references (leaves 162-170). Available on microfilm from Pro Quest Information and Learning.

This study is a mixed-method analysis of church participation as a direct intercultural encounter in the experiences of non-Christian Chinese international students in the UK. Its setting in a religious context makes the whole research unique among research on the topic of international students’ cross-cultural experience. The study aims to address the overarching research question: What is the role of Christian churches in the intercultural experiences of Chinese international students in the UK? There are five sub-questions further developed from both student and church perspectives to comprehensively explore the main issue: 1) Why do non-Christian Chinese students choose to go to churches after they arrive in the UK? 2) Do Christian churches serve as a medium of intercultural encounter for Chinese international students? 3) What is the institutional motivation of the Christian community for attracting international students, especially Chinese students? 4) What are the Christian churches’ strategies in working with Chinese international students? 5) What is more important for students, religious or intercultural experience? The study employs survey, semi-structured in-depth interviews, participant observation, and document analysis as research methods to provide an analysis on international students’ church experiences. In the context of the non-Christian Chinese students’ international mobility and Christianity in China and UK, it investigates the intentions behind and purposes of the intercultural engagement between churches and students. What underpins the interaction between Chinese students and the international Christian community is the interplay between educational, religious, socio-cultural, and psychological factors. The study also presents the western culture, Christianity, as well as the cultural/religious background of Chinese students, and highlights Christian ambitions and missionary strategies (working model) towards non-Christian international students. The findings indicate that social connections with the host environment and the nature of organisation play a significant role in the cross-cultural adaptation and individual development of international students. Besides offering an explanation for the mechanism behind the students’ church participation, the findings also demonstrate that it is Christian churches, rather than universities in the experience of Chinese international students in the UK to facilitate intercultural encounters. The study recommends that universities be encouraged to undertake relevant interventions to facilitate meaningful intercultural engagement among students in the multicultural campus environment.

The research reported in this thesis examines the social construction of ethnic and gender identities by British-Muslim pupils, from a critical, feminist, discursive position. The research draws upon critical, feminist conceptualisations of identity which challenge positivistic Social Psychological theories of ethnic identity for constructing British-Muslim young people in racist and sexist ways. The aims of this study were to (i) identify ways in which young people conceptualise their identities with regard to 'race', gender and religion and (ii) consider young people's constructions of racism and sexism, particularly within the context of school. Analyses suggest that the young men constructed 'Muslim' identities, through which they positioned themselves as 'not western', and asserted hegemonic masculinities. These constructions are contrasted with previous literature, in which second generation Asians are conceptualised as choosing between 'British' and 'Asian' identities. The young men used discourses of 'culture' to position themselves both as 'not proper Muslims' (in comparison to Muslims in Bangladesh) and as 'authentic' Muslims (in comparison to Muslim women in Britain). These constructions are discussed in terms of the young men's talk about the duties of 'being a man'. Analyses of the female discussion group data suggest that the young women reproduced and resisted stereotypical discourses of themselves as oppressed, 'passive victims'. In particular, young women conceptualised arranged marriages in terms of 'choice', positioning forced marriages as 'not marriage'. The theme of choice is also reproduced in discussions around the wearing of dbuttah and educational careers, in which the young women emphasised their own agency. In comparison to the young men, the women constructed 'British Muslim' identities. The differences in the young people's identity constructions are discussed in terms of their resistance to racist discourses and the negotiation of masculinities and femininities. Similarities in the young people's use of 'race' discourses are also highlighted, through their construction 'Black' and 'Asian' identities.

Submitted by Melina Sumaia Rissardi null (melina.rissardi@gmail.com) on 2016-08-27T14:44:18Z No. of bitstreams: 1 MELINA - Dissertação - PDF - Fevereiro - 2016.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-29T19:07:55Z (GMT) No. of bitstreams: 1 rissardi_ms_me_bauru.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) / Made available in DSpace on 2016-08-29T19:07:55Z (GMT). No. of bitstreams: 1 rissardi_ms_me_bauru.pdf: 2799531 bytes, checksum: 1824cbdfa579773f5aa5dabca317cbf8 (MD5) Previous issue date: 2016-02-29 / O presente trabalho tem por objetivo desenvolver um objeto digital de aprendizagem, com uma sequência didática, diferente daquela tratada no Caderno do Professor e do Aluno da Secretaria da Educação do Estado de SP, oportunizando assim, novas práticas pedagógicas para docentes e educandos, em diferentes contextos de aprendizagem. O uso de tal ferramenta na sala de aula empenhou-se em contribuir para que os alunos desnaturalizassem os fenômenos sociais determinantes da realidade por eles vivenciada cotidianamente. Uma nova visão dessa realidade permitiu que os alunos criassem condições para modificá-la, tanto individual quanto coletivamente. O trabalho também buscou analisar de forma crítica os documentos que dão diretrizes a educação no plano nacional e no estadual, sendo eles: os Parâmetros Curriculares Nacionais; as Orientações Curriculares para o Ensino Médio; o Currículo do estado de São Paulo. / This study aims to develop a digital learning object, with a didactic sequence, different from that dealt with notebook Teacher and Student from the state of SP education, providing opportunities so new teaching practices for teachers and students in different learning contexts. The use of such a tool in the classroom aimed to help students desnaturalizassem the determining social phenomena of reality they experienced daily. A new vision of this reality allowed students to create conditions to modify it, both individually and collectively. The work also sought to analyze critically the documents which give education guidelines at the national level and at the state, namely: the National Curriculum Standards; the Curriculum Guidelines for Secondary Education; Curriculum the state of São Paulo.

abstract: Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

Interactive TV, a new media service based on an amalgamation of traditional TV watching and Web-based features, has turned consuming TV programmes and value-added services into an individual and interactive experience. This research aims to stimulate thinking about the changing role of interactive TV as it moves from a passive medium to a more active medium, enabling learning opportunities for young adults previously confined to the personal computer (PC) domain. This new paradigm of interactivity for education and learning offers personalised and innovative ways to learn that differ from learning in traditional academic courses. To ensure that TV-based learning is adequately supported, the research provides teaching and learning materials through electronic media. A Taiwanese educational TV multimedia home platform (MHP)programme entitled 'Follow Me after School', which is composed of science topics, reference materials, study quizzes and interactive functions, is used to facilitate teaching through screen-based media and stimulate youths' after-school learning activities. Joshua Meyrowitz's 'situational' approach is adopted to form the methodological framework of this work. The framework incorporates a set of quantitative questionnaires and the formation of youth groups to watch interactive TV's edutainment programmes. The methodology also involves qualitative data-collection methods, such as participant media activities recorded on a guided, open-end, diary-style form and multitasking analyses, to provide in-depth understanding of learners' experiences in the new media environment. Drawing on new technologies' involvement in children's educational and social experiences, this research focuses on pre-adolescents in Taiwan and presents a scenario demonstrating that although well-designed interactive TV has highly elevated technological capabilities, it cannot change the fact that children's TV watching at home is mostly a social and shared activity. Watching TV is a major part of routine activity in a family environment, neither complemented by nor substituted for PC-related behaviours in certain time, space and social-cultural conditions.

<p> Parental roles and societal definitions of the concept of &ldquo;parent&rdquo; have changed over the history of U.S. public education. Concomitantly, there has been a marked debate among experts about the importance and effectiveness of parental involvement in education. In addressing this issue, research has concentrated on both the focus (what) and locus (where) of parental involvement but has seldom addressed the conjunction of focus and locus. This expert judgment study on parental involvement in adolescent education expands on the contemporary context of the parental role and offers a framework that demonstrates this multifaceted, contemporary view. This hypothesis-generating, two-phase study relied on Repertory Grid technique to develop a set of social construals shared by 22 individual case study participants, teacher experts who teach adolescent students (Grades 7 through 12) on Long Island. The second phase used an anonymous, online survey asking a larger sample of teacher experts (<i>n</i> = 238) to determine which social construct poles best describe ideal and typical parental behaviors in terms of effective parental involvement. Latent class analysis revealed heterogeneity in teachers&rsquo; experiences with typical parents but a shared, homogenous view of ideal parental behaviors. Multinomial logistic regression analysis revealed systematic patterns in degree level and school type to predict class membership in the latent classes describing typical parental involvement behaviors. This detailed analysis of the expert judgments and conceptions of teachers about effective parental involvement in adolescent education concluded with implications for educational theory, research, policy, and future practice.</p><p>