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You searched for subject:(empowering students). Showing records 1 – 2 of 2 total matches.

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1. Nembhard, Gillian N. Storying for Social Justice: A Professional Learning Journey.

Degree: 2012, University of Toronto

This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

MAST

Advisors/Committee Members: Broad, Kathy, Feuerverger, Grace, Curriculum, Teaching and Learning.

Subjects/Keywords: social justice education; developing agency; empowering of students from marginalized communities; curriculum integration; writing; 0515

…I believed that I was making a difference in the lives of the students with whom I worked… …need among the students I worked with. I recognized a need for 1 2 greater equity in… …education among marginalized groups and communities and a need for students and teachers to be… …experience and Ms. Z’s response has inspired me as an educator to allow students the opportunity to… …inspired to nurture the inner strengths and ability in my own Grade 6 students to confront social… 

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

APA (6th Edition):

Nembhard, G. N. (2012). Storying for Social Justice: A Professional Learning Journey. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32450

Chicago Manual of Style (16th Edition):

Nembhard, Gillian N. “Storying for Social Justice: A Professional Learning Journey.” 2012. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/32450.

MLA Handbook (7th Edition):

Nembhard, Gillian N. “Storying for Social Justice: A Professional Learning Journey.” 2012. Web. 07 Aug 2020.

Vancouver:

Nembhard GN. Storying for Social Justice: A Professional Learning Journey. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/32450.

Council of Science Editors:

Nembhard GN. Storying for Social Justice: A Professional Learning Journey. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32450


University of Toronto

2. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

MAST

Advisors/Committee Members: Miller, John P., Cohen, Rina, Curriculum, Teaching and Learning.

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 07 Aug 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

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