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Thesis (B.Sc)--University of Hong Kong, 2006. / Includes bibliographical references (p. 177-195)

<p>This study examines Palestinian families exposed to house demolitions and their reactions to having their homes destroyed by the Israeli Authorities. The traumatic effects of suddenly becoming homeless is studied in a resiliency perspective, and comparisons with earlier research of resiliency and of mental health in the context of house demolitions are made. The purpose of the study is to illustrate the families’ reactions and their coping strategies in resisting the effects of trauma and desolation following repeated home demolitions. The data was collected through ethnographic field studies in Israel using participant observations, interviews, observations and documents. This study will conclude that the violation of homes has major influence on the mental health of the various family members. Men loose their value as providers, women loose the centre of their lives, and children loose their sense of safety and security. Discovery of how resilient protective factors empower the afflicted families when they rebuild their homes, in spite of the lack of being able to obtain building permits, is shown. However, the rebuilding is still a fragile process as the families often go through the trauma of demolition over and over again.</p>

This study examines Palestinian families exposed to house demolitions and their reactions to having their homes destroyed by the Israeli Authorities. The traumatic effects of suddenly becoming homeless is studied in a resiliency perspective, and comparisons with earlier research of resiliency and of mental health in the context of house demolitions are made. The purpose of the study is to illustrate the families’ reactions and their coping strategies in resisting the effects of trauma and desolation following repeated home demolitions. The data was collected through ethnographic field studies in Israel using participant observations, interviews, observations and documents. This study will conclude that the violation of homes has major influence on the mental health of the various family members. Men loose their value as providers, women loose the centre of their lives, and children loose their sense of safety and security. Discovery of how resilient protective factors empower the afflicted families when they rebuild their homes, in spite of the lack of being able to obtain building permits, is shown. However, the rebuilding is still a fragile process as the families often go through the trauma of demolition over and over again.

The primary foci of the study were to determine the relationships among perceptual modality, temporality, and academic achievement, and to develop implications for the academic counseling of middle school students based on the findings. The sample was composed of 613 students enrolled in Prineville Junior High School. The Edmonds Learning Style Identification Exercise, the metronome, and the Iowa Tests of Basic Skills were the instruments used to collect data. Five statistical tools were used in the analysis of data. The findings at the .05 level of significance were as follows: 1. There were no significant differences in perceptual modality mean scores for the three temporal groups. 2. There were no significant relationships between sex and temporal grouping (slow, medium, fast). 3. A significant relationship existed between grade level and temporal group. There was a higher concentration of sixth graders in the slow temporal group. 4. There was a significant difference between sex and the perceptual modality score of visualization. Males scored significantly higher. For the other three perceptual modality scores and sex, there was no significant differences. 5. There was no significant difference for grade level and perceptual modality mean scores. 6. There was no interaction for grade level and sex on perceptual modality mean scores. 7. There were no significant relationships among perceptual modality scores within each temporal group. 8. There were no significant relationships among academic achievement scores, preferred temporal pace, and perceptual modality scores. Implications for the academic counseling of middle school students stressed the importance of using visual materials in the curriculum for males, and the varying of instructional pace to accommodate differences in students' temporal paces. / Graduation date: 1984

The purpose of this study was to examine fifth, seventh, and tenth graders' attitudes toward school and classroom science by means of questionnaires and interviews. In particular, the study hoped to determine (a) if a relationship existed between these two attitudes, (b) what relationship, if any, grade level, gender, ethnicity, school/community type, expected GPA and science grade, and personally satisfying GPA and science grade had with either or both of the attitudes, and (c) the source of students' attitudes. The questionnaires used in this study (Science Attitude Scale for Middle School Students by Misiti, Shrigley, and Hanson and one constructed by the author) were found to be both valid and reliable. The surveys were administered to approximately 1,000 fifth, seventh, and tenth graders from schools representing rural, small city, and urban communities at the commencement and near the end of the schools' fall terms. After the second administration of the questionnaires, 25 students, representing each grade level from each community type, were interviewed following a structured interview format. The results indicated that while a statistically significant relationship did exist between students' attitudes toward school and toward classroom science, the relationship had no practical meaning. Females were slightly more positive about school than their male counterparts. No gender differences were found with respect to attitudes toward classroom science. Fifth graders held significantly more positive attitudes toward science than seventh and tenth graders. None of the other variables were found to have any practical relationship to either of the attitudes. The interview data suggested that students from all three grade levels had definite feelings about school and classroom science, particularly about modes of instruction, relevancy, their teachers, and the effect of attitude on achievement. / Graduation date: 1992

Graduation date: 1993

The 21st century has emerged with Canadians experiencing great concern about how we do things in the world. The degrading environment preys greatly on the minds of Canadians while our actions may not match our thoughts. How do we educate our students as future leaders about sustainability and help them understand that our individual actions make a difference? The intent of this study was to make a difference in students’ and teachers’ lives. It needed to be determined if teachers felt that there was a gap in the current way that we are teaching about sustainability. The results of a Manitoba teacher survey and a literature review identified several different risk and protective factors: those that either constrain or support the teaching of sustainability in a science classroom. The three risks that were discovered to be the strongest were preparation time, availability of resources and that sustainability issues are often highly complex. These concerns became the foundation for informing the implementation phase of this study. From this information a resource that met all of the specific learning outcomes (SLOs) as mandated by Manitoba Education, Citizenship, and Youth (MECY) for the grade 8 Water Systems cluster was designed and piloted. Bronfenbrenner’s Bioecological theory (1979) and The Natural Step’s Four Systems Conditions were used as a foundation. There was a significant difference between the pilot groups and the control groups in three of the four areas tested. Teachers reported enjoying using the resource, and finding it helpful. They also reported that their students were engaged by the use of the resource. The thesis summation suggests how the resource might be shared and improved upon with and by teachers around the province and beyond, and hope that it provides a framework for future lessons or units related to sustainability. / May 2008

This research is based on the Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative (IERI) through a grant to the American Association for the Advancement of Science (AAAS). Both teachers’ video lessons and students’ pre-and-post test scores were used to investigate the effects of teachers’ types, quality, and quantity of questioning students’ knowledge of algebra concepts and skills in variables, change, equality, and equations in middle school students in seventh and eighth grades. The study further explored the relationship between types of questioning, quality of questioning, and quantity of questioning. Later, teachers’ intention of asking two types of questions, probing and guiding, and teachers’ questioning acquisition methods were studied through face-to-face teacher interviews. This dissertation used a mixed approach utilizing both quantitative and qualitative methods. The data were collected from 33 teachers in two different states, Texas and Delaware, who participated in the IERI project either during the 2002-2003, the 2003- 2004, or the 2004-2005 school years. A total of 103 videotapes were obtained consisting of one to five lessons for each teacher. The teachers used one of four different textbooks: MathThematics (Billstein, et al., 1999), Connected Mathematics (Lappan, et al., 1998), Mathematics: Applications and Connections Glencoe Algebra (Collins, et al., 1998), or Mathematics in Context (MiC) (Romberg, et al., 1998). The results showed that teachers’ quality of probing questions affected students’ achievements when other variables--teachers’ teaching experience, textbook, and teachers’ math preparation--were controlled. It was also found that AAAS’ two highest rated two textbooks, CMP and MiC, affected students’ understanding. Moreover, teachers’ math preparation predicted student performance. Furthermore, quality and quantity of guiding questions and probing questions were significantly correlated with each other (p < 0.01). For the qualitative part, it was found that teachers’ were asking what they intended to ask. In other words, they were aware of the role of questioning they were using. Also, there were several methods that seemed to be more used when acquiring questioning skills- -watching and observing teachers, being in the field or from student-teacher experience, and workshops.