subject:(Education Social Sciences)

Harvard University

1. Chen, Chen. Romantic Transfer: From Science to Social Ideologies.

Degree: Doctor of Education (EdD), 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

► The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the… (more)

▼ The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the socio-political realm, but educational practitioners often deem such transfers romantic and rhetorical, ignoring the opportunities and challenges such transfers may hold. In terms of opportunities, romantic transfer encourages students to relate science to events in social life and further to discover new ways to understand social issues and propose social hypotheses. In terms of challenge, romantic transfers are often based on superficial and even imprecise understandings of science and depend on oversimplified labels and metaphors. In many cases, the romantic transfers are imaginative. Although logically romantic transfers are based on analogical resonance, empirically they are hardly proven to be valid. Nevertheless, when students imagine social and ideological implications of the hard science terminologies and theorems, they are at risk for considering the emergent ideologies as proven by hard sciences that are often considered authoritative, objective, and universal. Literal understanding of science-inspired by still unexamined ideologies can lead to maladaptive and even dangerous social actions. Because many of the romantic transfers are interdisciplinary and controversial, teachers may avoid explicit discussion about romantic transfer with students, and do not wish to assume responsibility of doing so. However, the question remains whether avoiding explicit discussion and debates about romantic transfer would inhibit students from spontaneously romanticize science concepts. This dissertation presents four studies that systematically investigate questions of romantic transfer—informal, emergent, and metaphorical boundary transections from natural science to social ideologies that often occur unexpectedly. My first study shows that participants who scored high in transferential thinking style also scored high in scientism beliefs and that participants who scored high on both tend to give literal interpretations to (religious) text. Following, my second study shows that students who reviewed the conservation of energy in physics are more likely to believe that luck is conserved, a naïve karmic religious idea. My third study shows that students are able to transfer spontaneously from theories in physics to more politically charged contexts. Specifically, students who learned the theory of entropy are more likely to prefer tightened social control, whereas students who learned self-organization theory are more likely to prefer stronger individual agency and relaxed social control. Study-4 involved interviews with the participants from Study-3 and shows that students’ narratives about social control are largely consistent with the thermodynamic concepts they have learned. Occasionally, students can critically evaluate the plausibility of their romantic transferences. This dissertation shows that science instruction implicitly empowers students to make… Advisors/Committee Members: Selman, Robert L. xmlui.authority.confidence.description.cf_uncertain (advisor), Schneps, Matthew H. (committee member).

Subjects/Keywords: Education, Sciences; Education, Social Sciences

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APA (6^th Edition):

Chen, C. (2017). Romantic Transfer: From Science to Social Ideologies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

Chicago Manual of Style (16^th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Doctoral Dissertation, Harvard University. Accessed March 01, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

MLA Handbook (7^th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Web. 01 Mar 2021.

Vancouver:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Mar 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

Council of Science Editors:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

2. Stanley, Teresa L. Increasing students' critical thinking and improving performance in elementary social studies classroom.

Degree: 2017, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

► The purpose of this study was to explore the instructional strategies used by experienced elementary social studies teachers to enhance students’ achievements of social… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Stanley, T. L. (2017). Increasing students' critical thinking and improving performance in elementary social studies classroom. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stanley, Teresa L. “Increasing students' critical thinking and improving performance in elementary social studies classroom.” 2017. Thesis, Capella University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stanley, Teresa L. “Increasing students' critical thinking and improving performance in elementary social studies classroom.” 2017. Web. 01 Mar 2021.

Vancouver:

Stanley TL. Increasing students' critical thinking and improving performance in elementary social studies classroom. [Internet] [Thesis]. Capella University; 2017. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanley TL. Increasing students' critical thinking and improving performance in elementary social studies classroom. [Thesis]. Capella University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Clark, Tammy Lynn. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.

Degree: 2013, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

► Historical thinking is an integral part of understanding and doing history, as well as a good example of the kind of critical thinking necessary… (more)

Subjects/Keywords: Education; Social Sciences

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APA (6^th Edition):

Clark, T. L. (2013). Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Clark, Tammy Lynn. “Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.” 2013. Thesis, State University of New York at Albany. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3552114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Clark, Tammy Lynn. “Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.” 2013. Web. 01 Mar 2021.

Vancouver:

Clark TL. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. [Internet] [Thesis]. State University of New York at Albany; 2013. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clark TL. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. [Thesis]. State University of New York at Albany; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

4. Brejwo, Carolyn Jackson. Civic Education in West Virginia: Guidelines and State Standards in a Case Study.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

URL: https://doi.org/10.33915/etd.505 ; https://researchrepository.wvu.edu/etd/505

► Civic teachers are members of their community and are responsible for preparing their students to be future citizens. West Virginia is one of nine states… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Brejwo, C. J. (2012). Civic Education in West Virginia: Guidelines and State Standards in a Case Study. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.505 ; https://researchrepository.wvu.edu/etd/505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brejwo, Carolyn Jackson. “Civic Education in West Virginia: Guidelines and State Standards in a Case Study.” 2012. Thesis, West Virginia University. Accessed March 01, 2021. https://doi.org/10.33915/etd.505 ; https://researchrepository.wvu.edu/etd/505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brejwo, Carolyn Jackson. “Civic Education in West Virginia: Guidelines and State Standards in a Case Study.” 2012. Web. 01 Mar 2021.

Vancouver:

Brejwo CJ. Civic Education in West Virginia: Guidelines and State Standards in a Case Study. [Internet] [Thesis]. West Virginia University; 2012. [cited 2021 Mar 01]. Available from: https://doi.org/10.33915/etd.505 ; https://researchrepository.wvu.edu/etd/505.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brejwo CJ. Civic Education in West Virginia: Guidelines and State Standards in a Case Study. [Thesis]. West Virginia University; 2012. Available from: https://doi.org/10.33915/etd.505 ; https://researchrepository.wvu.edu/etd/505

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Colorado State University

5. Zhang, Dongying. Cultural differences in shame and guilt between American and Chinese preschoolers.

Degree: MS(M.S.), Human Development and Family Studies, 2011, Colorado State University

URL: http://hdl.handle.net/10217/46731

► The emotions of guilt and shame play a significant role in socialization. Many cross-national studies about shame in American and Chinese cultures use college students… (more)

Subjects/Keywords: education; social sciences

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APA (6^th Edition):

Zhang, D. (2011). Cultural differences in shame and guilt between American and Chinese preschoolers. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/46731

Chicago Manual of Style (16^th Edition):

Zhang, Dongying. “Cultural differences in shame and guilt between American and Chinese preschoolers.” 2011. Masters Thesis, Colorado State University. Accessed March 01, 2021. http://hdl.handle.net/10217/46731.

MLA Handbook (7^th Edition):

Zhang, Dongying. “Cultural differences in shame and guilt between American and Chinese preschoolers.” 2011. Web. 01 Mar 2021.

Vancouver:

Zhang D. Cultural differences in shame and guilt between American and Chinese preschoolers. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10217/46731.

Council of Science Editors:

Zhang D. Cultural differences in shame and guilt between American and Chinese preschoolers. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46731

Boston University

6. Scullane, Amy Reichgott. “I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks.

Degree: EdD, Education, 2020, Boston University

URL: http://hdl.handle.net/2144/40936

► In this study, I examined the presentation of the Civil War within U.S. history textbooks and primary sources. The textbook has been a significant element… (more)

▼ In this study, I examined the presentation of the Civil War within U.S. history textbooks and primary sources. The textbook has been a significant element of the history curriculum (Apple, 2009; Apple & Christian-Smith, 1991). However, it is problematic to expect that these books alone are enough to achieve educational goals. Primary source use in classrooms has become increasingly important. When used properly, these sources engage students and help them develop critical thinking skills and historical empathy. I used a research design that relied upon a combination of materials to attain a representative sample, using major history textbooks and primary sources produced by and for eight demographics of people. The end goal was to determine if the “lived” experiences of primary source subjects aligned with the portrayal of experiences of similar demographics in the textbooks. This study included the creation of an evaluation instrument (Appendix A) to analyze and interpret narrative features and themes. From my analysis, there was evidence that Civil War primary source documents and U.S. history textbooks’ chapters on the Civil War represent the nature of war differently. Although primary source sets and textbooks contained some of the same content, the textbooks were organized chronologically around major themes that emphasized shallow content coverage and generally, authors neglected or only superficially addressed events or people that might have been relevant to students. The problem of covering a large, complex topic in a small space was evident throughout. War was presented chiefly through battles, impacted or noticed mostly by well-known men. Few paragraphs prompted questions about the morality, conduct, or nature of war. Although they presented many facts, they did not engage students with content in a lively way or through multiple and complex perspectives. The textbooks were relentlessly neutral in that they rarely made any value judgements that weren’t obvious. The primary source documents humanized the war in a way the textbooks did not, and conveyed details about gender, race, and social and economic positions of regular people, including charming anecdotes and relatable circumstances. They contained often-overlooked perspectives about conflicts and demonstrated that the war greatly impacted all segments of society. They showed there were profound and complicated social, economic, and political repercussions to the Civil War. Advisors/Committee Members: Martell, Christopher C. (advisor).

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Scullane, A. R. (2020). “I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/40936

Chicago Manual of Style (16^th Edition):

Scullane, Amy Reichgott. ““I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks.” 2020. Doctoral Dissertation, Boston University. Accessed March 01, 2021. http://hdl.handle.net/2144/40936.

MLA Handbook (7^th Edition):

Scullane, Amy Reichgott. ““I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks.” 2020. Web. 01 Mar 2021.

Vancouver:

Scullane AR. “I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks. [Internet] [Doctoral dissertation]. Boston University; 2020. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2144/40936.

Council of Science Editors:

Scullane AR. “I wanted to go to war and I did go”: an investigation of Civil War primary sources and United States history textbooks. [Doctoral Dissertation]. Boston University; 2020. Available from: http://hdl.handle.net/2144/40936

Arizona State University

7. Salim, Sulafa. The Role of Information and Communication Technology in Autism Care Case Study: Sudan.

Degree: Global Technology and Development, 2019, Arizona State University

URL: http://repository.asu.edu/items/55693

► This research aims to serve as a starting point to the exploration of the current status of autism in Sudan and how to best utilize… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Salim, S. (2019). The Role of Information and Communication Technology in Autism Care Case Study: Sudan. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/55693

Chicago Manual of Style (16^th Edition):

Salim, Sulafa. “The Role of Information and Communication Technology in Autism Care Case Study: Sudan.” 2019. Masters Thesis, Arizona State University. Accessed March 01, 2021. http://repository.asu.edu/items/55693.

MLA Handbook (7^th Edition):

Salim, Sulafa. “The Role of Information and Communication Technology in Autism Care Case Study: Sudan.” 2019. Web. 01 Mar 2021.

Vancouver:

Salim S. The Role of Information and Communication Technology in Autism Care Case Study: Sudan. [Internet] [Masters thesis]. Arizona State University; 2019. [cited 2021 Mar 01]. Available from: http://repository.asu.edu/items/55693.

Council of Science Editors:

Salim S. The Role of Information and Communication Technology in Autism Care Case Study: Sudan. [Masters Thesis]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/55693

Arizona State University

8. Abeita, Shawn Patrick. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.

Degree: Justice Studies, 2015, Arizona State University

URL: http://repository.asu.edu/items/29712

► In these three pieces, I expand my thoughts about the functional relationships that sociocultural notions of identity and belonging, and economic development (nation building) of… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Abeita, S. P. (2015). Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29712

Chicago Manual of Style (16^th Edition):

Abeita, Shawn Patrick. “Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.” 2015. Doctoral Dissertation, Arizona State University. Accessed March 01, 2021. http://repository.asu.edu/items/29712.

MLA Handbook (7^th Edition):

Abeita, Shawn Patrick. “Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.” 2015. Web. 01 Mar 2021.

Vancouver:

Abeita SP. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2021 Mar 01]. Available from: http://repository.asu.edu/items/29712.

Council of Science Editors:

Abeita SP. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29712

McGill University

9. Korpijaakko, Maria. Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation.

Degree: PhD, Department of Integrated Studies in Education, 2015, McGill University

URL: https://escholarship.mcgill.ca/downloads/ft848t608.pdf ; https://escholarship.mcgill.ca/concern/theses/vh53wz887

►

This dissertation explores the socio-cultural implications of cyber identity performance on Facebook for members of the Cusp Generation, those born before the "great digital divide"… (more)

▼

This dissertation explores the socio-cultural implications of cyber identity performance on Facebook for members of the Cusp Generation, those born before the "great digital divide" of 1995. Members of the Cusp Generation are in a unique position as "part digital natives" to easily acquire and use new media technologies, while being more critically aware of the personal, social, and cultural effects that may arise from them thanks to having some memory of the pre-digital era. I conduct a study on my peer group's use of Facebook to determine whether they perform cyber identity in similar ways and for the same reasons as younger generations.I apply Richard Johnson's holistic approach to analysing media culture to my study's findings, drawing on his four-point model that examines producers, text, audience readings, and the back and forth play between cultural production and cultural life. This model allows me to consider multiple factors that may be involved in my participant's cyber identity performances. I examine the potential constrictions on people's agency in their Facebook use caused by consumer discourse, Facebook's hyperreal nature, and Facebook's structure. I also draw on psychological predisposition and avatar attachment theories to examine the subjective nature of cultural production. I contend that if the Cusp Generation is having difficulty dealing with medium's constrictions, then younger generations may have an even harder time due to their life-long media technology immersion and vulnerability to market-related identity discourses. In raising concerns over the impacts of technology-based communication, I explore how the medium of Facebook extends and exacerbates processes of offline social reproduction and I discuss how the positive social and political aspects of Facebook can be enhanced. My findings will contribute to academic discussions in the fields of cultural studies and Education and can be applied to the development of critical media literacy for curriculum and pedagogy.

Cette dissertation s'attarde sur les implications socio-culturelles du rôle de la cyber-identité sur Facebook pour les personnes faisant partie de la génération cusp, ceux nés avant la grande fracture numérique de 1995. Cette génération est dans une position particulière et unique; ils ne sont qu'en partie des natifs numériques. Autant il est facile pour eux d'apprendre à utiliser les nouveaux supports numériques, autant ils sont conscients des répercussions personnelles, sociales et culturelles qui pourrait en découler. Ils possèdent cet oeil critique grâce aux souvenirs qu'ils ont de l'ère pré-numérique. Je conduis une étude sur l'utilisation de Facebook par mes pairs pour déterminer s'ils exercent la cyber-identité de la même manière et pour les mêmes raisons que les générations plus jeunes.J'applique la méthode holistique de Richard Johnson pour l'analyse de la culture numérique à mes recherches d'étude. Calqué sur son modèle comprenant quatre parties qui examine les producteurs, le texte, la lecture de l'auditeur et…

Advisors/Committee Members: Michael Hoechsmann (Supervisor2), Bronwen Low (Supervisor1).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Korpijaakko, M. (2015). Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation. (Doctoral Dissertation). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/ft848t608.pdf ; https://escholarship.mcgill.ca/concern/theses/vh53wz887

Chicago Manual of Style (16^th Edition):

Korpijaakko, Maria. “Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation.” 2015. Doctoral Dissertation, McGill University. Accessed March 01, 2021. https://escholarship.mcgill.ca/downloads/ft848t608.pdf ; https://escholarship.mcgill.ca/concern/theses/vh53wz887.

MLA Handbook (7^th Edition):

Korpijaakko, Maria. “Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation.” 2015. Web. 01 Mar 2021.

Vancouver:

Korpijaakko M. Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2021 Mar 01]. Available from: https://escholarship.mcgill.ca/downloads/ft848t608.pdf ; https://escholarship.mcgill.ca/concern/theses/vh53wz887.

Council of Science Editors:

Korpijaakko M. Consuming Facebook, prosuming the self: the socio-cultural implications of Facebook use for members of the cusp generation. [Doctoral Dissertation]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/ft848t608.pdf ; https://escholarship.mcgill.ca/concern/theses/vh53wz887

McGill University

10. Mills, Natasha. Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

URL: https://escholarship.mcgill.ca/downloads/gq67jv14s.pdf ; https://escholarship.mcgill.ca/concern/theses/gm80hz47t

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Le désengagement scolaire parmi les étudiants noirs est une question urgente, soutenue par des études récentes suggérant un nombre disproportionné de décrochage scolaire parmi les… (more)

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Le désengagement scolaire parmi les étudiants noirs est une question urgente, soutenue par des études récentes suggérant un nombre disproportionné de décrochage scolaire parmi les étudiants noirs versus leur homologues provenant de d’autres races.Mon étude débute avec une analyse du multiculturalisme au Canada, offrant la fondation pour une discussion concernant la race et l’égalité dans un contexte canadien. La nature intrinsèquement injuste du multiculturalisme attise le racisme systémique et les inégalités présentes et institutionnalisées dans la société, découlant du système d’éducation. Les multiples problématiques concernant la race, le pouvoir, le privilège et les classes sociales nourrissent la réalité dans les écoles : les étudiants noirs ne sont pas engagés, ce qui entraine un taux de décrochage préoccupant au sein de ce groupe. Cette étude se concentra sur les enjeux du désengagement et les causes probables qui entrainent les étudiants noirs à quitter l’école de façon prématurée, selon des éducateurs également noirs.Utilisant un modèle de recherche qualitatif, j’ai effectué une série d’entretiens phénoménologiques avec des éducateurs noirs au sein de la Commission Scolaire de Toronto ainsi que celle du district Peel afin de déterminer leurs philosophies et perspectives relatant au désengagement des étudiants noirs face à l’école. Utilisant une pédagogie critique et pertinente à la culture, dans un cadre antiraciste, je me suis engagé dans un processus d’entrevue permettant de saisir les voix des éducateurs noirs afin d’exprimer ce qu’ils croient être les causes de ce désengagement.Le dernier chapitre de mon étude propose que le mentorat, les soins, des attentes basses face aux étudiants, un enseignement et un curriculum plus culturellement pertinent, et la diversité au sein de l’équipe scolaire sont tous des facteurs importants ayant un impact sur le désengagement scolaire. L’analyse de ces thèmes offre des solutions afin de resserrer l’écart existant dans le système scolaire ainsi que promouvoir un réengagement des étudiants noirs face à leurs études et à l’école.

Disengagement amongst Black students is a pressing matter as recent studies suggest a disproportionate number of dropouts amongst Black students compared to their non-Black counterparts. This study begins with an analysis of multiculturalism in Canada, which provides the foundation for the discussion of race and equity in a Canadian context. The unjust inherent nature of multiculturalism fuels the systemic racism and inequality prevalent and institutionalized in society, through the education system. The myriad issues related to race, power, privilege and class inform the current situation in our schools – Black students are disengaged and as a result are dropping out of school at alarming rates. This study will focus on the issue of disengagement and the possible causes leading Black students to leave school prematurely, through the eyes of Black educators.Through a qualitative research design I conducted a series of phenomenological…

Advisors/Committee Members: Bronwen Low (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Mills, N. (2015). Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/gq67jv14s.pdf ; https://escholarship.mcgill.ca/concern/theses/gm80hz47t

Chicago Manual of Style (16^th Edition):

Mills, Natasha. “Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context.” 2015. Masters Thesis, McGill University. Accessed March 01, 2021. https://escholarship.mcgill.ca/downloads/gq67jv14s.pdf ; https://escholarship.mcgill.ca/concern/theses/gm80hz47t.

MLA Handbook (7^th Edition):

Mills, Natasha. “Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context.” 2015. Web. 01 Mar 2021.

Vancouver:

Mills N. Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context. [Internet] [Masters thesis]. McGill University; 2015. [cited 2021 Mar 01]. Available from: https://escholarship.mcgill.ca/downloads/gq67jv14s.pdf ; https://escholarship.mcgill.ca/concern/theses/gm80hz47t.

Council of Science Editors:

Mills N. Tackling student disengagement: examining the perspectives and philosophies of black educators in a canadian context. [Masters Thesis]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/gq67jv14s.pdf ; https://escholarship.mcgill.ca/concern/theses/gm80hz47t

McGill University

11. Manuel, Ashley. Problematizing youth radicalization in Canadian educational spaces.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

URL: https://escholarship.mcgill.ca/downloads/st74ct62k.pdf ; https://escholarship.mcgill.ca/concern/theses/s4655k496

►

This research determines whether Canadian educational spaces in the past have had any bearing on the radicalization of youth. As globalization creates tensions, insecurity and… (more)

▼

This research determines whether Canadian educational spaces in the past have had any bearing on the radicalization of youth. As globalization creates tensions, insecurity and confusion for young people in relation to their identity, the radicalization of young Canadians poses a significant threat to maintaining national security. Though radicalization within Canadian educational institutions is far less prevalent than usually assumed in today's security-obsessed society, education's role as a social institution provides an important site to investigate this concern. A qualitative analysis of the educational experiences of Donald Andrews, Marc Lépine and Saad Khalid, each of whom adopted extremist belief systems in Canada during their youth, was conducted to uncover what kind of an influence schools played in their radicalization process. Results indicated that the sentiments of alienation and marginalization that fuelled their radicalization were exacerbated within their school settings. Therefore, the value of critical pedagogy is brought to light in order to demonstrate that by supporting the healthy development and social integration of its young people, educational spaces can indeed be utilized to prevent social isolation, a major driving force in the radicalization of youth.

Cette recherche détermine si les espaces éducatifs canadiens ont eu un impact sur la radicalisation des jeunes. Alors que la mondialisation crée des tensions, incertitudes et confusions pour la jeunesse par rapport à la formation d'identité, la radicalisation des jeunes canadiens menace le maintien de la sécurité nationale. Quoique la radicalisation à l'intérieur des institutions éducatives canadiennes soit beaucoup moins fréquente que l'on croirait, particulièrement au sein d'une société obsédée par la sécurité, le rôle de l'éducation comme institution sociale nous permet, néanmoins, d'étudier cette crainte. Une analyse qualitative des expériences éducatives de Donald Andrews, Marc Lépine et Saad Khalid, dont chacun a adopté un système de croyance extrémiste pendant sa jeunesse au Canada, a été conduite pour découvrir à quel point les écoles ont influencé leurs processus de radicalisation. Les résultats ont indiqué que les sentiments d'aliénation et de marginalisation qui ont contribué à leur radicalisation ont été aggravés au sein de leurs espaces éducatifs respectifs. Conséquemment, l'importance de la pédagogie critique est soulignée afin de démontrer qu'en soutenant le développement sain ainsi que l'intégration sociale des jeunes, les espaces éducatifs peuvent être utilisés pour empêcher l'isolation sociale, une des causes principales de la radicalisation des jeunes.

Advisors/Committee Members: Ratna Ghosh (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Manuel, A. (2015). Problematizing youth radicalization in Canadian educational spaces. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/st74ct62k.pdf ; https://escholarship.mcgill.ca/concern/theses/s4655k496

Chicago Manual of Style (16^th Edition):

Manuel, Ashley. “Problematizing youth radicalization in Canadian educational spaces.” 2015. Masters Thesis, McGill University. Accessed March 01, 2021. https://escholarship.mcgill.ca/downloads/st74ct62k.pdf ; https://escholarship.mcgill.ca/concern/theses/s4655k496.

MLA Handbook (7^th Edition):

Manuel, Ashley. “Problematizing youth radicalization in Canadian educational spaces.” 2015. Web. 01 Mar 2021.

Vancouver:

Manuel A. Problematizing youth radicalization in Canadian educational spaces. [Internet] [Masters thesis]. McGill University; 2015. [cited 2021 Mar 01]. Available from: https://escholarship.mcgill.ca/downloads/st74ct62k.pdf ; https://escholarship.mcgill.ca/concern/theses/s4655k496.

Council of Science Editors:

Manuel A. Problematizing youth radicalization in Canadian educational spaces. [Masters Thesis]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/st74ct62k.pdf ; https://escholarship.mcgill.ca/concern/theses/s4655k496

University of Kansas

12. Al-Shammari, Abdulaziz. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.

Degree: M.S.Ed., Curriculum and Teaching, 2018, University of Kansas

URL: http://hdl.handle.net/1808/27570

► This study investigates the global citizenship knowledge that Kuwaiti students should learn as identified by the literature and confirmed by a study panel of field… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Al-Shammari, A. (2018). ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/27570

Chicago Manual of Style (16^th Edition):

Al-Shammari, Abdulaziz. “ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.” 2018. Masters Thesis, University of Kansas. Accessed March 01, 2021. http://hdl.handle.net/1808/27570.

MLA Handbook (7^th Edition):

Al-Shammari, Abdulaziz. “ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.” 2018. Web. 01 Mar 2021.

Vancouver:

Al-Shammari A. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. [Internet] [Masters thesis]. University of Kansas; 2018. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1808/27570.

Council of Science Editors:

Al-Shammari A. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. [Masters Thesis]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27570

Oklahoma State University

13. Liu, Patty I-Tyng. Complex Syntax and Withdrawn Behavior in Children.

Degree: Department of Communication Sciences and Disorders, 2012, Oklahoma State University

URL: http://hdl.handle.net/11244/6695

► This study investigated the relation between language impaired (LI) children's production of complex syntactic structures in conversational speech and parental ratings of children's social difficulties,… (more)

Subjects/Keywords: social sciences education

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APA (6^th Edition):

Liu, P. I. (2012). Complex Syntax and Withdrawn Behavior in Children. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/6695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Liu, Patty I-Tyng. “Complex Syntax and Withdrawn Behavior in Children.” 2012. Thesis, Oklahoma State University. Accessed March 01, 2021. http://hdl.handle.net/11244/6695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Liu, Patty I-Tyng. “Complex Syntax and Withdrawn Behavior in Children.” 2012. Web. 01 Mar 2021.

Vancouver:

Liu PI. Complex Syntax and Withdrawn Behavior in Children. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/11244/6695.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Liu PI. Complex Syntax and Withdrawn Behavior in Children. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/6695

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Khan, Seema. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

► The purpose of the proposed project was to establish the need for trauma-focused school-based program for at-risk urban youth, to identify a well-matched funding… (more)

Subjects/Keywords: Social work; Social sciences education

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APA (6^th Edition):

Khan, S. (2018). A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Khan, Seema. “A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.” 2018. Thesis, California State University, Long Beach. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10751798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Khan, Seema. “A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.” 2018. Web. 01 Mar 2021.

Vancouver:

Khan S. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khan S. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Sanchez, Jennifer C. Seth's Law of 2012| A Policy Analysis.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

► The purpose of this study was to conduct a policy analysis of Seth’s Law 2012. Bullying on school campuses is a severe and pervasive… (more)

Subjects/Keywords: Social work; Social sciences education

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APA (6^th Edition):

Sanchez, J. C. (2018). Seth's Law of 2012| A Policy Analysis. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sanchez, Jennifer C. “Seth's Law of 2012| A Policy Analysis.” 2018. Thesis, California State University, Long Beach. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10785904.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sanchez, Jennifer C. “Seth's Law of 2012| A Policy Analysis.” 2018. Web. 01 Mar 2021.

Vancouver:

Sanchez JC. Seth's Law of 2012| A Policy Analysis. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sanchez JC. Seth's Law of 2012| A Policy Analysis. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Buchanan Farmer, Melani. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.

Degree: 2016, California Institute of Integral Studies

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

► Girls in early adolescence today face numerous challenges to their positive and successful growth into happy, productive, and powerful women. These challenges may include… (more)

Subjects/Keywords: Social sciences education; Health education

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APA (6^th Edition):

Buchanan Farmer, M. (2016). "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. (Thesis). California Institute of Integral Studies. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buchanan Farmer, Melani. “"When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.” 2016. Thesis, California Institute of Integral Studies. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10117897.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buchanan Farmer, Melani. “"When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.” 2016. Web. 01 Mar 2021.

Vancouver:

Buchanan Farmer M. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. [Internet] [Thesis]. California Institute of Integral Studies; 2016. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buchanan Farmer M. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. [Thesis]. California Institute of Integral Studies; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Kay, Victoria. Examining the response process of fifth grade students during social studies instruction.

Degree: 2011, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

► Over the last decade there has been an increased focus on high-stakes standardized tests in reading and math. Social studies has been devalued in… (more)

Subjects/Keywords: Education, Elementary; Education, Social Sciences

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APA (6^th Edition):

Kay, V. (2011). Examining the response process of fifth grade students during social studies instruction. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kay, Victoria. “Examining the response process of fifth grade students during social studies instruction.” 2011. Thesis, Northern Illinois University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3473039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kay, Victoria. “Examining the response process of fifth grade students during social studies instruction.” 2011. Web. 01 Mar 2021.

Vancouver:

Kay V. Examining the response process of fifth grade students during social studies instruction. [Internet] [Thesis]. Northern Illinois University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kay V. Examining the response process of fifth grade students during social studies instruction. [Thesis]. Northern Illinois University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Arapoff, Nikan. Teacher Experiences With Credit-Related Finance Education.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

► Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset… (more)

Subjects/Keywords: Education, Social Sciences; Education, Business

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APA (6^th Edition):

Arapoff, N. (2012). Teacher Experiences With Credit-Related Finance Education. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arapoff, Nikan. “Teacher Experiences With Credit-Related Finance Education.” 2012. Thesis, Walden University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3499157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arapoff, Nikan. “Teacher Experiences With Credit-Related Finance Education.” 2012. Web. 01 Mar 2021.

Vancouver:

Arapoff N. Teacher Experiences With Credit-Related Finance Education. [Internet] [Thesis]. Walden University; 2012. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arapoff N. Teacher Experiences With Credit-Related Finance Education. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

19. Rosenbusch, Katherine. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.

Degree: 2010, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

► The purpose of this survey based study was to examine whether the characteristics (i.e., flexibility and cohesion) of expatriate families in a multinational corporation… (more)

Subjects/Keywords: Education, Social Sciences; Education, Business

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APA (6^th Edition):

Rosenbusch, K. (2010). Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rosenbusch, Katherine. “Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.” 2010. Thesis, The George Washington University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3386969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rosenbusch, Katherine. “Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.” 2010. Web. 01 Mar 2021.

Vancouver:

Rosenbusch K. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. [Internet] [Thesis]. The George Washington University; 2010. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosenbusch K. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. [Thesis]. The George Washington University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Duceatt, Donna P. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.

Degree: 2017, Piedmont College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

► This qualitative multi-case study investigated strategies social studies teachers use to incorporate historical thinking skills in fourth and fifth grade classrooms to support the… (more)

Subjects/Keywords: Elementary education; Social sciences education

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APA (6^th Edition):

Duceatt, D. P. (2017). An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Duceatt, Donna P. “An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.” 2017. Thesis, Piedmont College. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10258100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Duceatt, Donna P. “An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.” 2017. Web. 01 Mar 2021.

Vancouver:

Duceatt DP. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. [Internet] [Thesis]. Piedmont College; 2017. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Duceatt DP. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. [Thesis]. Piedmont College; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Diaz Pe?a, Jesus D. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".

Degree: 2017, University of Missouri – Saint Louis

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

► The Commonwealth of Puerto Rico, an unincorporated territory of the United States, is home to approximately 3.4 million U.S. citizens. The literature on Puerto… (more)

▼ The Commonwealth of Puerto Rico, an unincorporated territory of the United States, is home to approximately 3.4 million U.S. citizens. The literature on Puerto Rican national identity (PRNI) describes how and why it has been debated on the island for more than five hundred years throughout the colonial trajectory, once under Spain and now as a commonwealth of the United States. The education system in Puerto Rico, and particularly the social studies curriculum, has been used to promote particular ideologies regarding national identity. This study identifies what middle school teachers teach about PRNI and how seventh grade students identify themselves in terms of national identity. The investigation of curriculum delivery examines the elements that foster the Puerto Rican national character. Social studies educators who neglect the multiplicity of Puerto Rican identities fail to acknowledge that educational practices should be inclusive of the diverse understandings of PRNI. Such an acknowledgment needs to be incorporated to social studies classes where teachers discuss Puerto Rico’s relationship with the United States. Examining social studies classes in Puerto Rico becomes the ideal context to develop conjectures about PRNI that include a transnational identity beyond the nation-state paradigms. Using a mixed method approach with a concurrent embedded strategy, I identified student perceptions about PRNI, which differ from those of educators. Teachers’ perceptions, citizenship, ethnic identity, and political ideology become intertwined with the delivery of social studies classes. Nevertheless, students develop their own perceptions of PRNI with only minor reference to the social studies class. Students express dissatisfaction with their social studies classes. They also assign a high level of importance to PRNI, express a strong feeling of belonging to the Puerto Rican nation, and describe markers of national identity. The previous categories become pivotal considerations for the assessment of content-rich social studies lessons.

Subjects/Keywords: Secondary education; Social sciences education

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APA (6^th Edition):

Diaz Pe?a, J. D. (2017). The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". (Thesis). University of Missouri – Saint Louis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Diaz Pe?a, Jesus D. “The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".” 2017. Thesis, University of Missouri – Saint Louis. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10277753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Diaz Pe?a, Jesus D. “The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".” 2017. Web. 01 Mar 2021.

Vancouver:

Diaz Pe?a JD. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". [Internet] [Thesis]. University of Missouri – Saint Louis; 2017. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Diaz Pe?a JD. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". [Thesis]. University of Missouri – Saint Louis; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The University of Oklahoma

22. McNabb, Meridith Renee. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.

Degree: 2013, The University of Oklahoma

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

► Global consciousness is an important trait for high-school students to exhibit. One way that global consciousness can be incorporated into the curriculum is via… (more)

Subjects/Keywords: Education, Multilingual; Education, Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

McNabb, M. R. (2013). Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McNabb, Meridith Renee. “Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.” 2013. Thesis, The University of Oklahoma. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1524511.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McNabb, Meridith Renee. “Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.” 2013. Web. 01 Mar 2021.

Vancouver:

McNabb MR. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. [Internet] [Thesis]. The University of Oklahoma; 2013. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McNabb MR. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. [Thesis]. The University of Oklahoma; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

23. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

► In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

▼ In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with at least one parent a college graduate) students attending Harvard College and Georgetown University between the years of 2012-2016. Through random sampling techniques and iterative interviews, I examine the variation and change over time among first-generation students’ descriptions of their college going experiences and compare these to their continuing generation peers. I identify points of overlap as well as factors that specifically affect first-generation students’ transition into and experiences of college. I argue that a classification of first-generation students attending elite universities as either “privileged” or “disadvantaged” glosses over the nuanced and varied self-assessments of first-generation students themselves. Instead, I propose considering first-generation students’ characteristics and college experiences—especially at highly selective universities—as multiplex, accommodating both privilege and disadvantage, and transitional in both nature and outcome. In short, the first-generation classification is essentially a social category defined by its liminality, not by a durable set of characteristics. Even though the first-generation experience is complex and varied, there are nonetheless policy and programmatic lessons that administrators can draw to support first-generation and all students as they transition into and proceed through college. This dissertation examines the various pathways to thriving as articulated by first-generation students themselves. In terms of academics, these include academic continuation and academic divergence in a field of study, and academic turnaround versus ongoing academic achievement among first- and continuing-generation students from diverse preparation backgrounds. In terms of social experiences, I explore the tactics of bulwarking, pride work, and assimilation as ways in which first-generation students adopt or eschew the classification as an identity feature in a given social context. Finally, I offer specific policy recommendations to administrators aiming not to see their first-generation students make it through, but to thrive in college and beyond. Advisors/Committee Members: Light, Richard J. xmlui.authority.confidence.description.cf_uncertain (advisor), Bassett, Anya B. (committee member), Reuben, Julie A. (committee member).

Subjects/Keywords: Education, Higher; Education, Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Chicago Manual of Style (16^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed March 01, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

MLA Handbook (7^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 01 Mar 2021.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Washington State University

24. [No author]. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4698

► This case study explored how selected students' social capital impacted their mathematical identities inside a seventh-grade classroom. Mathematical identities were measured in terms of participation… (more)

Subjects/Keywords: Mathematics education; Social sciences education

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APA (6^th Edition):

author], [. (2012). A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .” 2012. Thesis, Washington State University. Accessed March 01, 2021. http://hdl.handle.net/2376/4698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .” 2012. Web. 01 Mar 2021.

Vancouver:

author] [. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . [Internet] [Thesis]. Washington State University; 2012. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2376/4698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

25. Young, Kelsey. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.

Degree: AB, 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

► Much debate exists about the benefits of state-funded merit scholarships in bridging the opportunity gap between those who can and cannot afford quality post-secondary education.… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

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APA (6^th Edition):

Young, K. (2018). Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Young, Kelsey. “Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.” 2018. Thesis, Harvard University. Accessed March 01, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Young, Kelsey. “Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.” 2018. Web. 01 Mar 2021.

Vancouver:

Young K. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Mar 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Young K. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

26. Katz, Doran A. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.

Degree: 2018, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

► A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often… (more)

Subjects/Keywords: Secondary education; Social sciences education

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APA (6^th Edition):

Katz, D. A. (2018). A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Katz, Doran A. “A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.” 2018. Thesis, The George Washington University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Katz, Doran A. “A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.” 2018. Web. 01 Mar 2021.

Vancouver:

Katz DA. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. [Internet] [Thesis]. The George Washington University; 2018. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katz DA. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. [Thesis]. The George Washington University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Harvard University

27. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

► In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

▼ In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with at least one parent a college graduate) students attending Harvard College and Georgetown University between the years of 2012-2016. Through random sampling techniques and iterative interviews, I examine the variation and change over time among first-generation students’ descriptions of their college going experiences and compare these to their continuing generation peers. I identify points of overlap as well as factors that specifically affect first-generation students’ transition into and experiences of college. I argue that a classification of first-generation students attending elite universities as either “privileged” or “disadvantaged” glosses over the nuanced and varied self-assessments of first-generation students themselves. Instead, I propose considering first-generation students’ characteristics and college experiences—especially at highly selective universities—as multiplex, accommodating both privilege and disadvantage, and transitional in both nature and outcome. In short, the first-generation classification is essentially a social category defined by its liminality, not by a durable set of characteristics. Even though the first-generation experience is complex and varied, there are nonetheless policy and programmatic lessons that administrators can draw to support first-generation and all students as they transition into and proceed through college. This dissertation examines the various pathways to thriving as articulated by first-generation students themselves. In terms of academics, these include academic continuation and academic divergence in a field of study, and academic turnaround versus ongoing academic achievement among first- and continuing-generation students from diverse preparation backgrounds. In terms of social experiences, I explore the tactics of bulwarking, pride work, and assimilation as ways in which first-generation students adopt or eschew the classification as an identity feature in a given social context. Finally, I offer specific policy recommendations to administrators aiming not to see their first-generation students make it through, but to thrive in college and beyond. Advisors/Committee Members: Light, Richard J. xmlui.authority.confidence.description.cf_uncertain (advisor), Bassett, Anya B. (committee member), Reuben, Julie A. (committee member).

Subjects/Keywords: Education, Higher; Education, Social Sciences

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Chicago Manual of Style (16^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed March 01, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

MLA Handbook (7^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 01 Mar 2021.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Mar 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Indiana University

28. Brown, James Roger. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.

Degree: 2010, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

► Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or… (more)

▼ Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: (1) have a clear process in place for parents to report, (2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and (3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, social workers, and state policymakers.

Subjects/Keywords: Social Work; Education, Administration; Education, Social Sciences

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APA (6^th Edition):

Brown, J. R. (2010). Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, James Roger. “Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.” 2010. Thesis, Indiana University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3409133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, James Roger. “Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.” 2010. Web. 01 Mar 2021.

Vancouver:

Brown JR. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. [Internet] [Thesis]. Indiana University; 2010. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown JR. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. [Thesis]. Indiana University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Allen, Kara C. Breaking the "At Risk" Code| Deconstructing the Myth and the Label.

Degree: 2014, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3641922

► The term “at risk” is a label that is used to describe students who encompass a host of prominent socially and politically constructed titles… (more)

Subjects/Keywords: Education, Leadership; Education, Policy; Education, Social Sciences

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APA (6^th Edition):

Allen, K. C. (2014). Breaking the "At Risk" Code| Deconstructing the Myth and the Label. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3641922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Allen, Kara C. “Breaking the "At Risk" Code| Deconstructing the Myth and the Label.” 2014. Thesis, Loyola Marymount University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3641922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Allen, Kara C. “Breaking the "At Risk" Code| Deconstructing the Myth and the Label.” 2014. Web. 01 Mar 2021.

Vancouver:

Allen KC. Breaking the "At Risk" Code| Deconstructing the Myth and the Label. [Internet] [Thesis]. Loyola Marymount University; 2014. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3641922.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Allen KC. Breaking the "At Risk" Code| Deconstructing the Myth and the Label. [Thesis]. Loyola Marymount University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3641922

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Muscelli, Gregory B. The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior.

Degree: 2011, Nova Southeastern University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3485750

► The purpose of the study was to analyze the effects co-teaching has on general education students' academic achievement and classroom behavior. The effect of… (more)

Subjects/Keywords: Education, Special; Education, Secondary; Education, Social Sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muscelli, G. B. (2011). The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3485750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muscelli, Gregory B. “The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior.” 2011. Thesis, Nova Southeastern University. Accessed March 01, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3485750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muscelli, Gregory B. “The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior.” 2011. Web. 01 Mar 2021.

Vancouver:

Muscelli GB. The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior. [Internet] [Thesis]. Nova Southeastern University; 2011. [cited 2021 Mar 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485750.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muscelli GB. The Effect of Co-Teaching on Ninth Grade World History Students' Academic Achievement and Classroom Behavior. [Thesis]. Nova Southeastern University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3485750

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations