This case study investigated the potential of a place-based watershed curriculum, using STEM principles, to increase watershed literacy and knowledge of human impacts on stormwater in the environment. A secondary goal was to examine whether the place-based connection and increased exposure to issues within their local watershed impacted the students' environmental attitudes and sense of place. Over 500 sixth graders participated in this localized curriculum, where they learned the science behind watershed issues on their own school campuses. They focused on ways humans can monitor and mitigate their impacts on stormwater, through engineering investigations. The mixed-method research study investigated the effectiveness of the OLWEDU curriculum, to address these key questions: 1) To what degree did the OLWEDU increase the students' combined watershed literacy? 2) To what extent did the OLWEDU affect their environmental attitudes? 3) How did using a STEM oriented and place-based curriculum make the learning more relevant? In order to provide a solid triangulation of data, this study used a quasi-experimental design format with multiple measures: a) A Pre-Posttest (PPT), was given to all of the students to gather quantitative changes in knowledge of watershed concepts, stormwater issues related to human impacts on the environment, and engineering techniques; b) A constructed-knowledge questionnaire (CKQ) was used with forty four of the participants, to gather additional quantitative data on the students' local watershed knowledge; c) an environmental attitudes survey (EAS) was included in this sub-sample group; d) interviews were conducted with ten of the students to examine their opinions on the STEM aspects of the curriculum in addition to the place-based connections between the unit and their community. The statistically significant results showed increases in overall watershed literacy, knowledge of human impacts on stormwater, engineering principles, and environmental attitudes. These findings will be used to improve the current curriculum, and have broader implications concerning the benefits of using a formalized middle-school 21st century standards-based curriculum to teach watershed literacy and promote pro-environmental attitudes by using a combination of Science, Technology, Engineering, and Math in a local, place-based context.

Teachers in elementary schools have increasingly been required to follow pacing guides, given directives on what curriculum to use, and are provided standardized assessments to measure student learning. Curricula used by elementary teachers rarely address the environmental degradation plaguing the planet. School gardens have been used for over a century by educators as a place to promote students learning about the environment, science, and health. However, few studies have been conducted exploring the ways teachers have been influenced by teaching within school gardens. The purpose of this phenomenological study was to better understand the role of school gardens as a learning place, while exploring the lived experiences of teachers' interactions and experiences within school gardens and ways place-based education influenced teachers' pedagogical approaches and curriculum decisions. The four participants who took part in this study were all elementary school teachers at a Central California school. The guiding research question was stated as: How do school gardens function as learning places? Phenomenological methodology was used to explore the shared experiences teachers had with utilizing the school garden as a learning place. From analysis of interviews, classroom and garden observations, and supplemental curricula used by participants, three themes emerged illuminating ways participants' pedagogy and curriculum decisions had been influenced. Interactions and experiences with school gardens inspired participants to integrate project-based learning and interdisciplinary supplemental curriculum into their lessons. Place-based learning helped to build relationships, and the importance of teachers integrating emotional connections in their instructional practices. By teaching content disciplines using interdisciplinary curricula with lessons taught in the school garden, participants were able to integrate project-based learning activities that increased student responsibilities in the learning process and provided service learning opportunities. Conclusions drawn from the findings were that direct interactions and experiences with elements of place-based learning in a school garden influenced the ways in which participants perceived the purpose of their pedagogical approaches and curriculum decisions. Literature supported these findings and reinforced the influence of lessons in school gardens promoting environmental and health education. Connected with the results of this study, implications for practice and recommendations for future research are also presented.

International migration flows and patterns shaped by the determinants, processes and outcomes of social, political, and economic conditions have led to important transformation of society and human geographies. As Canada continues to effectively manage its immigration system and uphold its commitment to international refugee protection and resettlement, it is critical for Canada to do so with an understanding of the changing context of immigration, which are reinforced by shifting policies and their impact, in our contemporary society. In this thesis, the migration trajectory of three groups of newcomers to Canada; international students, Syrian refugees, and refugee youth, are explored by examining policies and conditions that can create group risks and vulnerabilities in immigration, settlement, and integration as groups transition to life in Canada after arrival. As suggested by Castle (2010) migration researchers can advance the field by embedding their work in broader theories of social change to facilitate understanding of the complexity, interconnectedness, variability, contextuality, and multi-mediation of migratory process in the context of rapid change. This thesis employs a geographical lens of place to deepen understanding of processes and outcomes in our contemporary society, while responding to these evolving contexts in one mid-size, post-industrial Canadian city. In three separate research, this thesis examines: 1) economic immigration flow under Express Entry in 2015 and 2016; 2) the role of the voluntary sector during the Syrian Refugee Resettlement Initiative in Hamilton, Ontario in 2016; and 3) the place of school-based settlement in bridging and brokering school-based mental health for newcomer youth. / Thesis / Doctor of Science (PhD) / As Canada continues to effectively manage its immigration system and uphold its commitment to international refugee protection and resettlement, it is critical for Canada to do so with an understanding of the changing context of immigration in our contemporary society. In this thesis, I examine the migration trajectory of three groups of newcomers to Canada; international students, Syrian refugees, and refugee youth, by asking two overarching research questions that explores policies and conditions that can create group risks and vulnerabilities in immigration, settlement, and integration. This thesis seeks to understand how policies could be addressed to improve successful outcome for newcomers. This thesis employs a geographical lens of place to deepen understanding of processes and outcomes in our contemporary society, while responding to these evolving contexts in one mid-size, post-industrial Canadian city.

Leaders in K-12 education in Hawai'i are increasingly advocating for and utilizing the culture and knowledge of the kānaka Maoli, the native people of these islands, as a context for learning in a variety of curricular disciplines and approaches (Benham & Heck, 1998; Kani'iaupuni, Ledward & Jensen, 2010; Kana'iaupuni & Malone, 2006; Kahakalau, 2004; Meyer, 2004). To expand upon this trend, this thesis uses a combination of autoethnographic and critical indigenous methodologies to present a personal narrative that looks specifically at approaching art education from a Maoli perspective. Through extensive participant/observer reflections, two place-based and culture-based art education experiences are juxtaposed with an experience working on a culturally-based collaborative mural project. Four significant kuamo'o, a concept which holds multiple meanings, including: "backbone, spine; road, trail path; custom, way," (Puku'i & Elbert, 1986), emerge as significant markers of meaningful Maoli-based art education: 1) mo'oku'auhau, genealogy and acknowledgement of those who have come before us, 2) mo'olelo, stories which belong to our place, 3) an idea that I am labeling pili ka mo'o, which literally means, the lizard is intertwined but can be translated through metaphor to mean someone who is intimate and deeply connected, and 4) aloha, a profound and honest love.

Genom åren har det konstaterats att brott inte sprider sig jämnt över ett lanskap. Istället har det visat sig att vissa platser är mer brottsattraktiva än andra. Dessa platser kallas ofta för hot spots och kunskapen om dessa har bidragit till framväxten av platsbaserad och platsspecifika brottsförebyggande insatser. I samband med dessa insatser diskuteras ofta effekter såsom omfördelning och positiva spridningseffekter. Denna uppsats ämnar att undersöka omständigheterna bakom framförallt positiva spridningseffetker. Omständigheterna bakom positiva spridningseffekter har undersökts genom en systematisk översikt av studier som rapporterat om eller utvärderat en platsbaserad intervention eller experiment. Inga uppenbara gemensamma faktorer eller samband kunde urskiljas mellan de olika studierna gällande när positiva spridningeffekter sker och det kan konstateras att fenomenet är mycket komplext. Resultaten analyseras och förstås med hjälp av rutinaktivtetsteorin samt genom teorin om rationella val. Uppsatsen bygger på bevisen om att fler studier med positiva spridningseffkter i fokus bör genomföras. Genom att förstå när, var och varför spridningseffekter sker ökar också kunskapen om de preventiva insatserna och hur de kan designas för att nå bästa möjliga resultat. / Throughout the years it has been suggested that some places attract crime more than others. Those places are called hot spots of crime and the knowledge of them have contributed to the emergence of hot spot and targeted policing interventions. Hot spot policing is often discussed together with effects such as displacement of crime and diffusion of benefits. Through a systematic review of earlier studies that report or examine a hot spot policing effort or experiment this thesis aims to investigate the circumstances behind diffusion of benefits. No apparent commonalties or correlations are found between the different types of interventions regarding when diffusion of benefits occur. It can be concluded that the phenomenon is very complex. The results are analyzed and understood with the help of routine activity theory and rational choice theory. This thesis adds to the body of evidence that more studies with diffusion of benefits in focus need to be conducted. By understanding when, where and why diffusion of benefits occur the knowledge of crime prevention increases and also increases the knowledge of how to design the interventions to reach the best preventive gains.

This qualitative research investigates how educators in Hanoi, Vietnam, perceive and utilize place-based approaches in teaching green buildings (TGBs) to deliver education for sustainable development (ESD) lessons. The study involved twelve middle school teachers from five green schools. The interview was the primary data collection of this research. After conducting interviews with participants, thematic analysis was employed to identify five key themes: (1) benefits, (2)limitations, (3) suggestions, (4) planning with TGBs, and (5) teaching activities with place-based education (PBE). The findings revealed that TGBs’ design patterns support their teaching and serve as a tool to foster a stronger connection with nature and the environment, ultimately enhancing pro-sustainable elements in ESD. However, these instructors encounter significant challenges rooted in the Vietnamese cultural context and a lack of support from the school. Teachers can implement some place-based teaching principles into their lessons, but to maximize the teaching potential of TGBs, they must place greater emphasis on the role of place within TGBs and encourage students to be more mindful when learning with TGBs.

ABSTRACT Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices—components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5-6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = .007 η2 = .044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) =7.13 p = .001 η2 = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines—geoscience and education—to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context. / Teaching & Learning

Secondary Mortgage Markets and Place-Based Inequality: Space, GSEs and Social Exclusion in the Philadelphia Region Michael H. Norton Temple University, 2015 Doctoral Advisory Committee Chair: Dr. Anne Shlay In 2015 virtually the entire US mortgage market is subsidized by US taxpayers. When the Federal Government took control of the Government Sponsored Enterprises (GSEs) Fannie Mae and Freddie Mac in the summer of 2008, US tax payers assumed responsibility for the vast majority of outstanding mortgage debt in the country. This dissertation examined the historical development and contemporary activity of the secondary mortgage market to understand the way the secondary market contributes to the reproduction of place-based inequality in American cities. Specifically, this dissertation analyzed the political-economic history of the secondary mortgage market to ground a contemporary analysis of the impact of secondary mortgage market activity on neighborhood change in the Philadelphia region at the turn of the 21st century. At the turn of the 21st century secondary market institutions coordinated a financial production process referred to in this study as the financialization of space. This process transforms the individual spatial relationships between individuals and their homes into financial commodities that are bought and sold by financial institutions. Individual mortgage loans make the financialization of space possible by providing the raw material that transmits capital embedded in the social spaces of individual homes and communities through secondary market institutions and into the abstract spaces of international capital markets. However, the financialization of space itself is made possible by a number of key contradictions that created considerable tension between the ongoing expansion of finacialized space and mortgage lending to individual home owners. These tensions were built into the very framework of the legislative policies governing the secondary mortgage market. The evolution of the secondary mortgage market was informed by parallel streams of housing policy that alternately sought to expand and regulate the primary and secondary mortgage markets at the end of the 20th century. The confluence of these policy streams initially created the conditions for the GSEs to pioneer financial productions processes that led to the financializaiton of space. At the same time, the emergence of subprime lending in the primary market, combined with the expansion of the secondary mortgage market to unregulated, private institutions, created dual housing markets differentiated by the types of loans available in the primary market and the funding sources for these loans in the secondary market. Throughout the study period (1996 – 2007), the GSEs concentrated the vast majority of all their purchasing activity buying conventional loans in the more affluent areas of the region. On the other hand, private institutions steadily eroded GSE market share in the conventional market, represented virtually the entire secondary market for subprime loans, and were considerably more active purchasing loans made to borrowers in communities that had been historically excluded from the primary mortgage market. Secondary market activity from 1996 to 2007 was significantly associated with changes along key housing and socio-economic conditions from 1990 to 2010. GSE market share was significantly associated with changing homeownership levels in neighborhoods throughout the region from 1990 to 2010. Higher levels of GSE market share were associated with net increases in homeownership in neighborhoods throughout the region. In a similar way, GSE-informed changes in homeownership levels were subsequently associated with significant changes in the percentage of residents living in poverty in neighborhoods throughout the region from 1990 to 2010, particularly on the Pennsylvania side of the region. Unlike the relationship between secondary market purchasing and homeownership, the relationship between secondary market purchasing and poverty levels functions through housing - either by virtue of more affluent residents moving in, or poor residents moving out of these areas. In both instances, GSE market share, and GSE-informed changes in homeownership sharpened differences between the different communities depending on where the GSEs concentrated their purchasing activity. The region’s urban centers, where GSE market share was lowest, experienced the greatest reductions in home ownership throughout the region, and the greatest increases in neighborhood poverty levels. In addition, the spatial relationships between individual neighborhoods exerted significant influences on changes in each of the housing and socio-economic indicators assessed. These findings suggest that space itself, and the spatial relationships between neighborhoods, exerted a significant influence on both secondary market activity and changing neighborhood conditions throughout the Philadelphia region. Over the twenty year period observed in this study, the types of differences between neighborhoods in the region have remained largely the same, while the degree of these differences has intensified during this time. In this way, the spatial distribution of neighborhood types in the Philadelphia region informed secondary market at the turn of the 21st century, which in turn contributed to the intensification of the differences between neighborhood types throughout the region. The findings presented in this study point to a number of key implications for theorists seeking to explain the role of space and place in the (re)production of patterns of uneven-development in metropolitan regions, and for understanding the financializaiton of space. In addition, these findings also point to key insights for policy makers currently developing legislation to reform the secondary mortgage market. / Sociology

Rural areas in Sweden are often pointed out as key areas for development when it comes to industries such as forestry, agriculture, mining, energy, food security, tourism, leisure, and outdoor activities. However, these areas have seen a negative population trend for decades and, simultaneously, public service provision has declined. This development is not unique to Sweden and can be seen in rural areas across the world. Within scientific literature several approaches have been studied to find potential solutions and bring back prosperity to rural communities. Once such solution is Community Wealth Building (CWB), which is an economic framework designed to help circulate local resource within the local society. To date, CWB has primarily been implemented in urban contexts. This study has therefore investigated the potential for implementing the CWB framework in a rural context in Sweden, and what possibilities or barriers there are for such implementation. The study has been conducted as explorative case study in the municipality of Åre. Empirical data has been collected through a thematic analysis of municipal steering documents and through semi-structured interviews with actors from local public institutions, local third sector and local business. The findings suggest that there is potential to implement the CWB framework in a rural, Swedish context, taking into consideration the various possibilities and barriers that exist for doing so in practice.

This paper investigates the impact of place-based identity on trust in international organizations and examines the role of civic engagement in reinforcing or mitigating these attitudes. In an era marked by global challenges and increasing polarization, trust in international organizations has become crucial for effective cooperation. Previous research has identified place-based identity as a fundamental social identity that influences out-group attitudes and plays a role in shaping civic engagement outcomes. Drawing on social identity theory and social capital theory, this study employs quantitative methods, utilizing ANES survey data conducted in the United States to explore the relationship between place-based identity and trust in international organizations. Focusing on the distinction between rural- and urban-identifying American citizens, the results reveal that rural-identifying individuals exhibit lower levels of trust in international organizations compared to their urban counterparts. These differences are characterized by marginal yet statistically significant effects. Furthermore, although the conditioning effect of civic engagement is not statistically significant, it provides intriguing insights that suggest it may reinforce the impact of place-based identity, potentially leading to negative effects on trust in civil society. These findings contribute to a broadened understanding of the interplay between identity and political attitudes, shedding light on the factors that influence them.