published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

This study was a simple "before" and "after" attitude measurement experiment using an experimental group and a control group. The attitude measurements were made before and after the subjects in the experimental group were presented an informational briefing about the Air Force ROTC training program. Both the experimental group and the control group were subject to exposure to the Air Force mass communication advertising during the two-month study period. The results indicate that the increased knowledge gained by the experimental group through its exposure to the informational briefing caused a negative change of attitude within the group. However, the control group had no significant change of attitude during the study period even though more than 87 percent of those subjects were exposed to some form of Air Force advertising.

Issues of sexual assault have become pervasive across all social strata in American society. Citizens need to start having conversations regarding these issues. To combat the issue of sexual assault, children need to be educated regarding the multifaceted aspects of sex through sex education in order to understand consent and resources they have available to them. Utilizing grounded theory methodology, this thesis analyzes sex education literature provided to Palm Beach County Middle School students. Using Burke’s theory of terministic screens and Foucauldian theories of power and control; an understanding of the ideological underpinnings of this literature and discourse were acquired. After analysis, suggestions for disclosure and sex education programs are provided. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

First, from the distributive justice perspective, strong perceptions of distributive injustice are found among undergraduates from national minority and lower-middle and lower classes. The perceptions of distributive injustice can further be differentiated into injustice in educational accesses, educational processes, educational outputs and educational outcomes. Both undergraduates from national minority and from lower-middle and lower classes have registered strong sense of "accumulative distributive injustice" in their educational-advancement experiences. Attributions of educational distributive injustice to disparities of educational resources among regions have also been revealed in this study. However, educational injustice attributed to gender differences seems to be insignificant among perceptions of the subjects under study. / Second, from the relational justice perspective, the perceptions of educational injustice among undergraduates are investigated and categorized in accordance with Young's framework of relational injustice, namely exploitation, marginalization, powerlessness, cultural imperialism and violence. It is common among undergraduates from national minority and lower-middle and lower classes to have relatively strong sense of relational injustice relating to cultural imperialism and violence. However, the experiences of violence revealed are mostly in the form of symbolic rather than physical violence. They also have substantive sense of relational injustice pertaining to marginalization and powerlessness. Experiences on exploitation are rarely reported among subjects from national minority and lower-middle and lower classes. This study finds that perceptions on relational injustice attributed to gender differences are insignificant among female subjects. / Social justice has risen to be one of the major social issues in Chinese mainland. As attainment of higher education has become one of primary determinants of attainments in social status among future generations, justice in higher education has therefore constituted as one of the areas of concerns among scholars in the field of Chinese education. / Third, differences in ethnicity and class have been revealed as the primary contributing factors to the perceptions of educational injustice among the subjects under study. Perceptions of educational injustice reported by undergraduates from national minority are mainly concentrated on subjects who are Islamite and Tibetan Buddhist from Xinjiang and Tibet. Among subjects of lower-middle and lower classes, subjects from rural areas have relatively stronger sense of injustice than those of comparable class backgrounds from urban areas. Therefore, it seems that disparities in class position and regional differences seem to have crystallized and asserted reinforcing effects on students' perceptions of educational injustice. / This study focuses on a group of the undergraduates from disadvantaged social backgrounds. It investigates their perceptions on educational injustice that they have experienced during their studies. The perceptions of injustice will be studied from the perspectives in both the distributive and relational justice. This study aims to provide an in-depth understanding of the perceptions of justice among students of higher education in Chinese mainland. Twenty-two undergraduates from disadvantaged social backgrounds have been selected to be subjects of the study from four universities in Nanjing city of Jiangsu province. From the data collected, the following major findings are revealed. / This study has contributed to the scholarly discourses on distributive and relational justice by injecting first-hand qualitative data generated from the context of higher education in Chinese mainland. Furthermore, this study has provided some deep descriptions of the perceptions and experiences of educational injustice in a group disadvantaged background undergraduates in Chinese mainland. It is hoped that these data may help policy makers in formulating educational policy in the future. These data may also sensitizing teachers and other persons working in higher education sectors to address the perceptions and experiences of injustice among undergraduates from disadvantaged social backgrounds. Lastly, it is hoped that the study may be viewed as one of the tiny efforts that have been accumulated over the years by educators all over the world to constitute a relatively more equal and just educational system in human societies. / 钟景迅. / Adviser: Wing-kwong Tsang. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 283-307). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhong Jingxun.

by Sr. Margaret Fung Sui-fun. / Bibliography: leaves 64-75 / Thesis (M.A.Ed.) -- Chinese University of Hong Kong, 1983