Thesis (M. Ed.)--University of Hong Kong, 1983.

Thesis (M.S.)--Brigham Young University. Dept. of Instructional Psychology & Technology, 2008. / Includes bibliographical references (p. 138-144).

Thesis (MEd(Assessment and Quality Assurance))-University of Pretoria, 2008. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1983. / Also available in print.

Thesis (Ed.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed Apr. 19, 2010). Includes abstract. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Department of Education, August 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (Doctoral)--Göteborgs universitet, 1995. / Includes bibliographical references (p. 196-206).

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241865."

Metaphor provides a potentially powerful rhetorical device to help me to tell informed and persuasive stories about mathematics education. In this ethnographic study I consider key episodes that serve to exemplify the complex experience of Initial Teacher Education (ITE) students of secondary mathematics education. I use a narrative analysis to shine a spotlight on the experiences of six beginning teachers so that the metaphors in their stories expose the impact that separately situated sites of teacher education have upon their beliefs and behaviour as teachers. Tensions between school and university contributors to teacher education have been well documented over many decades, but recent policy changes in the nature of post-graduate ITE in England bring these issues to the fore. In this study, I consider the influences of school-based and university-based teacher educators upon the beliefs of student secondary mathematics teachers and interpret the students’ perceptions of these influences on their actions as novice teachers. My analysis is framed by a model of experience and education articulated by Dewey as well as a framework of representations of knowledge in a culture of education articulated by theorists concerned with the relevance of constructivism and situated cognition as theories of learning. In this study, disturbances and discontinuities relating to the location and culture of ITE, together with the development of ITE students’ professional knowledge are uncovered, warranting further research.

In this qualitative research study, I examined the autobiographies, oral narratives and life stories of twelve African American scholar-activists (including myself) who have used higher education as a vehicle for teaching and learning, as a tool for personal transformation and as an ingredient for social change. The research questions that the study was designed to address were: How have African Americans used scholarship as a means for personal and social transformation? What is the role and responsibility of scholar-activists who choose to root their genius in the academy? What lessons can be learned about how to use higher education for the purposes of transformation? Through a contextual analysis involving the personal lives of selected scholar-activists, I learned about the power that higher education has to shape identity and influence actions. This study also highlights how African American culture and spirit are components of research, teaching and activism; celebrates some of the contributions that African Americans have made to higher education; identifies five dimensions of teaching and transformation; and posits seven ways that higher education can contribute to the process of transformation.