Outcomes related to academic and social engagement for boys identified by their teachers as being disengaged and requiring tier two instructional supports were investigated when the Three Block Model of Universal Design for Learning (Katz, 2012a) was implemented. The mixed-methods study involved twelve grade 3 boys and their teachers in a rural school division in Manitoba, who were divided into treatment and control groups. Students were assessed pre and post intervention for the development of general self-esteem, academic self-esteem, liking of school, enjoyment of school, and engaged behaviour. Ecobehavioral measures of task assigned, groupings, and interactions were also taken. Data were collected and analyzed using both thematic analysis for qualitative data and a MANCOVA for quantitative analysis. The intervention significantly increased students’ engaged behaviour, particularly active engagement and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.

Since the early 1990s, there has been an increasing focus on the education of boys in the media, impacting more recently on education policy processes. Some previous research has documented the background to this focus, including the impact on earlier policies and programs addressing the education of girls. However, the ways in which discourses about masculinity have informed gender equity policies in education have not been analysed at a fine-grained level. This study identifies the major perspectives involved in debates about the education of boys, and the various discourses informing them 1) advocates for boys' perspectives informed by discourses including biological essentialism and anti-feminism; 2) feminist and profeminist perspectives and discourses; and 3) social psychological perspectives and discourses. A theoretical framework for understanding discourse and policy, as well as gender and masculinities is developed, drawing on critical discourse theory and theories about gender relations. Using critical discourse analysis, drawing on the work of Fairclough, I analyse the discourses about masculinity informing two recent policy documents: Gender Equity: A Framework for Australian Schools and Education Queensland's Boys Education Strategy. The study found that the Gender Equity Framework was primarily informed by (pro)feminist discourses, although advocates for boys discourses informed the Framework in significant ways as well. The Boys Education Strategy, while primarily framed by advocates for boys' discourses, was largely informed by (pro)feminist discourses at the micro level. In both cases, discourses marginalised in the broader culture and in the debates generally, such as those associated with marginal sexualities or minority cultural groups, were found to be marginal. These findings have implications for policy and policy processes, gender equity policy and for teacher education. In particular there is a need for further research on the role of the media in policy processes as well as work on developing teacher understanding of and responses to policy processes and the construction of gender and masculinities.

Thesis (MEd) -- University of South Australia, 1994

A personal conviction that Victorian secondary technical education was not necessarily “second rate” prompted this study - the history of Shepparton South Technical School. This thesis examines the evolution of a secondary technical school until its demise under the 1982 to 1989 State Labor Government. The technical schools were under threat from their inception following the 1910 Education Act. The first Chief Inspector of Technical Instruction, Donald Clark, warned that their executive school councils and their links with the senior technical colleges were bulwarks against their extinction. Clark argued that there was a need for strong leadership and vigilance if they were to retain their distinctive philosophy. The wording of the 1910 Education Act did not specify the development of a dual system. Yet the tech schools flourished because they were popular with boys and parents, because of their executive Councils, and because of their relationship with industry. The junior techs evolved into secondary techs during the 1950s and 60s, staffed by teachers with industrial experience who were qualified to teach apprentices, as well as the junior students. A Board of Inspectors of Technical Schools travelled throughout Victoria to disseminate information and mentor technical school staff. DTE Ted Jackson’s 1970 policy gave principals unprecedented autonomy to respond to the needs of young people within their local community.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.

Thesis (M.S.)--Brock University, 2007. / Includes bibliographical references (leaves 123-135). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Dissertation (Ph.D.) -- Smith College School for Social Work, 1996. / A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--Dept. of Psychology. University of Missouri--Kansas City, 2006. / "A dissertation in psychology." Advisor: Kathy Goggin. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 135-151). Online version of the print edition.

Thesis (M.P.H.)--University of Adelaide, Dept. of Community Medicine, 1991. / Includes bibliographical references (leaves 100-113).

Thesis (Ph. D.)--Murdoch University, 1998. / Thesis submitted to the School of Education. Includes bibliographical references (leaves 631-679).