The purposes of this study are to inquire the individual class students' gender- role stereotypes and to understand the influence of gender equity education curriculum on gender- role stereotypes existing among seventh grade students. The subjects are one class (18 females, 20 males) of 7th grade students in Junior High School in Kaohsiung City as the case group. Showing students¡¦ changes of gender-role stereotypes in gender equity curriculum offers some implications on adolescent¡¦s gender equity education program in the future and to draw up a well teaching project eventually. The study adopts qualitative and quantitative methods to explore subjects¡¦ gender-role stereotype condition and reaction about gender equity education curriculum. The former of which is major method including observation, interview and document analysis. The latter of which administered questionary to subjects. In this study, the gender equity education curriculum met for one 1 hour period a week, for 14 weeks. Teacher¡¦s introspection connects with student¡¦s performance would be the feedback to help researcher adjusts teaching strategy once a week. From this process the final conclusions as following: (1) Junior high school students cultivate their gender-role stereotypes with social structure and people's expectation. (2) The conflict between gender is derived from unfair evaluation comes from gender-role stereotypes. (3) Girls accept flexible gender-role behaviors, but boys don¡¦t. (4) Students are used to rationalize the social gender separation, so it is difficult for them to have gender equity view. (5) Students can enlarge their scope of gender roles by reading stories and watching. (6) After gender equity education, students have more criticize ability about gender equality concept than before. Finally, based on the research results and my introspection, we can provide valuable suggestions to school education and further study plans.

No description available.

Thesis (Ed. D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed Feb. 1, 2010). Additional advisors: Martha S. Barber, Lois M. Christensen, Dave Dagley, Tondra Loder-Jackson, Boyd Rogan. Includes bibliographical references (p. 100-110).

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Directed by Charles Gause; submitted to the Dept. of Educational Leadership and Cultural Foundations. Title from PDF t.p. (viewed Jan. 28, 2010). Includes bibliographical references (p. 139-152).

Thesis (Ph. D.)--University of California, San Diego, 2004. / Vita. Includes bibliographical references (leaves 368-384).

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According to the National Center for Education Statistics (2007), 27% of the nation’s 8th grade population scored below the basic reading level in 2006-2007. Reading fluency strategies are a viable practice for improving reading achievement yet seldom are they incorporated into the 8th grade curriculum. To be effective, passages used in reading fluency strategies should be at the students’ instructional reading level (Daly, Persampieri, et al., 2005; Welsch, 2007). However, if increased oral reading fluency gained at the instructional reading level fails to generalize to content-area text that a student is required to read, the gain is not clinically significant, as it does not allow the student access to required reading. Stahl and Heubach (2006) recommended providing instruction in more difficult material while providing a strong degree of support. In this study, four middle school students reading one to two years below grade level received strong support for increasing reading fluency while using their social studies textbook. The intervention package consisted of listening passage preview, repeated reading, phrase-drill error correction, and performance feedback with student charting. Two research questions guided this study: (a) What are the effects of a comprehensive treatment package consisting of commonly utilized strategies for improving oral reading fluency on middle school students’ oral reading fluency using their required grade-level social studies textbooks? and (b) to what extent does performance generalize to required literature textbook passages and passages from CRCT Coach in Science (2002) and CRCT Coach in Social Studies (2002)? A multiple probe across participants design was used to answer these questions. Visual analysis of graphically displayed single-case data revealed that the multicomponent reading intervention positively affected student performance on intervention and generalization passages. The results of this study are promising, and given that reading content-area text is the core of education in middle school, further research is necessary.

This phenomenological study of a First Nations to First Nations reciprocal student exchange elicited and explored the meanings of a reciprocal intercommunity exchange for grade 7 and 8 students in two First Nations schools. Representative student research participants from one of the schools shared their pictures, stories and memories of their experiences through photo-story (Truchon, 2007; Wang & Burris, 1997) and in a sharing circle (Lavallee, 2007). The students‟ journeys were not only physical and geographical, but also emotional and cultural. I also journeyed to an acceptance of my outsider/insider status growing up in a First Nations community. As a non-Aboriginal researcher, I negotiated a space between the demands of the academic institution and the First Nations community; and chose research methods that were congruent with Indigenous Research Methodology (Wilson, 2008; Kovach, 2009; Smith, 1999). The four themes that emerged from the data: community and relationships; culture and ceremony; connections with place, and confidence building are congruent with AFN‟s vision of “reciprocal inter-community exchanges promoting sharing of culture” (AFN, 2007) and with Cajete‟s (1999) vision of “igniting the sparkle.” These students said that: “learning about another culture made me want to learn more about my own.” Listening to these students share what was gained through this exchange and their dreams for the future revealed their hope and persistence. The example of a practice such as a reciprocal exchange which encouraged and iii engaged these youth could stimulate other First Nations communities to seek out similar educational practices that would benefit their youth. / Thesis (Master, Education) -- Queen's University, 2011-01-25 16:18:38.852

Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 69-77).

This thesis aims to explore how Korean middle school students exercise agency in the Free Semester policy setting. The Free Semester is an education reform policy in Korea which has been implemented to change traditional East Asian learning environment to be more student-centered and creative one since 2013. This qualitative research is motivated by what kinds of difference the Free Semester policy have brought in regards to Korean young adolescents’ perception on schooling, learning and autonomy. Data for this study was mainly consisted of semi-structured interviews with seven Korean public middle school students; three second-grade girls (age of 13), one second-grade boy (age of 13), one third-grade girl (age of 14) and two third-grade boys (age of 14) who experienced the Free Semester one or two years ago. To analyze the interview data, thematic analysis was used and, as a result, three main themes were found as follows: Theme 1. Experiencing autonomy, Theme 2. Hope for more autonomous actions 3. Appreciation of social and cultural values. Korean middle school students experienced a widened range of agency in a newly given school setting under the Free Semester policy. However, their agency was still far limited by East Asian education culture. The students were stuck in ambivalent situations; while the students are encouraged for student-centered and creative learning by the Free Semester policy, they were still pressured to value traditional passive learning attitude since it is regarded as a winning strategy to earn a higher test score.