This report is a study of the development of strategies of political conflict surrounding the Mexican Student Movement of 1968. It analyzes strategies of the students' organization of the National Strike Committee and the Government Party of Revolutionary Institutions (P.R.I.), in order to understand why violent repression was applied by the government to suppress the student group. The understanding of repression is undertaken in a review of the development of governmental structures and the history of conflict in Mexico beginning in 1910. In looking through the history of Mexico and examining the student movement, the report weaves together three theories: 1) the conflict of different political groups in history; 2) the development of a one-party system of government; and 3) the routinized use of repression in political conflict since the Mexican Revolution of 1910. In review of the historical development of the P.R.I., the study indicates that the early period in the 1930's contained an opportunity for a viable political democracy with a control and orderly conflict between interest group on the left and right. The push to a centralized government came from Cárdenas who was sympathetic to the needs of the peasants and workers and whose administration worked on their behalf. But following the leadership of Cárdenas, the presidential successors, Avila Camacho and Alemán, used the Central Party, and by strengthening its control, suppressed labor and peasant movements. It is at this time that the legacy of violence in policy matters is introduced — a strategy of repression in modern Mexican politics. Evidence on the composition of the P.R.I. points to a structure in which control of the government flows, from the top down in a unidirectional manner with little or no influence from the workers, peasants or small businessmen. Representation in the party does not bring with it the ability to participate in the decision making, nor does the populist ideology of the party mean that the masses are able to influence the leadership of the government. This being the case, the problem for the government becomes one of persuasion and control. A chronological account of the events of 1968 reveal that the strategy of the student movement, was that of calling for a public debate with the government in order to provide a means of restoring the influence of the masses of the people upon public officials, and the strategy of the government was to applied physical force through the police and the army in order to avoid a public debate and to quickly eliminate the student movement. / Arts, Faculty of / Sociology, Department of / Graduate

Exploring school advisors' practices: Dwelling in/between the tectonic spaces is a story about three teachers assisting their student teachers in becoming teachers, and my safari through their landscapes; what i describe as dwelling in/between the tectonic spaces. Those spaces between school advising and student teaching, desire and fear, comfortable and uncomfortable, predictable and unpredictable, all speak to the fact that school advising is a complex phenomena. The exploration began with two research questions that guided the study: what is the school advisor's understanding of her practice? What is the school advisor's understanding of how one becomes a teacher? i worked with three school advisors from two large urban secondary schools during the 13 week secondary student teaching practicum in the 1994/95 school year. Diane and Jill came from Maskini Secondary School. They worked with one student teacher, Betty. Jessica came from Lord Cook Secondary School, and worked with two student teachers, Chety and Tiany. Several data generating procedures were integrated and a co-researching relationship fostered between the school advisors and me. The data generating procedures were conversations, participant observations, video and audio-taping. Student teacher assessment forms written by the school advisors were part of the data; and i kept a journal throughout the study. As i became immersed in the study, listened to several conferences between school advisors and student teachers, and held various conversations-on-actions with the school advisors, i realized i was dealing with a very complex phenomenon. Interpreting the data from the point of view of the two research questions that i began with, and trying to understand the school advisors' practices and their understanding of how one becomes a teacher from that view, would have meant camouflaging the dynamics and conflictual nature of such practices. Asking a what is question demanded that i objectify the school advisors. That would have meant sealing myself off from the atmosphere that i inhabited in those classrooms, the sounds of pedagogy that i heard, and the smiles that radiated the rooms. That would have meant not acknowledging what it was like for me inhabiting places full of love and hope. It would have also meant blocking off the painful moments that were evident at times. The moments and situations speak of what and how school advising was like and could be like. The data transformed the research questions. The complexity of school advising needed to be spoken of according to what it was like and could be like. Thus, what school advising was like and can be like or what the 1994/95 practicum was like for the school advisors is told in narratives and metaphors generated from the various conversations. The narratives, the situations, and the metaphors speak about what we have to grasp as a whole. They help us understand each advising of a student teacher by a school advisor on a certain day, in the tone of a previous incident, reminder, and suggestion. The narrative fragments and the synopsis make sense in the whole. Like parables they constitute what Paul Ricouer calls "networks of intersignifications." i have used geographical terms such as safari, tectonic, landscape, terrain, and paths, to communicate what the practicum was like for us as co-researchers. This study assists us in understanding what school advising could be like by offering accounts of what it was like for the co-researchers, Jill, Jessica, Diane, and myself. These accounts describe school advising and student teaching as processes of reorientation by disorientation which can be tectonic. For student teachers, the practicum is a reorientation to what was familiar when they were secondary students. For school advisors, the practicum is familiar because it is a yearly occurrence. However, this study found that student teaching and school advising can be very disorienting processes to the parties involved. The tectonicness highlight the need to nurture relationships in teacher education programs which include pedagogical relationships in the classrooms, triadic relationships during the practicum, student teacher-student teacher relationships, and, school advisor-student teacher relationships. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Typically, students have had limited voice in their schooling (Erickson & Schultz,1992). The purposes of this study were to explore the concept of student voice in the elementary school and to develop strategies that develop student voice in the curricula. An elementary school principal and four teachers participated in an action research study that examined and attempted to develop student voice in their classrooms. Acting as a coach, the principal supported the four teachers as they implemented their classroom research on student voice. Four case studies were developed based on artifacts such as journals (student and participant), lesson plans, meetings, surveys and observations. Data were analyzed for emerging themes and compared across cases.Findings indicate that there was a difference in the teachers' emerging understanding and promotion of student voice. These differences were explained on the evolving commonalities being discovered in each case study. First and foremost were the instructional strategies utilized by the participants that engaged the learners and promoted their voice? Next, the organizational structure of the building and classes played an important role. Time and size of classes either promoted or restrained student voice. Finally, the culture of the organization and the belief system of the individual teacher played an important role. / Ed. D.

No description available.

No description available.

No description available.

Yes / Plagiarism and referencing are areas in which the transition into Higher Education can be a particularly severe leap. University expectations regarding referencing are often wildly different from those previously encountered, not just for international students but for UK school leavers and mature students (Hardy and Clughen 2012). These expectations are often implicit rather than clearly expressed, hidden in little-read departmental handbooks or pre-enrolment information at a time when the student is more concerned with immediate issues of where they will live and whether they will make any friends. Lillis (2001 p14) calls referencing ¿an ideologically inscribed institutional practice of mystery¿. This paper reports on an initiative from the University of Bradford library which attempts to smooth the transition into HE by introducing students to ideas of referencing and plagiarism in a timely and non-threatening manner.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 121-128).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 121-128). Also available in print.

Previous studies by professionals in education have investigated the elements that are typical of the successful online student. Studies of the elements required for academic success online from the students' point of view, however, are infrequent. This study investigated student perceptions of those elements necessary for success in online study; whether students believed differences exist between those elements necessary for success in online study and those necessary for success in traditional classes; and what factors students identify as barriers to successful completion of online courses. A comparison was made of the viewpoints of students who had and who had not previously completed an online course. The student-identified elements were contrasted to those elements identified by professionals appearing in the literature. This study used a variety of methods. A two-part process of inventory questionnaires and interviews gathered data from twenty volunteers, half with and half without successful online experience. A thematic analysis of the data revealed that time management skills, self-discipline, the ability to work independently, motivation, commitment and adequate technology and equipment were the elements that students believed contributed to success in online study. Those elements were believed to be more important for success online than for success in traditional classes. Two elements were identified by 100% of the students with online experience as critical for success: the ability to work independently and time management skills. Three students (30%) without online experience indicated the ability to work independently was necessary and seven (70%) stated that time management skills were necessary. Characteristics of successful students gleaned from the literature produced by professionals in education gave both similar and dissimilar portraits. Barriers to successful online study identified by students were the loss of interaction with instructors and classmates, a lack of time management skills, and problems with e-mailed questions. It is the conclusion of this research that greater consideration should be granted by educational professionals to student perceptions of the elements necessary to successfully complete online studies.