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Much of the research and writing about the neighborhood books of Ezra Jack Keats has centered on depictions of his character ‘Peter’ as a non-racial ‘every child,’ or on the role of play in his stories. This thesis analyzed Keats’s neighborhood books and his research for them within the context of race and class discourses of the 1960s and 1970s. This work used a racial literacy framework and drew on ideas about power inscribed in space and hierarchical representations in children’s picture books. This research found Keats’s neighborhood books and research materials function as a racial project by constructing a cultural memorial to the atmosphere of the great transformation (Omi & Winant, 1994) and to a systematically produced racialized and classed space (Hankins, et al, 2012). Findings indicate that future research is needed to consider spacial depictions of race and class in picture books, and that there is a need for place-based historical inquiry among elementary students. / text

This paper examines the influence that political, societal, and educational trends and characteristics have on citizenship education within official curriculum documents. The Social Studies 9 curricular documents of 1971, 1991, 1999, and 2008 are analyzed in order to determine the type of citizen and citizenship education that was promoted during those years. The analysis considers only the official curriculum documents for the period in question, as opposed to actual classroom practice. The curricular documents are analysed in light of prevailing currents and countercurrents in Canada during the period from 1970 to the present and a typology of citizenship education ranging from traditional to social activist and reconstructionist. The interpretations and conclusions highlight a history of competing and complimentary currents and counter-currents within the documents and a movement in citizenship education from less active roles for students to increasingly socially and globally aware citizens which continually rests on democratic values. The documents also highlight the influence of regional development concerning the role of participation and the natural environment in citizenship education in Saskatchewan.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

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This research is an action-research study that will analyze the effect of media on high school students' political perceptions. There are many things that influence students' political perceptions and these influences could potentially shape students' political and personal opinions. The process for how these influences actually play out is not well known. What we do know is that mass media resources can have an effect on the attitudes of students, and the degree to which this occurs can be either positive or negative. This action research study was conducted using two student groups of similar demographics and exposing them to different media materials in order to identify changes in political attitudes. This research attempts to answer the question: How does political media affect student opinions about politics and civic participation?

We live in a world marked by constant change. We are linked in time, place and space to individuals around the globe. In a country as culturally diverse as Canada it is inevitable that issues of globalization and multiculturalism surface in educational realms. As educators it is imperative that we provide our students with opportunities to explore global and multicultural concepts as they impact them on local and international levels. The study of these concepts lends itself more easily to social studies curricula. Thus, an examination of Saskatchewan social studies curricula at the middle level over a period of time (1978- 1999) served as a tool to determine the impact globalization and multiculturalism have had on the curriculum. The review of the literature revealed the following issues: both global and multicultural education are difficult to define, resulting in difficulty implementing both these concepts in the classroom. Both concepts became more prominent in Canada during the 1970s and 1980s. While globalization and multiculturalism are different concepts, they do contain commonalities. These commonalities were used to determine the impact globalization and multiculturalism have had on the curriculum. Four main stages were found to exist that describe the common elements of the two concepts: equality, awareness, critical response and empowerment. Content analysis methodology was used to accurately interpret the curriculum documents that were analyzed, while grounded theory served as a framework for conducting the research. Key word counts were performed, followed by an examination of the word in the context it was placed in. Once examinations of all the curricula were conducted for each grade and year separately they were analyzed individually and then together. The findings revealed the following themes: the 1978 curriculum was not influenced by globalization and multiculturalism, and while the 1987/88 and 1999 curricula do embrace elements of globalization and multiculturalism they only do so in certain stages of the model- mainly awareness and equality. In the conclusion, implications on education and suggestions for future research are discussed.

We live in a world marked by constant change. We are linked in time, place and space to individuals around the globe. In a country as culturally diverse as Canada it is inevitable that issues of globalization and multiculturalism surface in educational realms. As educators it is imperative that we provide our students with opportunities to explore global and multicultural concepts as they impact them on local and international levels. The study of these concepts lends itself more easily to social studies curricula. Thus, an examination of Saskatchewan social studies curricula at the middle level over a period of time (1978- 1999) served as a tool to determine the impact globalization and multiculturalism have had on the curriculum. The review of the literature revealed the following issues: both global and multicultural education are difficult to define, resulting in difficulty implementing both these concepts in the classroom. Both concepts became more prominent in Canada during the 1970s and 1980s. While globalization and multiculturalism are different concepts, they do contain commonalities. These commonalities were used to determine the impact globalization and multiculturalism have had on the curriculum. Four main stages were found to exist that describe the common elements of the two concepts: equality, awareness, critical response and empowerment. Content analysis methodology was used to accurately interpret the curriculum documents that were analyzed, while grounded theory served as a framework for conducting the research. Key word counts were performed, followed by an examination of the word in the context it was placed in. Once examinations of all the curricula were conducted for each grade and year separately they were analyzed individually and then together. The findings revealed the following themes: the 1978 curriculum was not influenced by globalization and multiculturalism, and while the 1987/88 and 1999 curricula do embrace elements of globalization and multiculturalism they only do so in certain stages of the model- mainly awareness and equality. In the conclusion, implications on education and suggestions for future research are discussed.

We are living in a conceptual world which we build through both informal and systematic interaction. Concepts enable us to simplify and organize our environment and communicate efficiently with others. The learning of concepts is represented by a general idea, usually expressed by a word, which represent a class or group of things or actions having certain characteristics in common, is a matter of central concern for designing effective instructional conditions in the school setting. Thus, concept attainment is a cornerstone of social studies to help students to make informed and reasonable decisions and therefore is a fundamental and challenging aspect of social studies content. Previous studies had not focused specifically on concept questions and nonconcept questions. The purpose of this study is to determine whether 8th, 10th, and 11th grade students perform better on social studies questions which were classified as concept questions compared to questions which were classified as nonconcept questions. This study also attempts to identify the relationship between correct answers on concept questions and students' demographics. This study used a non-experimental descriptive, correlational, and causal-comparative research designs. This study used secondary data analysis, which involves a re-analysis of data collected for another study or purpose. The data for this study was gathered from Texas Education Agency, for all students who took the Spring 2006 and Spring 2009 version of the Grade 8, Grade 10, and Grade 11 Social Studies TAKS Tests. A statistical significant difference was found between the percentage of correct concept question and nonconcept questions. Students had higher achievement on nonconcept questions than concept questions. The researcher compared students' correct answers for concept questions between years, the result indicated that students scored higher on concept questions in 2009 than 2006. Also, there was a significant difference between male students and female students. Male students had a higher mean of concept questions than female students. In addition, Grade 11 had a higher mean on concept questions than Grade 10 and Grade 8. The researcher found significant differences among ethnicity. Asian students and White students scored better on concept question than other ethnic groups. The researcher also examined the correlation between concept questions and nonconcept questions. The result indicated that there was a significant positive high correlation between choosing correct answers for concept question and nonconcept questions. Last, native speaker students had a higher achievement on concept questions than ESL students.