Thesis advisor: Marina Vasilyeva / Motivated by the underrepresentation of women in math-related majors and occupations, the present dissertation explored the possibility that disparities in frequency of classroom participation—a measure of engagement prone to gender differences—could be partially responsible for gender differences in belonging and identity in math contexts. Via the introduction of a novel psychological construct, class participation confidence threshold, and the adoption of a Regulatory Focus Theory framework, the present work aimed to investigate mechanisms underlying gender differences in math classroom participation, as well as how these disparities might contribute to more distal outcomes.The dissertation consisted of two studies conducted with undergraduate students. Both studies tested a theoretical model that posited potential predictors and outcomes of gender differences in classroom participation. Study 1 (N = 161) was a cross-sectional investigation of students’ participation frequency, reported based on their general experience in current math and social science classes. Study 2 (N = 269) investigated the same associations using a daily diary methodology, including pre- and post-measures of relevant constructs. Results indicated that, when considering opportunities for participation, women participated less than men—both in math and the comparison domain of social science. In addition to less frequent participation, women generally displayed higher stereotype threat susceptibility and confidence thresholds in both domains. Women also demonstrated higher levels of a prevention focus in math compared to social science, while men’s regulatory orientation was similar across domains. With respect to the proposed outcomes of participation (i.e., belonging, identity, and career interest), women exhibited lower levels than men in math and equal or higher levels in social science. Path analyses revealed that students’ regulatory focus predicted their classroom participation and that this relation was mediated by their confidence threshold. Importantly, these results persisted even when controlling for motivational variables traditionally regarded as predictors of classroom participation according to Expectancy-Value Theory. The results suggest that an increased prevention focus in the math domain may lead women to set higher confidence thresholds and participate less frequently. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

"Increased numbers of children who bear the medical label 'deaf' or 'hard of hearing' are being integrated today into regular classes with their hearing peers in preschool, elementary and secondary schools of the United States" (Northcott, 1980, p. 1). Luckner (1992) related that approximately 79% of deaf and hard of hearing students have been served in mainstream settings. Regular education teachers were being asked to educate students who are deaf and hard of hearing with those who have no hearing difficulty. Deaf students who are mainstreamed may find difficulty fitting in if regular education teachers do not know how to help them. Finn (1989) studied drop-out rates and developed a "participation identification model" to explain the causes of dropping out. His study concluded that students need to feel a part of the school early in their education in order to actively participate in the schooling process. A participation-identification model "when applied to deaf students in local public school programs would suggest that early negative encounters with unrewarding communication situations would decrease a sense of identification with school already stressed by an inability to communicate with the environment" (Kluwin & Kelly, 1992, p. 295). Since identification is so important, regular education teachers need to receive specialized training in teaching children with hearing losses in order for the deaf student to have the opportunity to feel like he/she is a part of the school. Original text has pages 20 -22 out of order

Missing pg. 116.

This project is divided into two parts. It is argued in Part I that the teaching of mythology to students in English programs at the secondary level provides a foundation for their study of literature. The mythology of the ancient Greeks, the legends and myths of Europe, and native North American folklore are a rich source for students, both in the characters, plots and themes they present, and also for the structures that have becom1e archetypes upon which much literature is based. In order to show that the mandate set out by the Ministry of Education for this development of curriculum is satisfied by this project, an examination of the relevant literature is presented. A critical analysis of the curriculum theories of Joseph Schwab is presented in some detail. The suitability of his theory of deliberation as the basis of the development of this curriculum project is explained. The implementation of these units in one particular school is recounted. The concluding chapter of Part I describes the data collection that has been used in evaluating and revising of these units. Part II contains one unit of mythology for the advanced level English program in each of grades 9, 10, 11 and 12. These units reflect and contain the ideas developed and expanded upon in Part I. Each unit is the first one taught at that grade level and informs the way in which the students read the other literature on the course. These units identify objectives, strategies and suggested evaluation procedures. Each of the units also includes a resource list, and a bibliography. In addition, each unit represents a balanced selection of literature, language and media, in keeping with the guidelines established by the Ministry of Education. Part II also presents specific lesson plans and activity sheets for individual lessons. The instruction strategies suggest a variety of pedagogical activities for individuals, pairs, small groups and whole class instruction. An independent study component is provided with each unit. / Thesis / Master of Arts in the Teaching of English (MATE)

<p>Although this project refers to theory and literature about giftedness and independent learning, it is based primarily on narratives of classroom experience. The key belief is that the best way to build on the strengths and meet the needs of adolescent gifted learners is for the teachers involved to create a classroom learning climate and curriculum which coaches those students towards independent learning. Such a climate and curriculum provide opportunities for gifted adolescents to reach their potential.</p><p></p><p> An adaptable and practical three-stage model for designing such a curriculum is provided. By integrating self- and teacher assessment and evaluation throughout three stages of curriculum, the model provides opportunities for students to develop the skills necessary for independent learning.</p><p></p><p> Three narratives of my own experiences in using the three-stage model outlined above are provided. The three situations include the role of classroom teacher of OAC English, co-author of a literature anthology and teacher resource for grade nine destreamed English classes, and facilitator of an Interdisciplinary Autonomous Learner programme for gifted/highly able adolescent learners. Thus, the three-stage curriculum model has been used and shown to be effective.</p><p></p><p> My own, and my students' experiences in using the model, and the common ground discovered in all three roles, form the basis of the recommendations being made in the final chapter. Practical recommendations are made to teachers who are interested in implementing a curriculum which promotes independent learning for gifted adolescents.</p> / Thesis / Master of Arts in Teaching (MAT)

This qualitative study was conducted to examine the phenomenon of conflict as a relational process as it is played out in the natural settings of two classrooms. The researcher sought to explore the developmental potential that conflict affords children as they try to make meaning of their relationships within the peer culture. It breaks away from the cyclical and linear models of conflict interactions as it tries to understand the reciprocal role of individual and culture in the initiation, sustenance, and resolution of peer conflicts. The study was also designed to explore the researcher role as participator and observer on a continuum with participant at one extreme and observer on the other. Data for the study were collected through participant observations over a period of two semesters for the first study and five weeks for the second. The purpose was to examine disputes, particularly verbal exchanges made during these disputes, for insights of the child's understanding of the peer dynamics and culture that prevailed in the classrooms. Interpretive analysis of these disputes helped to embed the interactive events in their historical and sociocultural contexts. The results of this study increase our understanding of the developmental aspects of conflict and give us a glimpse of the meaning children make of their disputes. It reinforces the view that (a) children are capable of managing their conflicts without much adult intervention, (b) that the larger peer culture often dictates the initiation and outcome of conflicts, and (c) that conflicts provide an ideal opportunity for children to develop perspective taking and for testing the terms of their relationship with peers. / Ph. D.

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