This study used a quasi experimental design to compare two groups of African American and Latino middle school students' pre- and post engagement after exposure to one of two STEM-related opportunities to learn: one with culturally relevant pedagogy anchored by elements of cognitive apprenticeship; the other without. African-American and Latino middle school students (n=121) recruited from 29 of the lowest performing middle schools in a large urban school district participated. Results indicated no statistically significant change in pre- or post levels of engagement as a result of the different instructional formats. Students exposed to STEM using culturally relevant pedagogy maintained and slightly improved math performance weeks after the program ended; the later group showed a sharp decline in math achievement after the program ended. While it is inconclusive which elements of culturally relevant pedagogy, or cognitive apprenticeship directly affected student math outcomes, this study sets the stage for continued empirical research on how the culture of the learning environment can be adjusted to support minority student engagement and persistence in STEM domains. / Educational Psychology

While there is wealth of quantitative research exploring interventions for children with Autism Spectrum Disorders (ASD), these studies insufficiently address how the Quality of Life (QOL) of children with ASD is impacted by interventions. Studies that explore social participation tend to address easily measurable aspects of socialization, but do not adequately address the quality of interactions. The challenges of raising a child with ASD are numerous. Alongside difficulties, parents report positive aspects of raising a child with ASD, which are underexplored in the literature. This study sought to better understand these issues by using a grounded theory method. Five parents of children with ASD were interviewed. Four major themes emerged. The theme of "Flow of life," described the interconnected experience of parents together with their children as they planned for the near and distant future and considered the QOL of their children. The second theme, "Circumstances," included challenges and positive experiences of families. "Helping the flow, joys" was the third theme, capturing situations that helped parents navigate around challenges. Finally, "Social participation" captured the experiences of everyday social activities and provided a sense of supports for families. The themes were integrated, using the framework of the Kawa model, which represents life experiences through the illustration of a river. The model was modified and additional components were added to accurately represent the experiences of families that emerged from this research and may be a useful tool for parents to explore the most meaningful and relevant interventions for their children with ASD. / Occupational Therapy

Grounded in theories of culturally relevant and hip-hop pedagogies, this ethnographic study of a demographically diverse "community nominated" cohort of urban public high school teachers who integrate hip-hop pedagogies into their English/language arts classrooms responds to the methodological and theoretical shortcomings of a burgeoning body of research known as "hip-hop based education" (HHBE). HHBE has argued that curriculum and pedagogy derived from hip-hop culture can be used to transmit disciplinary knowledge, improve student motivation, teach critical media literacy, and foster critical consciousness among urban students in traditional and non-traditional K-12 learning environments. However, the field's overreliance on firsthand accounts of teacher-researchers, the vast majority of whom position themselves as members of the "hip-hop generation," discounts the degrees to which teachers' cultural identity informs hip-hop based curricular interventions, pedagogical strategies, and minority students' academic and socio-cultural outcomes. I argue that the hip-hop pedagogies evidenced by non-researching "hip-hop based educators" were diverse and reflected different beliefs about hip-hop, pedagogy, and the politics of education. Three primary findings emerge from 280 hours of classroom participant-observations and ethnographic interviews (January-June 2010): (1) teachers psychologically and discursively construct and perform individual hip-hop cultural identities through "necessary and impossible" politics of difference, (2) teachers' respective curricular approaches to hip-hop as literary texts are closely linked to their respective hip-hop cultural identities, and (3) hip-hop pedagogues employed hip-hop methodologies and literacies that reoriented conceptions of self and other, teacher-student relations, and notions of knowledge around "pedagogies of hip-hop." Study findings are salient to the fields of hip-hop studies, critical multicultural teacher education, and English/language arts education as they provide robust portraits of the instructional and relational nuances, as well as cultural-political implications of HHBE for a largely White, middle-class prospective teacher workforce and an increasingly diverse hip-hop nation. / Urban Education

This study explored best practices for teaching creative movement to twenty-four urban second graders by examining their perceptions of self and others. Creative movement education programs rarely focus on the exploration of self and group identity through the lens of diversity. More importantly, few studies have examined how to implement creative movement programs through pedagogies best suited to urban children. Over 12 weeks of practice, observation, and reflection, extensive data were collected regarding the children's interactions and creative processes. The curriculum focused on individual and group identities and examined the experiences of the children with the aim of developing pedagogical methods that best suited their urban cultural backgrounds. The study sought to answer the following research questions: 1) What are the children's perceptions of themselves and others throughout the creative movement learning process? ; and 2) How can teachers use this knowledge to devise creative dance pedagogy for urban children and create holistic curricula that develop these perceptions? During bi-weekly dance sessions, the students and teachers explored the concepts of "self" and "group" by moving, discussing, sharing different dance styles and images, using props and being actively involved in creative movement and expression. The project culminated in a school performance, in which the children presented dances that they had developed that represented the content explored in the sessions. The data collected included video recordings of the children's actions and comments, reflective drawings and texts that the children created, and observational notes recorded by an assistant teacher and the children's homeroom teacher. The video recordings of each session were transcribed and analyzed. The children's drawings and written texts, and the teacher's observational and reflective journals, were also reviewed. All data collection involved in the study was approved by the Institutional Review Board (IRB) for human subject protocol. A qualitative research approach guided the analysis, with a focus on Action Research and ideas drawn from the philosophical doctrines of Phenomenology and Phenomenography. The recorded video sessions and resulting transcriptions were used to create narrative descriptions that shed light on the children's experiences and uncovered specific elements that were of use in the development and refinement of creative movement teaching practices. Despite presenting occasional challenges as a group, the children spontaneously improvised and developed movements that expressed their preferences. They used the class as a creative outlet-aesthetically, physically and, at times, emotionally. The children danced to express their individual and group cultures as well as their movement preferences, their personal traits, and their perceptions of others. The pedagogical approach to the class promoted identity and diversity in the teaching and learning environment, providing teachers with insight into best practices for teaching urban populations. The study's Action Research methodology involved a reflective cycle of planning, action, and result. It investigated students' perceptions of themselves and others through their responses to creative movement education, and studied how these perceptions impacted creative movement facilitation. It discovered best practices that take into account students' unique cultures and learning styles. These practices can be used as a foundation for facilitators of creative movement classes involving urban children, enabling the development of curricula that explore experience, promote cultural expression, and foster diversity in learning. They also offer disciplinary strategies that cater to the environmental standards and unique needs of urban students. / Dance

Learning from the experiences of Black adult learners within the Black church provides an opportunity to learn from a culturally relevant space that has deeply rooted historical ties in the Black community. The over-arching research question in this study is: How does the Black church meet the needs of its adult learners, and what can higher education institution learn from these practices to retain Black students while creating a more inclusive environment? While research on adult learners is plentiful, the intersection of the Black church as a lens in which to design more culturally relevant spaces and pedagogy has not been as prominent. These experiences provide insight into how higher education institutions can provide a more learning centered and welcoming environment for Black students. This mixed methods study centered on the experiences Black adult learners who engaged in educational programs within the Black church. The quantitative analysis focused on preset motivational dimensions to measure how they impacted the adult learners' reasons for participating in church based adult education using a survey instrument. The qualitative analysis centered on their experiences during their engagement in the educational programs and their reasons for engaging through utilizing semi structured interviews. The findings suggest that adult learners perceived their experiences within the Black church as ones in which they developed a greater sense of empowerment and achievement. The participants' construction of their experiences was guided by their conceptualizations of what it meant to be Black student in an educational setting, and more specifically in the Black church. There were four major themes that highlighted the experiences of these adult learner learners, which included: (1) The Black church shielded learners from negative identity association, (2) Advocacy from the Black church was considered significant to learner engagement, (3) Trust in the educational spaces contributed to the learners' success, (4) Culturally relevant learning spaces positively influenced learner engagement. The findings of this study continue the discussion on how adult learners make sense of their experiences related to the Black church and higher education, and more importantly how create more inclusive learning spaces that remove barriers for Black students. / Doctor of Philosophy / Learning from the experiences of Black adult learners within the Black church provides an opportunity to learn from a culturally relevant space that has deeply rooted historical ties in the Black community. The over-arching research question in this study is: How does the Black church meet the needs of its adult learners, and what can higher education institution learn from these practices to retain Black students while creating a more inclusive environment? While research on adult learners is plentiful, the intersection of the Black church as a lens in which to design more culturally relevant spaces and pedagogy has not been as prominent. These experiences provide insight into how higher education institutions can provide a more learning centered and welcoming environment for Black students. This mixed methods study centered on the experiences Black adult learners who engaged in educational programs within the Black church. The quantitative analysis focused on preset motivational dimensions to measure how they impacted the adult learners' reasons for participating in church based adult education using a survey instrument. The qualitative analysis centered on their experiences during their engagement in the educational programs and their reasons for engaging through utilizing semi structured interviews. The findings suggest that adult learners perceived their experiences within the Black church as ones in which they developed a greater sense of empowerment and achievement. The participants' construction of their experiences was guided by their conceptualizations of what it meant to be Black student in an educational setting, and more specifically in the Black church. There were four major themes that highlighted the experiences of these adult learner learners, which included: (1) The Black church shielded learners from negative identity association, (2) Advocacy from the Black church was considered significant to learner engagement, (3) Trust in the educational spaces contributed to the learners' success, (4) Culturally relevant learning spaces positively influenced learner engagement. The findings of this study continue the discussion on how adult learners make sense of their experiences related to the Black church and higher education, and more importantly how create more inclusive learning spaces that remove barriers for Black students.

Learning to value ourselves as uniquely endowed, understanding our irreplaceable fit into the social and environmental fabric, and becoming active agents woven into our communities will maximize our capacity for progressive change through empowerment. There are effective practices in orchestrating learning environments for empowerment that have ancient and proven roots but have become marginalized in contemporary education. These ways focus on fostering the development of unique gifts and group cohesion, as opposed the fostering of independence and competition, the latter being two ideologies not found in Nature when it is in balance and harmony. This reversal in paradigm will reclaim our ability to critically problem-solve and evoke transformative action by increasing the diversity of perspectives and talents focused on an endeavor. Central to this research is an exploration of the strategization involved in supporting cultural, cognitive, and creative capital—the gifts endowed to humankind that enable our co-evolution with this specific regions of this planet. This research explores methods not only of maintaining the integrity of Indigenous voice through the process of research and reporting but also of using science as a tool for building community through a sense of critical Indigenous identity. It is my hope that the data contained in this research will serve as a relevant, without being transferable, model of progressive educational approaches to ameliorate science education on a local, national, and global scale. / Ph. D.

[pt] Esta pesquisa procura demonstrar o papel e a importância da relação de relevância entre Teologia e História na fase inicial da Teologia da Libertação. A partir da análise do conteúdo dos encontros de San Lorenzo del Escorial (1972) e da Cidade do México (1975) busca-se verificar a interpretação da História, da Teologia e de sua relação. Constata-se que nestes encontros a Teologia e a História são interpretadas a partir de uma perspectiva fundamental que configurará metodologicamente a Teologia da Libertação. Para os primeiros teólogos da libertação a Teologia e a História desempenham uma relação de recíproca relevância. Esta relação tem papel e importância significativos para o método da Teologia da Libertação. Buscar uma Teologia que seja relevante para a História latino americana implica considerar esta História relevante para o fazer teológico. A Teologia nasce dos desafios, anseios e questões fundamentais que emergem da inserção, engajamento e compromisso dos cristãos na transformação libertadora da História. Trata-se de uma Teologia comprometida com as urgências, desafios, tensões e anseios da História concreta da América Latina em condição de opressão, dependência e subdesenvolvimento. Para atingir seus objetivos a pesquisa é composta de 6 capítulos. Nos dois primeiros busca-se situar a gênese e nascimento da Teologia da Libertação em seu contexto social, político, cultural, econômico, religioso, eclesial e teológico. Nos capítulos 3-6 busca-se verificar a interpretação proposta nos encontros sobre a Teologia, a História e a importância e o papel de sua relação de relevância recíproca para o método de uma Teologia libertadora. / [de] Diese Forschung versucht darzustellen die Rolle und Wichtigkeit des Verhaltnis der Relevanz zwischen Theologie und Geschichte am Anfang der Theologie der Befreiung. Laut der Analyse des Inhalts des Treffens von San Lorenzo del Escorial (1972) und der Stadt Mexiko (1975), versucht man die Interpretation der Geschichte und der Theologie festzustellen. Fur die ersten Theologen der Befreiung, spielt die Theologie und die Geschichte eine Beziehung gegenseitiger Relevanz. Dieses Verhaltnis hat eine Wichtigkeit und spielt eine grosse Rolle fur die Methode der Theologie der Befreiung. Eine Theologie, die fur die lateinamerikanische Geschichte relevant ist, fordert die Relevanz dieser Geschichte fur das Machen der Theologie. Die Theologie entsteht von den Herausforderungen, Streben und Fragen, die von der Einfugung, Engagement und Kompromiss der Christen durch die Verwandlung und Befreiung der Geschichte auftaucht. Es handelt sich um eine Theologie, die sich mit Notwendigkeit, Herausforderung, Spannung und Streben der konkreten Geschichte des Lateinamerikas, unter der Bedingung von Unterdruckung, Abhangigkeit und Unterentwicklung festlegt. Um das Ziel zu erreichen, entsteht die Forschung von 6 Kapiteln. Im ersten und zweiten Kapitel wird die Genese und Geburt der Theologie der Befreiung in ihrem sozial, politisch, kulturell, wirtschaftlich, religiose, ekklesial und theologisch Kontext dargestellt. Die 3 - 6 Kapiteln versuchen die vorgeschlagene Interpretation bei der oben gennanten Begegnungen uber die Theologie und die Geschichte darzustellen. Es wird auch versucht zu analysieren die Wichtigkeit und welche Rolle, die die gegenseitige Relevanz fur die Methode einer befreiende Theologie spielt.

Culturally Sustaining Pedagogy (CSP) is a framework designed to help traditionally marginalized students. Other frameworks have previously tried to draw on culture to help students in similar ways. However, Paris (2012b) claimed that the word sustaining enclosed a meaning of maintaining and enhancing these students' language and cultural practices that no other frameworks did until that point. There is some confusion for educators and others about CSP since it is a newer framework and that there are many of these cultural frameworks analyzing similar concepts. Therefore, the purpose of this literature review was to examine these previous main frameworks that Paris cited as influencing culturally sustaining pedagogies (i.e., funds of knowledge, culturally responsive pedagogy, culturally relevant pedagogy, and culturally responsive teaching) and how these frameworks overlap with the four main key features of CSP. These four key features are: (a) centering of dynamic communities, their valued languages, practices, and knowledge across the learning setting; (b) student and intergenerational community agency and input; (c) working to be in good relationship with the land, with students, and communities; and (d) structured opportunities to contend with internalized oppressions, false choices, and inward gazes (Paris, 2021). The level of emphasis of each key feature by the main frameworks was also highlighted. Findings illustrate that the first CSP key feature was the most predominant since it was found in all previous frameworks. On top of that, the main framework that has influenced CSP the most is Culturally Relevant Pedagogy by Ladson-Billings since the four CSP features were represented in this framework.

This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. / Psychology of Education / M. Ed. (Guidance and Counselling)

The aim of this study was firstly to perform, from the existing literature, a SWOT ("Strengths, weaknesses, opportunities and threats") analysis of the boerbok industry. Secondly, to design a case study where a number of management accounting evaluation techniques (i.e. performance measurement (short–term focus), capital investment evaluation (long–term focus) and risk have been identified to compare the financial results of different scenarios between boerbok, sheep and cattle farming. In the case study, Scenarios 1, 2 and 3 assumed a farm size of 200 hectares and capital available of R200 000, R500 000 and R900 000, respectively. Scenarios 4, 5 and 6 assumed a farm size of 500 hectares, with the same capital as the above amounts, respectively; and Scenarios 7, 8 and 9 assumed a farm size of 900 hectares, with the same capital as the above amounts, respectively. The study concluded, from the SWOT analysis, that the boergoat inherently has the potential to be an important source of red meat in future markets. The sum total of the management accounting techniques indicated that the boerbok is in general financially the best specimen choice for farming, e.g. in seven of the nine scenarios it has the highest score. The recommendation is that the user must determine which of performance (short–term), return on capital (long–term) or risk are the most important considerations before a decision is made regarding to the choice of preferred specimen. The study's recommendation is to select boerbok farming in case both short–term financial performance and long–term return on capital are the most important factors. If risk is the major consideration, cattle farming should be selected. If the overall financial analysis outlined in the study is considered, boerbok farming should be selected, followed by sheep farming. Note that these recommendations are made for specific scenarios; therefore, the general recommendation is that each decision–maker should take his/her own unique situation's variables into account in this financial analysis. The limitations of the study, which arose because a number of assumptions were made, are as follows: The results of the investigation are only valid for the Potchefstroom and surrounding areas and, carrying capacity, based on this area's average, may even differ in the area; Dosage is based on the needs of the environment as in January 2011; Buying and selling prices are as at January 2011; The input costs for livestock handling infrastructure may differ, as farming practices and approaches differ; The physical shape of the farm could have a direct impact on the fencing expenditure; Lamb and calf growth percentages may vary as a result of different farming practices and approaches; and The combination of initial capital and farm size may influence the results. As a result of these constraints (assumptions), it is very risky to generalise, but the practical value of the study is that a Microsoft Excel programme was developed, which can be used for calculations, similar to calculations in this study, which is available at the following web address: http://sites.google.com/site/rooivleisvergelyking/. Therefore, variables such as farm size, capital available, carrying capacity, costs and prices can be changed for each unique scenario, and the results will be calculated accordingly. The contribution of this study is that it supports the decision regarding the choice between the types of red meat farming for several unique scenarios, because every land user can determine which of these species are recommended according to the different management accounting evaluation techniques. The value of the study is that it is the first attempt where the viability of three species of red meat farming is compared by means of a case study with different scenarios. The gap for further research that should be done is as follows: The number of evaluation techniques can be extended to give more substance to the results; The number of species in the comparison can be extended; An analysis of the behaviour of costs between the different scenarios can be done; and The optimal combination of farm size and capital available can be determined. / Thesis (M.Com. (Management Accountancy))--North-West University, Potchefstroom Campus, 2012.