Dissertations / Theses on the topic 'Modern Gender Study and teaching'
To see the other types of publications on this topic, follow the link: Modern Gender Study and teaching.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Modern Gender Study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hasselqvist, Emil. "Teaching Grammar in EFL Classrooms in Swedish Upper-Secondary School : An Empirical Study on the Use of Two Models." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24509.
Full textAbstract:
How to teach English as a second or foreign language has been heatedly debated as long as the subject has been taught. One of the many issues regarding the teaching of English as a second or foreign language is the issue of whether or not to teach grammar, and if we teach it, how should we go about it? This study examines two different approaches to teaching English grammar at the Swedish upper-secondary school level. Experiments were conducted in four different groups of students (a total of 64 informants were used), all from the same upper-secondary school in a medium-sized Swedish city. The experiments were based on teaching the genitive construction to the informants during a 75-minute class. The results were analyzed mainly quantitatively with the help of test results from the 64 informants; the aspect of gender differences in the results was also analyzed. According to the study, one of the approaches seemed to be slightly superior to the other. There were also factors (other than the test results) which may speak in favour of one approach rather than the other.
2
MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
Full textAbstract:
This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
3
Publow, Erin Elizabeth. "Mothers and Sons: A Gender Study of the Modern Chinese Woodcut Movement." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392977093.
Full text
4
Berger, Jennifer. "Praise Notes: A Gender Study." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2271.
Full textAbstract:
Praise has been found to be an effective promoter of positive school and classroom environments and is used commonly by school adults to promote positive behavior among students. Praise can be given using many different methods; the method studied in this research project was praise notes. As part of a school-wide Positive Behavior Support program, faculty and staff from an elementary school were encouraged to write praise notes to students, identifying targeted positive behaviors. Over a 2-year time period, 2,839 notes were collected, examined for the content of the praise, and further examined according to recipient's gender. This study of praise notes was completed to determine if school adults provided more praise notes or different types of praise to male and female students. The findings showed that the school adults at the research setting were gender fair in the praise that they gave. They did not praise one gender more than would be expected, given the population; however, males were praised more than females in two areas: responsibility and cleaning. It appears from this population that school adults may have praised students for non-typical gender behaviors in order to promote positive behavior in their classrooms and school.
5
Holifield, Steven Lee. "Mathematics, technology, and gender: Closing gender differences with a high school web site." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1871.
Full textAbstract:
This project focuses on using technology to help motivate young females to make use of a high school web site to lesson anxieties and increase interest in mathematics and the use of technology. Additionally, it acts as a model to create an educational web site that brings about better communication within a community.
6
Kallifatides, Markus. "Modern företagsledning och omoderna företagsledare." Doctoral thesis, Handelshögskolan i Stockholm, Företagslednings- och Arbetslivsfrågor (A), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-578.
Full textAbstract:
Företag leds av människor. Människor som lever i ett samhälle med en lång historia. I denna avhandling argumenteras för att historiskt framsprungna ideal för företagsledning och företagsledare är av stor betydelse i nuet. För att förstå dagens mångfacetterade praktik – här studeras ett företag och dess ledning över en längre period - måste historiens avlagringar blottläggas. Modern företagsledning ses här som en roll för någon att iklä sig – en roll som tycks handla om sådant som ”strategi” och ”kultur”. Företagsledare skall fastlägga strategier och skapa kulturer. Men hur skall detta göras? Och hur skall företagsledare vara i övrigt? Här finns djupare tankar och känslor hos människor – sådant som handlar om vem ”jag” är. Industrialismens historia har producerat typiska svar på sådana frågor. För företagsledare är en central del av svaret ofta ”jag är en man”. Ideal för män är viktiga som ideal för företagsledare, och tvärtom. Praktisk företagsledning kan därmed ses som en blandning av modernt instrumentellt handlande i termer av strategi och kultur och något mindre moderna handlingar som handlar om vem jag är i tingens ordning. Är jag till exempel en Tuffing eller en Expert? Avhandlingen utmynnar i en återupptäckt av ytterligare en aspekt: det som varken är modernt eller helt omodernt.Diss. Stockholm : Handelshögsk., 2002
7
Stanko, Olivia Corine. "An ethnographic study of communication and gender performance in a modern day Latino wedding." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/805.
Full textAbstract:
This study examines how culture, gender roles, and economics intersect at a contemporary Mexican-American wedding. Prior studies have focused on one factor but did not examine how all three can affect a wedding. The bride in this study tries to negotiate challenges between her Mexican-American culture and her American culture. This research is an example of how culture is en grained in everything and how it plays out through a wedding. This ethnography was done through first hand observations and interviews. The purpose of this study was to examine communication in a contemporary Mexican-American wedding and communication issues found at the intersection of gender, ethnicity, and culture. The research also examined how participants supported or broke traditional gender roles along with consequences.
8
Mendini, Shauna Thelin. "GERTRUDE SHURR: PORTRAIT OF A MODERN DANCE TEACHER (DANCE)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291198.
Full text
9
Jones, Rosalyn. "An ethnographic study of gender differentiation in a middle school." Thesis, University of Leeds, 1988. http://etheses.whiterose.ac.uk/496/.
Full textAbstract:
This study examines facets of gender differentiation in a middle school. Utilizing an ethnographic methodology emphasis is placed upon the exploration of classroom interaction, inter-personal relations and participants' perceptual stances in order to explore how gender is implicated in the process of schooling. Although inquiries are located within a micro sociological context, the study is conducted against a backdrop of the socio-economic position of women and particular attention is accorded to the educational experience of girls and its implications for gender inequality at a structural level. The research demonstrates gender differentiation to be a ubiquitous feature of school life both in terms of its more formal routines and rituals and in its informal relations at the interactive level. Conventional constructs of femininity and masculinity impinge upon teacher perceptions of,and interaction with pupils, with the result that girls' competencies are devalued, they are not subject to the same degree of educative rigour as boys and, consequently, are marginalized within the classroom. Various dimensions of teacherpupil interaction are presented which elucidate the intricacies of such differentiation and which suggest how opportunities for enhancing pupils' self-esteem and facilitating the acquisition of participatory learning skills are distributed in favour of boys. Certain preoccupations and predispositions are, moreover, presented by pupils and the inquiry elaborates how these are reciprocated with institutional arrangements and expectancies. In terms of school as a working environment, educative processes are demonstrated as potentially more anxiety prcvoking for girls and, in relation to school as a social milieu, friendship networks are organized on a hierarchical basis in response to the contingencies of subject settings. Thus girls engage in certain ameliorative strategies and it is maintained, that to the extent that the school colludes with these, femininity is fostered in a way which is, in the longer term, educationally disadvantaging for girls and, ultimately, socially and economically disadvantaging for women.
10
Gallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.
Full text
11
Torres, Gabriella. "An exploratory study : romanticism in modern day men and women." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1509.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
12
Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.
Full textAbstract:
This study will explore my own perception of my personal and professional roles as a language teacher in Nunavik and in Japan. In this qualitative study, I attempt to understand the negotiation of language and culture both in and out of the classroom. Using the autobiographical narrative method, I investigate questions about language and identity through my own personal lens and voice. My inquiry comprises two elements; it examines and interprets key episodes in my life as a learner and teacher, and as a researcher, I link these topics to theoretical and empirical knowledge. My narrative begins with the early years of my life as a Francophone immersed in an English neighbourhood in Montreal, grounding it in the particular experiences of my own learning and teaching. The study also includes a comparative analysis of my teaching experiences in Northern Quebec and in Japan. The journals I kept throughout my teaching assignments provide material for analysis which contributes a unique perspective to the body of literature addressing the relationship between culture, values, language and identity. I close the discussion with recommendations for the improvement of second language teaching and teacher development in intercultural contexts.
13
Kollberg, Josefine. "Gender Equality in the EFL Classroom : A Qualitative Study of Swedish EFL Teachers’ Perceptions of Gender Equality in Language and its Implementation in the Classroom." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-130714.
Full textAbstract:
The Swedish Curriculum for the upper secondary school states that teachers should “ensure that teaching in terms of content and its organisation is typified by a gender perspective” (Skolverket 2011, p. 9). Considering that there is no further information regarding what a “gender perspective” means in reality, this sentence could be interpreted in many different ways. This study aims to explore how EFL teachers deal with linguistic gender equality, and which strategies they use to maintain a gender inclusive language in their classroom. Six interviews were conducted with EFL teachers at upper secondary schools in Stockholm, Sweden. The results indicated that the teachers thought this was an important issue to consider in teaching, andthat they had well-reasoned strategies for maintaining a gender perspective. The most prominently discussed strategies were encouraging reflection and discussion on these matters, and choosing appropriate literature that either would show a variety of different perspectives, or else would question the social norm. However, concerning their own language production, some of the teachers lacked explicit strategies for maintaining a gender inclusive language, which could derive from a lack in knowledge. Thus, this essay proposes that gender inequality in language needs to be more explicitly explored, both in teacher education and in further education for employed teachers. The teachers displayed an ambition to maintain a gender equal language teaching; and would benefit from more explicit tools to realize that.
14
Gjörloff, Per M., and Robert Gustafsson. "The Hidden Game : A comparative study on rugby and soccer in modern South African society." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-29236.
Full textAbstract:
The popular discourse has it that sports take a big part in the everyday life of South Africa. Given its segregated past, we ask the question on how the media discourse were on race, politics and gender during the formative period of circa 1990-1995. Utilizing discourse analysis on newspaper clippings from 1990 to 1995 and 2004 and interviews with players, coaches, administrators and sports activists, we have found that there was indeed a specific white discourse that subjugated the black perspective into the subaltern and formed partnership with the hegemonic traditions of the white apartheid regime.
15
Zhang, Yanhua, and 张燕华. "A comparative study of modern practical writing in juniorsecondary school Chinese textbooks in mainland China, Hong Kong andTaiwan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45154272.
Full text
16
Rubalcava, Raymond. "Gender equity and computer use." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2134.
Full textAbstract:
The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.
17
Thomas, Jill Katharine. "The relationship of attitude, gender, and grade level on physical activity involvement." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/831.
Full text
18
Bayley, Susan Nancy. "Modern languages as emerging curricular subjects in England, 1864-1918." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72095.
Full textAbstract:
This thesis deals with the curricular development of modern languages in the schools of England between 1864 and 1918. At the beginning of the period, modern languages were fringe curricular subjects; by the end of the period, they had achieved full curricular status in the secondary schools. The vehicles for investigating the curricular development of modern languages are the reports of the Royal Commissions and Board of Education. This thesis shows that modern languages became an integral part of the liberal curriculum and hence were taught chiefly in the secondary schools as instruments of cultural and mental formation for the upper and middle classes. Their definition as secondary school subjects was due largely to their promotion as liberal subjects by the Royal Commisions and Board of Education. The elitist views expressed in these reports were highly influential in determining the curricular status of modern languages, and the aims, methods, and content of their teaching.
19
Cornelissen, Belinda M. "A comparison between the contexts learners in Grades 8, 9 and 10 prefer for mathematical literacy and gender." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3101_1259737874.
Full textAbstract:
For many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.
20
Parker, Timothy P. "Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4255/.
Full textAbstract:
More so than any other science in the past several decades, Biology has seen an explosion of new information and monumental discoveries that have had a profound impact on much more than the science itself. Much of this has occurred at the molecular level. Many of these modern concepts, ideas, and technologies, as well as their historical context, can be easily understood and appreciated at the high school level. Moreover, it is argued here that the integration of this is critical for making biology relevant as a modern science. A contemporary high school biology curriculum should adequately reflect this newly acquired knowledge and how it has already has already begun to revolutionize medicine, agriculture, and the study of biology itself.
This curriculum provides teachers with a detailed framework for integrating molecular biology into a high school biology curriculum. It is not intended to represent the curriculum for an entire academic year, but should be considered a significant component. In addition to examining key concepts and discoveries, it examines modern molecular techniques, their applications, and their relevance to science and beyond. It also provides several recommended labs and helpful protocols.
21
Glenn, Laurie Arlene. "Virtuous ladies and melancholic geniuses, a study of gender-based creativity in Italy during the early modern period." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37400.pdf.
Full text
22
Sandén, Johanna. "You know who pop the most shit? : A study of profanity and gender differences in modern pop music." Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173998.
Full textAbstract:
Are there any gender differences in how profanity is used in modern pop music in 2019? The purpose of this study was to analyse music lyrics with particular attention paid to frequency and profanity profiles between female and male artists. The corpus used in the investigation contains a total of 34 music lyrics equally divided between the genders and was collected from a Billboard chart called “Hot 100 Songs”. Although this sample was small and may not be representative of all modern pop music lyrics, trends in this data show that the female artists sampled from the Billboard chart actually use profanity more frequently than male artists, which is in contrast to previous research. Furthermore, the result shows that male and female artists have distinctive profiles regarding the types of profanity used. Female artists use the swear word bitch more frequently whereas male artists tent to use nigger with a greater frequency.
23
Grossmann, Sandra Joy. "Math Anxiety, Coping Behavior, and Gender." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4857.
Full textAbstract:
Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with MATHANX was Wishful Thinking (r = .70, p < .0001). Ss were then dichotomized on PROBFOC and EMOTFOC, providing four behavioral groups. An ANCOVA controlling for attitudinal covariates showed behavioral group membership significant with respect to MATHANX (F(3,58)=6.07, p < .001), and an ANOVA revealed that students who reported high EMOTFOC coupled with low PROBFOC experienced the greatest MATHANX (,E(3,58) = 12.66, p < .0001).
Males and females reported virtually identical MATHANX (M=36.30 for males, 36.44 for females), and the only significant gender difference was for avoidance coping, which was used more by males (F(1,60) = 5.43, p < .03]. Results from this study suggest that fewer gender differences may exist in MATHANX and coping than have been found in the past. Additionally, this study identifies the need for future research to determine whether EMOTFOC is the behavioral component, or one of the determinants, of math anxiety.
24
Henriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.
Full textAbstract:
Educational and feminist researchers as well as philosophers and psychologist claim that women are not receiving the same university education as men. Studies show that males receive more praise and more attention in the classroom through the university. As a result, female students feel alienated from much of their educational experiences. Likewise, minority students also report feeling estranged in the university claiming that their previous experiences are undervalued.Freshman composition classes are designed to acquaint in-coming students with the discourse needed in order to succeed in college. Likewise, the Basis Writing Courses at Ball State University are designed to help underprepared students gain confidence and practice in their writing abilities. Teachers' written comments upon essay drafts are a major means of communication between the students and professors.This study was designed to determine whether or not instructors teaching in the Ball State University Basic Writing courses in the Fall Semester of 1992 gave responses on essays which were significantly different relative to the students' gender and/or race. In other words, did male students receive different editing and revisional advice than did female or non-Caucasian students? Did male students receive more praise and encouragement than did female or non-Caucasian students? Is there unconscious gender or racial bias exhibited in the basic writing classrooms at Ball State University as evidenced by instructors' written comments?? Contrary to the multi-vocal chorus proclaiming existing bias, this study found such bias did not exist at the significant Alpha level of .05, yet trends towards such bias did emerge. White males were slightly favored both in the amount of praise and the amount of advice offered on essay drafts. The careful selection of the Basic Writing faculty may have contributed to the lack of bias found at a significant level. As a secondary issue, it was also found that instructors were unaware of the extent of their direct editing habits. This overediting may result from the portfolio nature of the course where outside readers are involved in course assessmentDepartment of English
25
Lysén, Frej Ulrika. "Verb Dynamics : a Study of Gender Roles in Blueprint A." Thesis, Högskolan i Gävle, Ämnesavdelningen för svenska språket och engelska, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-5476.
Full textAbstract:
The teaching book is a very important device in schools and its potential impact can be considerable. This essay analyses how gender is established in one of the most common teaching books in upper secondary school, Blueprint A. The study aims to find out if the teaching book is stereotypical concerning the issue of gender equality. The analysis is made with Halliday’s Functional Grammar Theory as theoretical approach and is compared to the guidelines of the Curriculum and the Educational Act. To fulfil the aim of this essay, three texts are analysed from a gender perspective. If the verbs are dynamic/stative, and if the subjects function as agents or not are the factors used to establish if there is a difference between how females and males are represented in the texts. The hypothesis is based on a previous study on the same teaching book but regarding another edition and course (Odén 2005). It is hypothesised that there are differences in how men and women are presented in the texts and that women are described as more stative while men are described in more dynamic terms. The conclusion of this essay is that females are established as more stative than males and therefore it can be argued that the teaching book does not satisfy the goals of the Curriculum or the Educational Act.
26
Wirgell, Linnea. "The Spotlight is on Gender Roles : A Study of Verb Dynamics and Gender in Spotlight 7/8/9." Thesis, Högskolan i Gävle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8226.
Full textAbstract:
In the present study I have conducted a linguistic investigation of the textbook series Spotlight 7, 8 and 9 (Natur & Kultur 2008-2010) which is used in grades 7-9. The purpose of the investigation is to examine what gender roles are presented in the material. The theoretical approach is Halliday’s (2004) Functional Grammar Theory. The second part of the study presents a discourse analysis of three selected texts from Spotlight 7, 8 and 9 where the texts as well as the related pictures are analysed. The results from the whole study are compared to the goals on gender equality stated in the National Curriculum and the Educational Act. The result of the study reveals that the gender roles presented in the teaching material are less stereotypic than hypothesized but that, in accordance with my hypotheses, males were represented to a higher extent than females and transgenders. This result suggests that the material only partly fulfills the demands on gender equality that is found in the National Curriculum and the Educational Act.
27
Altman, Holly Ann 1957. "Focused awareness in action: A system of movement experiences and its contribution to health." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291484.
Full textAbstract:
Focused awareness in action was designed by the author as a system of movement experiences intended to enhance individual health and self-developmental processes. Drawing on principles of yoga, pranayama, modern dance, movement improvisation, and meditation, with group discussion as a means of integrating the above principles, form components were organized into a methodology for a course of study. The course of study was implemented in a project class and other workshop settings. As a result of these experiences, the thesis describes the structure and implementation of focused awareness in action. Speculations are made regarding its potential contribution to health and self-development. Most significant among the conclusions reached is the role of group interaction and interconnectedness in realizing the potential of the model.
28
Gavard, Karen. "Gender differences and oral production in French immersion." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19717.
Full textAbstract:
The main purpose of this descriptive study was to examine gender differences in French oral production, in a French immersion context. The following criteria were developed to investigate these differences: quantity in production, the use of verbs and conjugations. Eleven boys and thirteen girls from the same fourth grade class located in Montreal, Quebec, Canada, participated in this study. Both quantitative and qualitative data were gathered through one-on-one audiotaped story retelling sessions and questionnaires. This analysis did not reveal any gender differences but instead similarities were found in relation to the types of errors they made. Limitations, such as the number of participants, or the variation across participants' inhibition, memory, and creativity may have affected the results. It is suggested that these results may be linked to a lack of opportunity to speak French in the classroom, and that the use of a story retelling activity might be one way to encourage speaking.
29
Pendergast, Donna. "Re-thinking home economics : from modern to postmodern accounts of pedagogical bodies." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36587/6/36587_Digitised%20Thesis.pdf.
Full textAbstract:
Two perceptions of the marginality of home economics are widespread across educational and other contexts. One is that home economics and those who engage in its pedagogy are inevitably marginalised within patriarchal relations in education and culture. This is because home economics is characterised as women's knowledge, for the private domain of the home. The other perception is that only
orthodox epistemological frameworks of inquiry should be used to interrogate this state of affairs. These perceptions have prompted leading theorists in the field to call for non-essentialist approaches to research in order to re-think the thinking that has produced this cul-de-sac positioning of home economics as a body of knowledge and
a site of teacher practice. This thesis takes up the challenge of working to locate a space outside the frame of
modernist research theory and methods, recognising that this shift in epistemology is necessary to unsettle the idea that home economics is inevitably marginalised. The
purpose of the study is to reconfigure how we have come to think about home economics teachers and the profession of home economics as a site of cultural practice, in order to think it otherwise (Lather, 1991). This is done by exploring how the culture of home economics is being contested from within. To do so, the thesis uses a 'posthumanist' approach, which rejects the conception of the individual as a unitary and fixed entity, but instead as a subject in process, shaped by desires and
language which are not necessarily consciously determined. This posthumanist project focuses attention on pedagogical body subjects as the 'unsaid' of home economics research. It works to transcend the modernist dualism of mind/body, and other binaries central to modernist work, including private/public, male/female,paid/unpaid, and valued/unvalued. In so doing, it refuses the simple margin/centre geometry so characteristic of current perceptions of home economics itself. Three studies make up this work. Studies one and two serve to document the
disciplined body of home economics knowledge, the governance of which works towards normalisation of the 'proper' home economics teacher. The analysis of these
accounts of home economics teachers by home economics teachers, reveals that home economics teachers are 'skilled' yet they 'suffer' for their profession. Further,home economics knowledge is seen to be complicit in reinforcing the traditional roles of masculinity and femininity, thereby reinforcing heterosexual normativity
which is central to patriarchal society. The third study looks to four 'atypical'subjects who defy the category of 'proper' and 'normal' home economics teacher.
These 'atypical' bodies are 'skilled' but fiercely reject the label of 'suffering'. The discussion of the studies is a feminist poststructural account, using Russo's
(1994) notion of the grotesque body, which is emergent from Bakhtin's (1968) theory of the carnivalesque. It draws on the 'shreds' of home economics pedagogy,scrutinising them for their subversive, transformative potential. In this analysis, the giving and taking of pleasure and fun in the home economics classroom presents moments of surprise and of carnival. Foucault's notion of the construction of the
ethical individual shows these 'atypical' bodies to be 'immoderate' yet striving hard to be 'continent' body subjects. This research captures moments of transgression which suggest that transformative moments are already embodied in the pedagogical practices of home economics
teachers, and these can be 'seen' when re-looking through postmodemist lenses. Hence, the cultural practices ofhome economics as inevitably marginalised are being
contested from within. Until now, home economics as a lived culture has failed to recognise possibilities for reconstructing its own field beyond the confines of modernity. This research is an example of how to think about home economics teachers and the profession as a reconfigured cultural practice. Future research about home economics as a body of knowledge and a site of teacher practice need not retell a simple story of oppression. Using postmodemist epistemologies is one way to provide opportunities for new ways of looking.
30
Marriott, Albert Daniel. "Gender usage of computers in grades four through seven." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28111.
Full textAbstract:
The widespread availability of computers has prompted schools to invest in computer hardware and develop courses of instruction. However, the presence of computers and computer courses in schools does not ensure equal access for boys and girls. This study investigated the relationships between gender and computer use and gender and attitudes towards computers. Results indicate a relationship between gender and use outside of school, but not between gender and use in schools. Results also indicate that the relationships between gender and attitudes toward computers are eliminated when other factors are taken into account.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
31
Liu, Yiqi, and 劉依祺. "Critical gender awareness of Hong Kong Chinese students in EMI and CMI liberal studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211110.
Full textAbstract:
This thesis is a qualitative ethnographic inquiry that explores how to apprentice senior secondary school students into critical awareness of gender issues within the Hong Kong New Senior Secondary Liberal Studies (hereafter NSSLS) curriculum context. The project attempts to engage students in thinking about gender issues from different levels of criticality or critical thinking. It was guided by the following research questions:
(a) What Discourses of gender are co-constructed, negotiated or/and resisted by the NSSLS curriculum and teachers and students?
(b) What Discourses about critical thinking are co-constructed by the NSSLS curriculum and teachers and students?
(c) Is it possible to enhance these students’ critical thinking regarding gender issues in the NSSLS subject?
To this end, an intervention unit on gender stereotyping designed with genre-based pedagogy was taught and co-taught by the researcher in one traditionally Chinese as the medium-of-instruction (TCMI) and one traditionally English as the medium-of-instruction (TEMI) secondary schools. The study had three stages and adopted multiple research methods, triangulating ethnographic data from interviews, classroom observation, and students’ writing assignments.
In the first stage, the pre-intervention stage, the intervention unit was designed by the researcher and the LS teachers in the two schools. Interviews were conducted with focal students to gain insights of their perceptions of gender stereotypes. Pre-measure writing assignments were also given to the students to investigate their cognitive academic language proficiency and gender identities. In the second stage, the intervention unit was respectively taught and co-taught by the researcher and lessons were video- and audio-taped in both schools. In the third stage, the post-measure writing assignments were given to the same groups of students to interpret the potential effectiveness of the unit. Additionally the focal student informants from both schools were interviewed again. Data analysis drew upon theoretical perspectives from poststructuralism, social constructivism and critical theories. Specifically Reisigl and Wodak (2009)’s discourse-historical (DHA) approach to CDA, positioning theory, and other discourse analysis tools were used to examine the Discourses of gender and criticality embedded in the teaching and learning of NSSLS in the two schools.
It is found that the Discourses of gender equity, essentializing gender differences, resistance and submission to traditional gender norms, together with the Discourses of criticality such as multiple perspective thinking and writing logical and substantiated arguments are constructed and re-constructed across different fields of action of the NSSLS subject. It is also revealed that some students embody higher critical gender awareness after the intervention unit. Taken as a whole, the study shows that it is a difficult and yet still possible task to raise students’ critical gender awareness in the NSSLS subject. It is hoped that the study will serve as a springboard for future research on critical literacy/pedagogy in NSSLS and longitudinal studies on the itinerary of transformation of secondary school students’ gender identity in a time of change for the Asian societies.published_or_final_version
Education
Doctoral
Doctor of Philosophy
32
Yeung, Cheuk-yu, and 楊綽茹. "The representation of gender in junior secondary ELT textbooks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193558.
Full textAbstract:
It is argued that the gender bias in textbooks can influence students’ development of values and attitudes (e.g. Lee & Collins, 2008, 2010; Sunderland, 1997; Yang, 2011). Despite continuous improvement, gender stereotyping was found in previous studies in different parts of the world (e.g. Evans & Davies, 2000; Lee & Collins, 2008). The aim of the present study is to analyse the gender representation in the ELT textbooks used by junior secondary students in Hong Kong. The content, language and illustrations of two sets of ELT textbooks were examined. Improvements of gender representation were found as compared with the results in previous studies. The findings show a more balanced representation of males and females in terms of their visibility in both texts and illustrations. Females no longer dominate domestic settings and they no longer speak less in an inferior status. However, gender bias of different forms was still found. Females still play a wider range of domestic roles and a narrower range of social roles. There is also a tendency for females to be mentioned after males when two nouns were paired for gender. It was also found that texts and illustrations are good partners in building up gender bias because they supplement and reinforce the gender bias shown in each other. In addition, new strategies of using unisex names and pseudonyms for avoiding gender imbalance in language were found.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
33
Tonegato, Nicholas G. "Are Graphic Novels Just for Boys? A Study on the Interests of 5th Grade Students in Reading Graphic Novels." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1335289180.
Full text
34
Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.
Full textAbstract:
The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted in modern HKE. The phenomenon of stabilization includes the phonological features of the early Cantonese-English contact that are fortified and regularized in modern HKE. The phenomenon of deviation indicates certain phonological features of the early Cantonese-English contact differ from those of modern HKE. The findings of the dissertation fill two research gaps in the literature of HKE. One research gap is the omission of the English acquisition patterns for average Hongkongers before mass English-language education was implemented in the 1970s. For the Hongkongers who had no access to formal schools, the Cantonese-English bilingual dictionaries were used as the learning materials in self-study or private schools. The other research gap is the lack of a historical perspective into the variations of modern HKE phonology. Most of the studies on HKE are synchronic in nature and fail to realize that the variations may be derived from the two different English acquisition patterns in history. This dissertation reveals that the phonology of the functional bilinguals in HKE (the HKE speakers who could use English for various formal and informal needs) might be influenced by the phonological features of inheritance and stabilization discovered in the early Cantonese-English contact. The findings establish the historical connections behind modern HKE phonology, enhancing the recognition of HKE as an autonomous New English Variety. This enables HKE to be the symbol of solidarity for Hongkongers. This dissertation investigates the historical data from the Cantonese-English bilingual dictionaries that remain largely unstudied for a long time. Transformed into a retrievable dataset, the historical data can be used for linguistic theorizing.
35
Lau, Hui Yuen. "Code-switching from Cantonese to modern standard Chinese : a study of primary pupils in Hong Kong." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/35.
Full text
36
Lu, Hangyan, and 卢杭艳. "Doing gender in reading English as a second language: a multi-case study across China and Sweden." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B47752907.
Full textAbstract:
This thesis reports a cross-cultural study that investigated the ways Chinese and
Swedish college students do gender in their experiences of reading English as a
second language. The concept “doing gender in reading” in this study derives from
the view of reading as a social practice that leads to gendered identities construction.
Previous studies, which mostly found that girls outperformed boys in reading
achievement, created a linear relationship between gender and achievement. This
study, informed by social theories of literacy (Gee, 2008; Street, 1984; Kress, 2010)
and poststructuralist theories of gender (Weedon, 1997; Butler, 1990), explored how
socially-constituted gendered ideologies might be instantiated and negotiated in
college students’ experiences of reading English as a second language. It gave
particular attention to diversity within and between genders and to the dynamics of
students’ socio-culturally mediated reading practices. The study was guided by the
following sub-questions:
(a) What gender-specific ideologies can be identified in Chinese and Swedish
college students’ narratives of reading English as a second language?
(b) How do Chinese and Swedish college students act in relation to gender-specific
ideologies in their everyday English reading practices?
The study was conducted with a qualitative approach of narrative inquiry. Focal
informants were four Chinese students and four Swedish students enrolled in English
teacher education programs in their home countries. Data were collected over a sixmonth
period with techniques of student journal writing, interviews, focus groups,
and ethnographic observations. Baxter’s (2003) feminist poststructuralist discourse
analysis framed and guided data analysis.
The study found three recurrent English reading practices across cases that led to
gendered identities construction. These were: making investment in English reading;
adopting the strategy of reading English alone; and choosing English reading
materials in relation to teachers. Overarching ideologies that shaped these practices
included perceptions of reading as a more female-appropriate activity, male readers
as independent readers who could solve problems on their own, and female readers
as emotional readers who are sensitive to their relation with others. Informants’
actions in relation to these gender-specific ideologies fell into two major categories:
conformance and resistance. Findings suggested that female informants seemed to be
more ready to resist these ideologies whereas males tended to comply. Swedish
informants seemed to demonstrate more awareness of and readiness to resist
gendered ideologies compared to Chinese informants.
The findings from this study imply that gendered ideologies can have both
facilitating and debilitating effects on students’ reading experiences. Therefore,
language teachers should develop a critical consciousness of gendered ideologies and
how they relate to their students in specific contexts. In response to prevailing socioculturally
constituted and power-laden ideologies, the study proposes a new
perspective from which to interpret gender and reading English as a second language
across cultures. Such a contribution adds momentum to the paradigm shift from
essentialism to poststructuralism in second language acquisition that purports that
gender is more than an identity label.published_or_final_version
Education
Doctoral
Doctor of Philosophy
37
Leeke, Jane. "A novel reading : literature and pedagogy in modern Middle East history courses in Canada and the United States." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98549.
Full textAbstract:
The purpose of this study is to explore how the Arabic novel can and does challenge the conventional characterization of what constitutes constructive Middle East historiography. The thesis draws on a case study of undergraduate history course syllabi in order to highlight a number of crucial issues related to Arabic literature and the production of modern Middle East history. My analysis of the syllabi concludes that in general, Arabic novels in translation are part of a varied group of resources selected by a professor in order to complement the "official" histories provided by textbooks and government documents. The novel is deemed helpful because it often describes the "ordinary" or daily life of people. Also, the novel is presented as the contribution of an "indigenous voice" to the historical narrative.
38
Linneman, Laura Marie. "Cross-Cultural Standards of Femininity in the Post-Modern Horror Film: A Case Study of Carrie and Shutter." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1304010311.
Full text
39
Kidder, Sylvia Marie Ferguson. "Impact of a Psychology of Masculinities Course on Women's Attitudes toward Male Gender Roles." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2210.
Full textAbstract:
Individuals are involved in an ongoing construction of gender ideology from two opposite but intertwined directions: they experience pressure to follow gender role norms, and they also participate in the social construction of these norms. An individual's appraisal, positive or negative, of gender roles is called a "gender role attitude." These lie on a continuum from traditional to progressive. Traditional gender role attitudes have been linked to primarily negative outcomes.
This thesis examines attitudes toward--and beliefs about--male gender in women completing an elective course on the psychology of men and masculinities. Study 1 assessed how these students' (N = 32) narrative definitions of "man" and "masculinity" changed from the beginning to the end of the class. While there was a significant decrease in the presence of the male role norms of achievement/status and aggression over time, there were no differences in the number of references to men's avoidance of femininity, homophobia, non-relational attitudes toward sex, restrictive emotionality, or self-reliance. Because the coding scheme only measured presence of these male role norms rather than framing or valence, additional characteristics of students' responses are discussed. Study 1 also compared women's (N = 20) pre- and post-class male role norm attitudes. Endorsement of global male role norms, aggression, self-reliance, and a composite of particular other male role norms (i.e., "Factor 1" of the Male Role Norms Inventory) were all significantly lower at the end of the class than at the beginning.
Study 2 examined potential selection effects in the male role attitudes of women choosing to complete the psychology of men and masculinities course (n = 20) by comparing them to those of women in a psychology research methods course required for the academic major (n = 19). It was determined that pre-class male role attitudes did not differ significantly between the two classes. However, small sample sizes severely limited the statistical power to detect such a difference, and other possible explanations for the lack of difference are considered.
Study 3 explored the relationship between women's gender role stress (GRS), which describes stress from coping with restrictive feminine expectations, and attitudes toward male gender roles (N = 32). Results showed that women's GRS did not significantly correlate with overall male role attitudes or with specific subcomponents of these role norms (i.e., self-reliance, aggression, and Factor 1). Thus, there was no evidence that gender role pressures experienced by women relate to their gender expectations for men.
While many studies have examined change in attitudes toward women's gender roles, particularly in the context of women's and gender studies courses, there is a lack of research on women's attitudes toward men's roles and the impact on those attitudes of gender coursework focused on masculinity. This research is the first to provide evidence regarding: 1) changes in women's attitudes toward male role norms, and 2) changes in gender role attitudes among students taking a course on the psychology of men and masculinities. Because both men's and women's attitudes toward male role norms are linked to a number of measures of well-being, this research suggests gender-focused education as a potential strategy for improving students' health and relationship quality.
40
Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.
Full text
41
Nävsjö, Dana. "From Threat to Thrill : A Comparative Study of Bram Stoker's Dracula and Stephenie Meyer's Twilight." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90929.
Full textAbstract:
The purpose of this essay was to compare the classic vampire narrative, Bram Stoker's Dracula, to a more contemporary vampire narrative using the first book, Twilight, in Stephenie Meyer's Twilight series as a prime example. By looking at the world of the vampire, the figure of the vampire and the interaction between the vampire and the main female characters in each respective story, the goal was to see how much the vampire narrative has evolved. The argument was that the movement from Dracula to Twilight was from an archetypical, terrifying vampire to a more modern, sexually alluring and romantic vampire, where several aspects of terror have been removed. What has been shown is that there are many aspects that have changed once terror is not the focal point. In addition, this essay also argued that in a classroom setting one could use a modern vampire narrative, such as Twilight, to activate pupils’ interest in vampires which would naturally segue into meaningful discussions, comparisons and analyses of the prototypical vampire narrative found in Dracula. As a result, this activity would also encourage students to read literature and explore new worlds
42
Au, Mei-yan Florence, and 歐美恩. "Gender in textbook dialogues: textual analyses and classroom practices." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30399804.
Full text
43
Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
Full textAbstract:
Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
44
Smith, Karina Yarwood. "Me Llamo Lenika." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112517.
Full textAbstract:
Educating language minority children in Canada is becoming increasingly challenging as our population becomes more and more diverse. Determining the best educational policy to help immigrant children learn English or French, while furthering their knowledge of core subject material has long been a difficult task for educators in the public system. This novel is a fictional account of an immigrant girl's first year in an Ontario elementary school. Through her experience, I describe a language policy whereby children have access to bilingual primary education no matter what their first language is. Two-way immersion is offered for language minority groups with significant numbers of students within a district. And, in collaboration with the community, first language support in school is given to students of all language backgrounds. I propose a teacher training programme that better prepares teachers for the linguistic diversity in their classrooms and promotes foreign language learning in teachers themselves. Children under this system are able to acquire the dominant language of society, learn the subject material, and continue to develop literacy skills in their first language. With such policies in place, I argue, Canada could be a world leader in bilingual education for diverse populations.
45
Ng, Sau-ling, and 吳秀玲. "Gender differences in learning English writing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45151891.
Full text
46
Mageanu, Daniela Florentina. "The aesthetics of Takarazuka: a case study on Erizabēto – ai to shi no rondo." Thesis, University of Canterbury. School of Language, Social and Political Sciences - Japanese, 2015. http://hdl.handle.net/10092/10863.
Full textAbstract:
This thesis explores the various elements of Takarazukaʼs performance style, and analyses how they influence the adaptation of pieces which fall outside this style.
As a case study this thesis will examine the world-wide acclaimed Viennese German-language musical Elisabeth (1992), which was materially altered in order to suit Takarazukaʼs established style, and became Erizabēto – ai to shi no rondo (Erizabēto – the rondo of love and death, 1996). Employing the existing framework for the analysis of the theatre, by theatre scholars Yamanashi Makiko and Marumoto Takashi, this thesis will provide a detailed account of Takarazukaʼs style elements, and show how pieces which fall outside this style are treated. The conversation on Takarazukaʼs performance style is recently started in English, and this thesis is intended to add to this. The Takarazuka version, Erizabēto – ai to shi no rondo is contrasted with the original Viennese in terms of 1) plot, dialogue and characterisation; and 2) lighting and scenery, and wardrobe to illustrate Takarazukaʼs adaptation process.
Upon doing this analysis, it became apparent that Takarazuka has an established style which centres on romanticism, fantasy and visual richness, and that pieces that do not originally fit within this style are thoroughly altered in order to become appropriate for the Takarazuka stage.
47
Stevenson, Charles Blair. "Modern indigenous curriculum : teaching indigenous knowledge of handicraft at Sami colleges in Finland and Norway = Oddaaigasaš eamialbmoga oahppoplanat : arbevealuš diedu oahpaheapmis duoddji oahpaheapmi Sami allaskuvlaiid." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33931.
Full textAbstract:
The Sami people have struggled for centuries to maintain their culture in spite of pressures against it from colonialism. The formal education systems of Norway and Finland have acted in discord with Sami decision-making since their inception. In response to this lack of decision-making power, there is a dynamic internal process at work; Sami people have begun to take control of their own schooling.This thesis qualitatively examines the processes of curriculum development and implementation for wood handicraft programs at the Sami colleges in Guovdageaidnu, Norway and in Anar, Finland, and details the most significant educational and political factors involved in the transmission and production of indigenous knowledge associated with Sami handicraft. Factors associated with the teaching of Sami handicraft in the form of increasing commercialization, generalization and mechanization in formal duodji education and the stereotyping of Sami cultural imagery pose potential risks to appropriate transfer of Sami cultural knowledge. This thesis will show that the teaching of Sami handicraft (duodji) is an educational and political tool that helps develop and define modern Sami culture. Accordingly, attempts by the Sami colleges to incorporate greater indigenous knowledge have resulted in the implementation of modern indigenous curriculum that promotes cultural knowledge through the teaching of Sami handicraft.
48
Doughty, Hannelore. "Critical perspectives on modern languages in Scottish further education 2000-2002." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/40.
Full textAbstract:
The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.
49
Stoehr, Kathleen Jablon. "From Preface to Practice: A Narrative Study of Women Learning to Teach Mathematics." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/314653.
Full textAbstract:
My dissertation research explored the experiences of mathematics anxieties in women elementary preservice teachers while learning mathematics as K-12 students and while learning to teach mathematics. Previous studies conducted in mathematics teacher education have emphasized the importance of preservice teachers' mathematical knowledge for teaching, as a confident and competent mathematics teacher is a vital necessity in the classroom (Beilock, Gunderson, Ramirez, & Levine, 2010; Gavin & Reis, 2003; Huebner, 2009). As evidence of elementary preservice teachers' anxiety, I analyzed three women preservice teachers' oral and written narratives about their experiences with learning mathematics and learning to teach mathematics, which I collected over eighteen months at key moments in their teacher preparation program. My findings have revealed that for some women elementary preservice teachers, mathematics anxiety may be an issue or concern that remains consistent and recurs for decades. In fact, the multiple stories that the three preservice teachers had to tell indicated that their experiences in learning mathematics led them to develop a unique coping strategy to deal with mathematics anxiety. They continued to utilize their strategy repeatedly across their experiences as a student learning mathematics and learning to teach mathematics, even when the strategy sometimes failed to protect them from stress, embarrassment, and demoralization. Moreover, these coping strategies appeared to become so powerful that when the women confronted situations in which they felt expected to know mathematical content that they did not understand, they used their unique strategies for coping with mathematics anxiety rather than seriously attempting to learn that content. In this manner, these coping strategies often appeared to have injurious effects on their mathematics learning. Given that my study only included three participants, I suggest future research that mathematics teacher education researchers may want to consider. I also propose ways in which mathematics teacher educators might address issues of mathematics anxiety in elementary teacher preparation programs.
50
Yao, Dong Don. "Gender differences in language learning strategies :a case study of ESL students at the University of Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954217.
Full text