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Thesis (Ed.D.)--Boston University.

Thesis (M.A.)--Boston University

Thesis (Ed.M.)--Boston University

Thesis (Ed.D.)--Boston University

Orientador: Paula Ramos de Oliveira / Banca: Denis Domeneghetti Badia / Banca: Carlos Skliar / Resumo: A presente pesquisa surgiu da intenção de estabelecer uma aproximação entre o pensamento do filósofo franco-argelino Jacques Derrida e o ato educativo. A desconstrução derridiana nos possibilita caminhos para analisar o Ato Educativo como um acontecimento, inusitado, impensado, diferindo-se do que comumente se apresenta: uma busca frenética por categorizar, capturar, domesticar os conteúdos e saberes tidos como dogmáticos e que cerceiam as mais diferentes relações que são colocadas na escola. Essa escola desconstruída é aquela capaz de possibilitar a acolhida ao outro e, com ela, a abertura do mundo - o contemporâneo - que é esquecido na conversa entre as gerações e que se coloca como maneira de ultrapassar as medidas que cabiam apenas na esfera jurídica, na individualidade do sujeito, elevando-as ao campo público, uma vez que nos expede uma experiência com a Educação que não se estabeleça no tempo passado ou no tempo futuro, mas que seja capaz de interromper a suposta ordem natural das coisas tida como destino. Concebendo o espaço escolar como território legítimo desse ato que, ao mesmo tempo, como que em um processo antagônico, revela-se num lugar (im)possível para tal acontecimento, o estudo que aqui se coloca, busca compreender as implicações da alteridade e sua suposta acolhida sem condição na escola, sobretudo as que tangem os arrolamentos entre os outros e a herança da qual são herdeiros para a constituição (possível ou não) de uma outra Educação / Résumé: Cette recherche est née de l'intention d'établir une connexion entre la pensée du philosophe français Jacques Derrida-algérien et l'acte éducatif. La déconstruction de Derrida nous permet façons d'analyser la Loi sur l'éducation comme un événement, inhabituelle, irréfléchie, différant de la présente généralement: une recherche effrénée en catégorisant, capture, prise contenus et des connaissances aussi dogmatique et de limiter le plus différent relations qui sont placés dans l'école. Cette école déconstruit est celui qui peut permettre d'accueillir l'autre et, avec elle, l'ouverture du monde - contemporain - qui est négligée dans la conversation entre les générations et qui se pose comme un moyen de surmonter les mesures qui pourraient correspondre seulement pour les individus, l'individualité du sujet, de les élever au domaine public, puisque les questions une expérience avec l'éducation qui ne peut pas être établie dans le passé ou dans le futur, mais pour être en mesure d'arrêter l'ordre naturel supposée des choses prises comme une destination. Concevoir l'école comme un territoire légitime de cette loi en même temps que dans un processus contradictoire, se révèle être un lieu (im) possible pour un tel événement, l'étude a posé ici, cherche à comprendre les implications de l'altérité et son supposément accepté sans condition dans l'école, en particulier ceux qui concernent les arrolamentos entre autres et le patrimoine dont ils sont les héritiers de la constitution (ou ne peuvent pas) une autre éducation / Mestre

School engagement has emerged as a consistent target variable in prevention and intervention efforts to improve student achievement and reduce risk of dropout. This dissertation study analyzed several student-level and intervention-level characteristics as potential predictors of student response to school engagement interventions. Participants included 757 6th graders who were a part of a large-scale, comprehensive intervention project for Oregon middle schoolers. The results of the current study indicated that students’ baseline school engagement (as measured by the Student Engagement Instrument), Limited English Proficiency (LEP) Status, and school district significantly predicted response. Implications for research and practice are discussed.

Thesis (M.S.)--Boston University / It was the purpose of this study (l) to explore certain educational theories evolved from concepts of the interrelations of the arts and utilize them as bases for the development of positive attitudes, understandings, and interests in music for students at the secondary shcool level; (2) to evolve a sound educational approach to the academically oriented content reflected in the musical expressions of the 17th and 18th centuried; (3) to utilize the audio and visual aspects of the art expressions of these centuries as audio-visual experiences illuminating the socio-economic, political, cultural, and philosophical shaping forces of these eras; (4) to make perceptible the manner in which the 11 shaping forces 11 helped to determine the musical content, style, elements and expression of each period; and (5) to use this knowledge as a basis for the intensive study of outstanding musical expressions in Baroque, Rococo, Expressive, Storm and Stress, and Classical styles. Method of procedure. The documentation for the conceptual approach of this study led to the investigation of sources from various disciplines. Ontological and empirical evidence was presented to define and reveal the educational and cultural values inherent in the audio-visual approach of this study. Discussion followed of the findings, which appeared to sustain the necessary, dynamic, and positive educational values inherent in this approach to music listening [TRUNCATED]

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Australia continues to become culturally diverse. This diversity is being witnessed in Catholic schools. This thesis reports research which employed quantitative data collection methods in investigating students’ perceptions of their multicultural classroom environment. By drawing on Catholic school literature, multicultural literature, previous learning environment research and the perceptions of stakeholders, an instrument, known as the Multicultural Classroom Environment Instrument (MCEI), was developed to assess psychosocial dimensions of classroom environments in Queensland Catholic secondary schools. These dimensions were: Collaboration, Competition, Teacher Authority, Teacher Support, Congruence, Deference, Teacher Directedness and Gender Equity. The use of the instrument with a sample of 1,460 students in 24 Catholic secondary schools in Queensland revealed some statistically significant differences in students’ perceptions of their classroom environment. Differences were revealed according to the country of birth of the student and those of the parents. Investigations examining school type, subject, year level and gender were also undertaken. Single-sex schools were shown to be more concerned with Teacher Authority and Competition compared to coeducational schools. Religion and Study of Religion classes were perceived as very similar, irrespective of school type. There were differences in students’ perception of the classroom environment across different year levels, with year 8 students’ perceptions significantly different to that of years 10 and 12 students. Girls generally perceived their classroom environment more positively than boys, with greater Collaboration, Teacher Support and Gender Equity and less Competition and Teacher Authority. The results of this thesis suggest that differences in students’ perceptions of multicultural classroom environments in Queensland Catholic secondary schools do exist. It also suggests that in order to continue to provide quality education, Catholic schools must acknowledge these differences. They must also ensure that curriculum initiatives, staff professional development and training, and other educational and pastoral initiatives are designed to incorporate the differences identified in this thesis. Further investigation into a variety of multicultural classroom environments is recommended.