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When the other became the actor : A critical discourse analysis of women in Swedish development policy since the 60sSöderberg, Cathérine January 2013 (has links)
By adopting the Policy for Global Development (PGD) in 2003 the Swedish parliament established gender mainstreaming as a goal in development cooperation policy, thereby emphasizing women’s role as agents of empowerment in development. This has not always been the case. During most of the history of Swedish foreign aid women issues have been handled separately and development policy mainly based on a male perspective. A lot of research has focused on trends in the global debate over how to better integrate women in development process, but much less academic attention has focused on how Swedish development policy has addressed the issue and how women have been referred to in development policy since the origin of Swedish foreign aid. According to the theories of critical discourse analysis (CDA) our written and spoken language influence our view of the reality and how we understand society. Following that logic, how women are referred to in Swedish development policy influence how women are perceived by the actors of development cooperation. Through a critical discourse analysis of official Swedish governmental documents concerning foreign aid, such as government bills and letters of appropriation, this study aims to detect discourses of Swedish development policy regarding women in developing countries. Furthermore it aims to understand how these discourses have related to the global debate about women’s role in development. This study observes six discourses of women in developing countries in the material: Women as passive recipient, agent of empowerment, the savior, motherhood-women as mothers, the other woman, and the man as the norm. The analysis shows Sweden’s development policies following the global discussions fairly coherently during much of the period, with 80s as the only possible exception.
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Teachers and English Language Learners Experiencing the Secondary Mainstream Classroom: A Case StudyRuiz, Amanda M. 07 May 2011 (has links)
The number of linguistically and culturally diverse students entering public schools is increasing (Echeverria, Short & Powers, 2006; Williams, 2001) and mainstream teachers are responsible for making content comprehensible for these students (Clegg, 1996; Georgia Department of Education, 2008); however, test scores and graduation rates indicate that English language learners (ELLs), across the nation, are consistently underperforming on content based assessments and failing to complete high school (Carrasquillo & Rodriguez, 2006; Cruz & Thornton, 2009) . Using a constructivist lens and the concept of the instructional dynamic (Ball & Forzani, 2007), this dissertation presents the experiences of the mainstream teacher and 5 ELLs enrolled in an inclusive, single semester, secondary mainstream US Government course. Through vignettes created from observations, interviews, reflections and document analysis, this semester long qualitative case study presents the experiences of the mainstream teacher and ELLs. Constant comparative analysis of data revealed three themes (1) returning to the past; (2) navigating the classroom; and (3) preparing for the future. Continued analysis revealed five assumptions held by both the mainstream teacher and the ELLs which shaped the experiences of the participants within this mainstream classroom: (1) all members of this classroom were capable of achieving success through work; (2) achieving present success was directly linked to lessons learned from the past; (3) facilitating success means seeking to understand and interact with others (4) being a “team player” offers protection from uncomfortable situations; and (5) teachers and students expect content classes to prepare students for the future. The findings of this study capture the complexity of the mainstream classroom and imply that the success of the mainstream teacher and ELLs alike depend upon increasing appropriate professional development which maximizes the instructional knowledge of mainstream teachers, generating a supportive and collaborative school and classroom environment for teachers and students and ensuring the implementation of a relevant and immediate curriculum.
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The attitudes of students towards people with disabilities in integrated environments in SingaporeTan, Guat Lan Abi. January 2009 (has links)
Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf [181]-194.
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The effects of educators' perceptions of efficacy on their willingness to include students with disabilities in regular classrooms /Hargrave, Elisabeth January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 87-96). Also available on the Internet.
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Effects of anchored instruction on the critical-thinking skills of students with and without mild disabilitiesHur, Suhng-june. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.
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The effects of educators' perceptions of efficacy on their willingness to include students with disabilities in regular classroomsHargrave, Elisabeth January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 87-96). Also available on the Internet.
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"I get by with a little help from my friends" a survey of teachers' perceptions of adminstative support and their attitudes toward inclusion in New Jersey /Shemesh, Yael Rachel, January 2009 (has links)
Thesis (Psy.D.)--Rutgers University, 2009. / "Graduate Program in School Psychology." Includes bibliographical references (p. 112-123).
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Functional assessment : an assessment reliability and treatment validity and the effectiveness of function-based interventions compared to non-functional interventions /Newcomer, Lori L. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 180-197). Also available on the Internet.
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Functional assessment an assessment reliability and treatment validity and the effectiveness of function-based interventions compared to non-functional interventions /Newcomer, Lori L. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 180-197). Also available on the Internet.
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An exploratory study of the implementation and teacher outcomes of a program to train elementary educators about ADHD in the schoolsNiznik, Marina Enrica 28 August 2008 (has links)
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