This paper covers the portrayals of Captain James Cook within Hawaiian education. It begins by providing a backdrop to early European portrayals of Captain Cook and then proceeds to investigate how these portrayals changed as they were incorporated into Hawaiian textbooks. The paper then continues to illustrate the changes made in Cook’s portrayal within Hawaiian textbooks and how these changes coincide with the prevailing interests of the eras in which the authors wrote them.

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The focus of this study is change in environmental content in Mexican primary school textbooks before and after the decentralization of public education in 1993. The literature review in the opening chapter gives the background information on environmental education, internationally and in Mexico. The authors mention and discuss the major groups involved in the development and initiation of programs and curriculum such as the UNESCO, Man and the Biosphere (MAB), and the Commission on Sustainable Development (CSD). The gradual Mexican ownership of the environmental cause and the promotion of awareness in Mexico lead to the main part of the study. This study employs both manifest and latent content analysis to find trends and themes in the textbooks. The primary focus of the manifest content analysis is individual words while the latent content analysis stresses excerpts and images from the textbooks. The use of an Excel database and PivotTables generated by Excel to correlate data indicates areas to examine for differences in content between the textbooks. In addition, the use of the two forms of analysis provides validation and significance when the data agree. The final portion of the study offers some general conclusions for the analysis and a summary of how the environmental content has increased in the primary school textbooks over the period studied. There are also suggestions for future research on the content of textbooks, surveys of environmental knowledge and attitudes, and alternatives to the formal education implied by the use of textbooks in the classroom. / Master of Arts

The problem of this thesis is to make a critical study of fifteen second grade spelling textbooks published since 1940. The purpose of this study is to see how they agree or where they disagree in mechanical features, vocabulary, word-meanings, and teaching plan.

The problem of this study is to make an analysis of some changes that have occurred in fourth grade geography books over a period of twenty years to determine the extent to which they have been influenced by educational psychology. Implications of these changes will be drawn for the teacher.

Thesis advisor: Marilyn Cochran-Smith / Changes in climate are being experienced by people globally, and increasingly pushing into school science. Educators struggle to make sense of the critical thinking and agency youth will need to face such changes. To this end climate change curriculum, teaching and learning in schools has garnered significant attention in educational research in the last decade. This is particularly important given that formal education is viewed as an important canvas for building the capacity of young people. However, curriculum materials are mostly understudied and taken for granted. In addition, there is also a paucity of scholarship from the global South with respect to climate change education. To address the need for climate change education as well as inclusion of international perspectives, this dissertation presents an analysis of climate change content in select textbooks and supplementary educational materials from Bangladesh, California & Ghana, and three widely different jurisdictions. Using a cultural politics framework, I explored the following questions related to climate change content in textbooks and supplementary materials: (1) How is climate change portrayed in select official/state approved textbooks (2) How is climate change portrayed in supplementary materials? (3) What are the similarities and differences the textbooks and supplementary materials? Using a classical content analysis approach, I show that the content in all three textbooks acknowledged the contributions of human activity to climate change, for example discussing the primary role of human activity to the warming of the planet. However, there were some distinct differences when it came to discussions around the scientific consensus on climate change. While Bangladesh fully noted the scientific consensus, California presented mixed messaging and Ghana did not reference the scientific consensus at all. The textbooks from the three jurisdictions included local and global climate change impacts and policy solutions. My analysis also showed that the two supplementary materials from the United States used different frames to challenge each other’s messaging. And while Heartland Institute cast doubt on the scientific consensus, the Paleontological Research Institution embraced it. Lastly, the United Nations, as an exemplar of content intended for an international audience, was constructed similar to the textbooks in attempting to balance local and global perspectives on climate policy solutions. Importantly, I argue that textbooks and supplementary materials need to provide robust content that attends to the context-specific complexity of climate change. I discuss cultural influences on climate change education. Finally, I conclude with recommendations for the inclusion of more localized ideas on climate change impact and policies / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.