In the Canadian North, capacity building through post-secondary education is a key policy strategy of territorial and federal governments. However, government support for the University of the Arctic (UArctic), a viable policy instrument that makes an important contribution to the capacity building efforts of the territories, has been inconsistent. This thesis will investigate whether devolution has impacted capacity building through post-secondary education, by using UArctic as a case study.

This dissertation consists of three articles that explore the effect of professional development (PD) on teachers‘ understanding and implementation of Science, Technology, Engineering, and Mathematics (STEM) project based learning (PBL), and the effect of STEM PBL on students‘ mathematics achievement. Teachers in three high schools participated in the research activities. They attended sustained PDs provided by one STEM center based in a Southwestern university, and were required to implement STEM PBLs once every six-weeks for three years (2008 through 2010). The first article employed a mixed-method case study to explore the relation between the quality of the teachers‘ in-class STEM PBL implementations, understanding of the PBL in STEM education, and attendance in the STEM PBL activities. Quantitative findings indicate that attendance in the PD activities was significantly correlated with the quality of the in-class PBL implementation in 2010, yet not in 2011. Moreover, qualitative findings show that the teachers viewed the STEM PBL pedagogy as a means to promote student interest in mathematics, cultivate the interdisciplinary research culture in K-12 classrooms, and help improve students‘ content understanding. The second article investigated the effect of STEM PBL, especially on Hispanic and at-risk students‘ mathematics achievement. The participants were 528 students in the three STEM PBL high schools and 2,688 students in non-STEM PBL schools in the same region. Latent growth modeling was used to analyze the repeated measures across years. STEM PBL instruction positively influenced Hispanic students‘ achievement in mathematics, but not at-risk students. The third study investigated whether participating in STEM PBL activities affected students who had varied performance levels, and to what extent students‘ individual factors influenced their mathematics achievement. The participants were 836 high school students in the three schools. The findings from the hierarchical linear modeling showed that low performing students showed statistically significantly higher growth rates on mathematics scores than high and middle performing students, over the three years. In addition, student‘s ethnicity and economic status were good predictors of academic achievement. This dissertation is the first to reveal the effect of STEM PBL on student academic achievement relating to inservice teacher PD by employing the sophisticated research methodology.

Aeneas in the Antipodes offers an Australian perspective on the teaching of Virgil�s poetry in the secondary school. The study examines practices in the State of New South Wales from 1900 to the early years of the twenty-first century. The changing role of Latin in the curriculum is traced through a historical account showing the factors which caused a decline in the status and popularity of the subject from the beginning of the century to the 1970s. This decline, not confined to Australia, stimulated the introduction of new teaching methods with different emphases which were, to some extent, successful in preserving Latin from extinction in schools. Against this background of change, Virgil remained the Latin author most frequently studied in the final year of school. Because this poetry was so consistently prescribed for public examinations, a detailed investigation is made of the questions set and of the examiners� comments on candidates� performance, as evidence of changes in expectations and hence, in teaching methods. The influence of trends in Virgilian scholarship is assessed by means of a review of all the officially recommended commentaries and secondary works. The growth of literary criticism from the 1960s is shown to have had a marked effect on syllabuses and examinations, and consequently on the approach taken in the classroom. The role of local professional organizations in supporting the teaching of Virgil has been documented, showing how the disappearance of official support for Latin teaching was to some extent counterbalanced by an increase in voluntary effort. The resources and methods used to introduce Virgil to comparative beginners are classified and reviewed. An assessment is also offered of approaches made to teaching Virgil in English at both junior and senior secondary levels. The final chapter reviews the changes brought about since 2000. Current teaching practices are documented through classroom observations and teacher surveys, substantiating the impression that while most students at the beginning of the twenty-first century are less prepared than their predecessors to translate Virgil independently, they are expected to attempt a far more sophisticated analysis of the literary features Note: For appendix 3-10 please see hardcopy edition.

The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.

The purpose of this action-research study is to explore a new pedagogical tool for myself as a teaching artist: Applied Design. My ideas around Applied Design are rooted in the field of Creative Drama, and grew out of a desire to explore theatrical design in the same process-centered way that Creative Drama explores informal and improvisational drama techniques. To this end, I attempt to determine how the use of Applied Design affects both student engagement and student understanding when applied as an interdisciplinary tool to Language Arts curriculum. For the purposes of this study, I introduced Applied Design as a discovery teaching methodology through a one-week Language Arts unit in a local fourth grade classroom. I collected data from the students, their classroom teacher and myself through questionnaires, written work and personal observation. As I examined the data, I discovered positive relationships between Applied Design and both student engagement and student understanding. Students responded to the discovery teaching methods enthusiastically, and embraced each design project with a dedication that appeared to inspire students to push through difficult moments in effort to complete each given task. Although the length of the study and amount of data generated limited my ability to draw widespread conclusions, the evidence suggests that further study in the applications of Applied Design is merited. This study also begins to discuss what such future study might look like, in effort to push the exploration of Applied Design forward. Ultimately, this action research study reinforced my conviction that process-centered theatrical design can serve as a useful tool for myself as a teaching artist, and inspired me to move forward in my understanding and exploration of its applications.

No description available.

Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students for advanced education and the future workforce. In science education, argument-based inquiry (ABI) has been proposed as one way to improve critical thinking. The purpose of the current study was to examine the possible effects of the Science Writing Heuristic (SWH) approach, an immersion argument-based inquiry approach to learning science, on students' critical thinking skills. Guided by a question-claims-evidence structure, students who participated in SWH approach were required to negotiate meaning and construct arguments using writing as a tool throughout the scientific investigation process. Students in the control groups learned science in traditional classroom settings. Data from five data sets that included 4417 students were analyzed cross-sectionally and longitudinally. Yearly critical thinking gain scores, as measured by Form X of Cornell Critical Thinking Test, were compared for students who experienced the SWH approach versus students who experienced traditional instruction in both elementary (5th grade) and secondary schools (6th-8th grades). Analyses of yearly gain scores for data sets that represented a single year of implementation yielded statistically significant differences favoring SWH over traditional instruction in all instances and statistically significant interactions between gender and grade level in most instances. The interactions revealed that females had higher gain scores than males at lower grade levels but the reverse was true at higher grade levels. Analyses from data sets that included two years of implementation revealed higher overall gains for SWH instruction than for traditional instruction but most of those gains were achieved during the first year of implementation. Implications of these results for teaching critical thinking skills in science classrooms are discussed in detail.

abstract: Using arts-informed ethnographic approaches, theatrical techniques and a feminist/performance studies lens, this study analyzes the construction of US girlhood from the perspective of girls ranging in age from fourteen to seventeen by examining their original artistic creations and performances. Placing the artifacts of girl-created culture and the girls' representations, which I view as a performative practice, at the heart of my study, I connect girlhood studies to Butler's gender performance theories and to the larger field of performance studies. Rather than strictly analyzing these original works myself, I involve the girl participants as co-theorists in the analysis of the resulting artistic creations as a performance of girlhood. Through our theory building sessions, we aim to discover a nuanced understanding of girlhood and how gender identity can be performed by adolescent girls, as well as how artistic and theatrical practices can serve to assist youth in exploring complex issues. The adolescent female participants serve as active writers and performers of girlhood and through their writing and performances demonstrate their understanding of what it means to be a girl in contemporary US society. In viewing the girls as theorists, I demonstrate their capabilities while honoring their experiences and knowledge, an approach I believe should be more often employed in academia and in everyday life. Specifically, my study's central research question asks: how do US girls consume mass media representations of girlhood and reproduce or subvert these representations? In what ways do girls perform their understandings of their own identities and what it means to be a girl in contemporary US society through their creations of original art and literature, live theatrical pieces, and digital cultural practices? These works include theatrical performances, creative writing, self-portrait sculptures, and blogs/journals. Additionally, I conduct and analyze both solo and group interviews. I assert the importance of creative space and theatrical/artistic practices as tools with which girls can examine and challenge girlhood and gender discourses. / Dissertation/Thesis / Ph.D. Theatre 2014

Thomas Jefferson envisioned a symbiotic relationship between democracy and public education because he considered educated citizens to be the critical ingredient of a successful democracy. Nevertheless, political and educational reforms over the past two centuries have not always been kind to the relationship that Jefferson envisioned. This study examines frequency that postsecondary education institutions declare a democratic social purpose in their mission statements. The DSP definition, data instrumentation, and theoretical lens for this study were situated from the Jeffersonian perspective. Although the primary concern for this study was publicly funded/subsidized postsecondary education, recent enrollment growth in private education and privatization initiatives, such as voucher programs, justifies comparison with private nonprofit and private for-profit institutions to reveal how the different types of institutional control influence DSP. The comparison also provides a sense of the non-economic consequences of reduced public education subsidy and intentional or unintentional privatization. A number of Carnegie classification variables were also examined to better understand what factors influence DSP expression. This study utilized a national random sample of undergraduate institutions, from associates colleges to research universities. The sample size was 336 and there were no cases of missing data. Interrater reliability was calculated as .873 Kappa on the dichotomous dependent variable (DSP presence or absence). The first research objective was to determine if public, private nonprofit, and private for-profit institutional mission statements differ in the frequency of DSP expression. Public institutions exhibited 36.5% DSP, private nonprofit institutions exhibited 69.1% DSP, and private for-profit institutions exhibited 11.9% DSP. Chi-square test determined that there was significant difference between each of 2x2 comparisons (p < .003). The second research objective utilized logistic regression analysis to gauge the influence of several variables on DSP frequency. Institutional control, focus, enrollment, and mission statement length were found to be significant at the p = .05 level. There are differences between public and private institutions and also between two-year and four-year institutions in the frequency of DSP expression. These differences have serious social and political implications that will likely go unnoticed as the bulk of society focuses on private and economic concerns.

This thesis is motivated by the need for noise control in aircraft engine with orifices and perforated liner. The presence of high-level acoustic excitation, different flow situations either bias flow, grazing flow or any combination in the aircraft engine, makes the acoustic behavior complex due to the interaction between sound and flow over the lined wall. Both systematic acoustic prediction of aircraft engines and liner optimization necessitate progress in impedance measurement methods by including the effect of the complex flow situations. The aim of the present thesis is to experimentally study the change in acoustic properties of orifices and perforated liners under bias or grazing flow. In order to study the effect of different combinations of bias flow and high-level acoustic excitation, an in-duct orifice has been investigated with finely controlled acoustic excitation levels and bias flow speeds. This provides a detailed study of the transition from cases when high-level acoustic excitation causes flow reversal in the orifice to cases when the bias flow maintains the flow direction. Nonlinear impedance is measured and compared, and a scattering matrix and its eigenvalues are investigated to study the potentiality of acoustic energy dissipation or production. A harmonic method is proposed for modelling the impedance, especially the resistance, which captures the change in impedance results at low frequencies compared with experimental results. The presence of grazing flow can increase the resistance of acoustic liners and shift their resonator frequency. So-called impedance eduction technology has been widely studied during the past decades, but with a limited confidence due to the interaction of grazing flow and acoustic waves. A comparison has been performed with different test rigs and methods from the German Aerospace Center (DLR). Numerical work has been performed to investigate the effect of shear flow and viscosity. Our study indicates that the impedance eduction process should be consistent with that of the code of wave propagation computation, for example with the same assumption regarding shear flow and viscosity. A systematic analysis for measurement uncertainties is proposed in order to understand the essentials for data quality assessment and model validation. The idea of using different Mach numbers for wave dispersion and in the Ingard-Myers boundary condition has been tested regarding their effect on impedance eduction. In conclusion, a local Mach number based on friction velocity is introduced and validated using both our own experimental results and those of previous studies. / <p>QC 20150522</p>