Dissertations / Theses on the topic 'School of Social and Cultural Studies'
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Dorado, Joanna P. "The Influence of Social and Cultural Capital on Student Engagement| The Need for School Counselors in Predominantly Hispanic Schools." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637575.
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The premise of this research is to consider Pierre Bourdieu's social and cultural capital theoretical framework to analyze the life experiences of Mexican American high school students. This qualitative study examined the perceptions of two administrators, four counselors, three students, and three parents regarding the influence of social and cultural capital on student engagement. Three of the participants were first-generation working class Hispanic students with aspirations to attend a four-year university. The participants were interviewed through a semistructured interview protocol to identify what sources of capital are the most useful in creating better educational opportunities for Mexican American students. This qualitative study used a narrative inquiry design to gather data from the participants. This design allowed for the gathering of "authentic voices" of Mexican American students and those who work with them. This study validates the important role of social and cultural capital acquired at home and at school, and the needed access to quality resources and meaningful relationships. The finding and limitations reviewed in this study bring awareness to the need for social and cultural capital resources to improve social outcomes for low-income Hispanic students. Based on the data findings, recommendations are made for school counselors and Hispanic students.
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Höijer, Karin. "Contested Food : The Construction of Home and Consumer Studies as a Cultural Space." Doctoral thesis, Uppsala universitet, Institutionen för kostvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-204458.
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Education about and for the home has been part of the Swedish education system for over one hundred years, and Home and Consumer Studies (HCS) has been compulsory for all pupils since the common nine-year school system was introduced in 1962. For all this time food has been a central theme, however we know very little of what food means in this context. The aim of this thesis was to seek to understand the construction of food in HCS. This thesis consists of four papers that explore food in HCS from the perspective of teachers and pupils, the role of the classroom and how food in HCS is part of a larger cultural context. Observations and focus group interviews were used to collect data. The material consists of field notes from 13 days in three HCS classrooms and transcripts of focus group interviews with 25 HCS-teachers and 20 pupils. The analytical methods used were based on social constructionist assumptions which were supplemented by theories on culture, space and spatiality. Results show that teachers constructed both pupils’ homes and society in general as deficient in relation to health. Their role, as public health commissioners, was to educate pupils about food on issues such as health and sustainability. Pupils relied on their personal experiences from home to make sense of food in HCS. To them, home was the authentic place for food where everyday life took place. Food in HCS on the other hand was de-authenticised and sometimes hard to make sense of. This meant that there was a limited shared understanding between pupils and teachers. A spatial analysis of the HCS classroom as a learning space for food showed that past ideologies and traditional power geometries were built into the physical layout and social relationships constructing the room. Food in HCS was found to reflect cultural values of the surrounding society at the same time as a specific HCS cuisine emerged. Food in HCS was thus constructed as contested in interaction between food, pupils, teachers and classroom as well as in relation to a wider context.
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Gunel, Elvan. "Understanding Muslim girls' experiences in midwestern school settings negotiating their cultural identities and interpreting the social studies curriculum /." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.
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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.
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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.Department of Special Education
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Konde, Patrick. "Ra(ce)ising Questions About School : Analyzing social structures in a Swedish High School." Thesis, Uppsala universitet, Institutionen för kulturantropologi och etnologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332976.
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This thesis is based in a Swedish high school and scrutinizes social interaction among students. The material was gathered in semi-structured interviews and observations made outside of classrooms, but inside the school grounds. The study strives to analyze power dynamics that the students adhere to in their social relationships at the school. It uses intersectionality as an analytical tool to understand the gendered and racialized ways in which students understand themselves in the social complex as social beings within a system. Based on three months of ethnographic fieldwork conducted at this Stockholm-region high school during the spring of 2016, this essay also seeks to address the narrow ways in which Swedishness and non-Swedishness are constructed as dichotomous, as well as the power relations attached to acknowledgement of national belonging. Furthermore, the study analyzes ways in which students reinforce and communicate group belonging through attire, body language and speech. The thesis also considers how power dynamics stipulated by homosociality become an important factor in determining agency.
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Eisenberg, Jarin Rachel. ""The best we can with what we got" mediating social and cultural capital in a Title I school /." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2847.
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Leon, Katrina Johnson. "Yuli's story| Using educational policy to achieve cultural genocide." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10181177.
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All children residing in the United States have the right to a quality education. At least that is our collective expectation. Through the lived experience of Yuli, a Native American woman from the Southwest, you will discover, due to her birth on a remote reservation, she was not given the same access to education you or I would expect. On Yuli’s reservation, the school system is managed by the Bureau of Indian Education (BIE). Rather than provide K-12 schooling, the BIE operates K-8 on her reservation and then Native youth who want to go to high school must move off-reservation.
This qualitative study focuses on Yuli’s experience as she traversed the educational system offered to her in order to complete eighth grade, earn her high school diploma and be accepted to college. Her narrative gives insight into what she lost, personally and culturally, as a result of the operational delinquency of a United States of America government agency tasked with one duty, providing an adequate, quality education to Indigenous youth across America. This study explores Yuli’s story, educational inopportunity, and the cultural impact of leaving the reservation to attain an education.
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Knopes, Julia. "The Social Construction of Sufficient Knowledge at an American Medical School." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544043617644668.
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Torres, Diana R. "Life as a student at an independent day school." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001875.
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Johnson, Robin Margarett. "Exploring Ethnic Differences in the Predictors and Outcomes of Academic Engagement During Middle School." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/577.
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Guided by a motivational framework derived from self-determination theory, a study was conducted to examine the role of academic engagement in helping to explain and ameliorate ethnic differences in school achievement. Building on decades of research that documents both the importance of engagement to learning in European American students as well as its malleability, this study relied on an ethnically diverse sample of 6th and 7th grade students to examine three questions (1) Are achievement differences across ethnic groups due to differences in engagement? (2) Does engagement predict achievement similarly or differently across ethnic groups? and (3) Are the predictors of engagement suggested by the motivational model the same or different for students from different ethnic groups? Participants were 194 African-American, Hispanic/Latino/a, Asian/Pacific Islander, and European American middle school students who provided information about their engagement, self-system processes (SSPs) of relatedness, competence, and autonomy, and their experiences with teachers in school; information about students' cumulative achievement (GPA) was extracted from school records. First, analyses revealed few ethnic differences in achievement (only Asian/Pacific Islander students' levels of achievement were higher than students from other ethnic groups), and no ethnic differences in engagement. In analyses designed to examine if controlling for variations in engagement would cause achievement differences between ethnic groups to disappear, a test of the simple main effects demonstrated that ethnic differences in achievement were found only at the lowest level of engagement (again Asian/Pacific Islander students outperformed all other student groups). However, at medium and high levels of engagement, there were no significant differences in achievement across the four ethnic groups. Second, analyses designed to examine whether engagement predicts achievement differently across ethnic groups, revealed that although engagement was an important predictor of achievement for all students, it was even more important for non-European American (compared to European-American) students. Third, analyses designed to examine whether potential facilitators (SSPs and contextual constructs) predicted students' engagement similarly or differently across ethnic groups revealed no group differences: All predictors were positively and significantly associated with engagement for students from all four ethnic groups. These findings are considered in the context of the study's strengths and limitations and the larger literatures on engagement and achievement in ethnic minority students. A important implication of the current study is that with a more comprehensive understanding of how to support the engagement of students from ethnic minority backgrounds, schools and teachers will be better equipped to address the engagement gap, and in so doing also eliminate the achievement gap.
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West, Martha M. (Martha Myrick). "Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278495/.
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In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.
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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.
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Khashogji, Lina N. "The influence of social media on gendered identity in Saudi Arabia, in relation to the religious curriculum throughout Saudi schools : media, politics and human development." Thesis, Kingston University, 2016. http://eprints.kingston.ac.uk/37876/.
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This thesis addresses the influence of Twitter on the development of female individualism in Saudi Arabia in relation to the religious curriculum. It reveals the process of this development through two different environments, the physical environment in religious education and the virtual environment in the form of Twitter. The thesis is based on a combination of methods (largely qualitative data obtained from observations, semi-structured interviews and questionnaires). It develops a theoretical framework based on gendered identity as the central concept of this research. the framework positions this concept within two fields of research : feminist approaches to gender and psychological approaches to identity. This thesis presents and innovative approach to the analysis of female individuality. Methodologically, the thesis establishes a position that informs the overall analysis between two different settings, i.e., the physical environment of Saudi schools, which illustrates long-established definitions of the Saudi female as the foundational unit of the analysis. It then moves to an analysis of these definitions in the virtual environment of Twitter, revealing how the different characteristics of the virtual environment influences definitions of identity, the formation of perceptions and the relationships between authorities. In conclusion, the thesis presents significant findings and recommendations.
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Fan, Chi-man Cliff, and 范志文. "The impact of school culture on the appraisal system: the case study of an aided secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37308713.
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Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
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Gustafsson, Tobias, and Mikael Gunnander. "Lärare och elevers attityder kring feedback - En studie inom SO på mellanstadiet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28706.
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Swedish school children's results have deteriorated in recent years and formative assessment is, in accordance with previous research, a way to develop students' learning and performance. A part of formative assessment is based on feedback that students should receive before, during and after a new assignment. In this study, we want to find out how students and teachers apprehend students' development in relation to feedback and what general attitudes towards feedback can be seen in both parties. The literature and theory discussed is linked to formative assessment, both at international and national level where many important aspects of formative assessment are essential in relation to pupils' further development. The theories are based heavily on human interaction and socio-cultural perspective as a concept. The empirical data process qualitative interviews held with 3 teachers and 26 students in fourth and sixth grade. Based on these results it was possible to see that the teachers were aware of the good effects of formative assessment but they had difficulties using this in practice. Many students did not feel that they received enough feedback to understand the meaning of the teaching, nor the specific tasks that they were meant to carry out. Verbal feedback was preferable from both teachers and students where the lack of time and tools was the reason for teachers not to use written feedback. The students wanted more of a dialogue with the teacher where they felt it was easier to understand the information when one could ask follow-up questions directly.
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Chu, Shun-chi Donna, and 朱順慈. "Disciplining media: the encounters between the cultures of media and school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29739603.
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Hassan, Sherihan, and Sumar Kolli. ""Vart man kommer ifrån är en del av en" : En kvalitativ studie om betydelsen av sociala relationer i en mångkulturell skola." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17107.
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This thesis highlights the importance of social relationships for high school adolescents’ identity in a multicultural school in Stockholm’s suburb. The second purpose of this thesis is to shed light on, if the school sees the students’ cultural background as an asset and how teachers can take advantage and implement it to the way they teach .The theories in the study were developed by Urie Bronnfenbrenner; The ecological theory, Pierre Bourdeau; The three forms of capital and George H. Mead; The significant other, The generalized other and "I" and "Me". The results show that the family is the most important relationship in comparison to relationships with teachers and friends /classmates, according to both high school youth and teachers. The child's identity develops in the primary relationships that is essential for the child's future relationships. In other words it’s in the microsystem which the child's norms and values creates and develops. The result also shows that teachers and students have different opinions regarding the school's approach to students' cultural background as an asset. The students believe that teachers don't take their cultural background into account, while the teachers feel that this is an essence to be able to understand each other and respect each other. But the cultural background should not be a wall that they hide behind.
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Wahlquist, Ragne. "Webbpublicering av elevaktiviteter : en deskriptiv studie av gymnasieelevernas upplevelser." Thesis, Linköpings universitet, Tema Kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-88184.
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The aim of the present study is to describe the experiences of high school students as regards the effects of their activities, in and out of lessons, being published on the web. In addition, a further purpose is to acquire knowledge about whether a website could be used as means of increasing the students level of attention, and focus, to their activities in school; and, furthermore, how such a website should be designed to correspond with the students requests. The implemented methods are interviews with students, school administrators and teachers. A survey was conducted covering the student’s personal experiences and opinions. Furthermore, an interface test of the website was performed. Grades and absences from earlier students were also included in the study. According to the interviews the students experienced that they were affected by the increased level of attention but also that their fellow-students were more affected than they were themselves; and, furthermore, higher grades and fewer absences were registered. The study was conducted at a high school in Stockholm where courses in art and design, with concentrations in industrial design, architecture and urban planning are offered in the Technical Program. Altogether 62 students were included while doing their first year of a total of three years.
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Klefbeck, Kamilla. "Vad styr i stunden? En studie om användande av artefakter och stödpersoner i undervisning inom inriktning träningsskola. Triggers for pedagogical decisions. A study of the use of artefacts and supporters in training of students with learning disabilities." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32668.
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This study is about education of students with profound intellectual disabilities, in Sweden the training school (Sw. Träningsskola), where one or more of the students also have autism spectrum disorders. The training school is characterized by individualized forms of teaching. The study is looking into what triggers is affecting the supportive networks decisions, during sessions. In the study all staff in the team, teachers as well as assistants is titled supporters. The national framework for research is showing that teachers in special schools are facing new challenges for improvements. Knowledge-orientation and caretaking are of equal importance for improved learning. Research shows that variation might be useful for enlightenment for students with ASD. All teaching, especially in the training schools, the close encounter, as well as perspectives of relationship, is pointed out. International research emphasizes knowledge in methodology, personal treatment and evaluation of methods for improved communication, as well as the students influence in the pedagogical planning. Focus of this study is to investigate what triggers the actions of the supporter in the training session. The theoretical framework is drawn out of a socio-cultural perspective. The use of artefacts and the relational perspective is tested against respondent’s testimonies. Methodology in use is a mixed method with results from questionnaires and interviews locked together, to create both depth and breadth, in a step by step exploration of supporter’s actions. Analysis of results shows that the supporters actions to some extent is guided by authorization and competence, but that “one to one” sessions outward boundaries, which both pose a danger and an opportunity for the students improvements of knowledge. The use of artefacts is comprehensive. Results show an example of a widening of the approach to tools / aids and even nature is described as significant for the teaching environment. The criticism for passivity that training school receives can be reduced by the compassion of the supporter since the supporter´s attention gives the student variations and possibilities for choice. The discussion in this study points out a possibility to see the importance of both using and setting out markers for the supporters efforts, which could improve mediation for the student when using a relationship between student and supporter. In further studies, observations in combination with focus groups can be made for greater depth, strength and validity, for the improvement of the practice in training school.
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Murphy, Adam C. "Perpetuating Nationalist Mythos? Portrayals of Eighteenth Century Ireland in Twentieth Century Irish Secondary School Textbooks." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371792303.
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Lundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.
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Recent public debates over the place of religious education in the curriculum have focused attention on the threshold status of the subject. While the subject makes claims to an academic standing equal to others in the humanities, for many years its status in the curriculum has relied on a multiplicity of claims as to the effectiveness of religious education in preparing young people for life in a multicultural society. Beginning with an appreciation of the factors which have influenced policymakers and key theorists, this thesis traces the conflicts and controversies in the definition of the subject. Approaches to religious truth claims and cultural practices in the curriculum are evaluated with reference to prominent public critiques of the subject. Although these approaches are neither exhaustive nor exclusive, they form the basis of anxieties about the place of religious education in the curriculum. These anxieties are located within a broader crisis of multiculturalism and anxieties about the role of values in an increasingly performative and examination-driven educational environment. Employing an ethnographic paradigm, a series of in-depth case studies were carried out in secondary schools in Scotland, Northern Ireland and England in 2009, with particular emphasis on students between the ages of 14 and 16. In the course of these case studies, two strands of data analysis emerged, with findings clustered around 10 key themes. A linguistic approach at times takes priority within the analytical framework, while other data lends itself to multimodal analysis, providing rich contextualisation for the linguistic encounters. Focusing on four case studies, some key pedagogical approaches relating to the ways in which religious education deals with religious and cultural commitment and diversity are examined in detail. This analysis, drawing on theological and pedagogical theories, provides a richly contextualised series of findings relating to the spiritual, social and affective dimensions of religious education, in critical sites where identities and truth claims are highly valued and highly contested. The depth and authenticity called for in these contexts go beyond performative and examination-driven approaches, requiring a robust sense of teachers’ professional values and identity. Key strengths emerge in observed practice which are not reflected in pedagogical literature. The empirical findings have relevance to public debate about the aims, practices and models of effectiveness in British RE.
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Larsson, Lisa. "Samspel, gemenskap och delaktighet : En kvalitativ intervjustudie om inkludering av nyanlända elever i samhällskunskapsundervisningen." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44466.
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Uppsatsen syfte är att öka kunskapen om vilka olika arbetssätt lärare använder för att inkludera nyanlända elever i samhällskunskapsundervisningen. Studien är en kvalitativ intervjustudie med inspiration från en fenomenologisk livsvärldsansats. Genom en kvalitativ forskningsintervju med grundskollärare i årskurs 4–6 har data samlats in och sedan kategoriserats. De tre teman som resultatet består av är: verktyg för inkludering, svårigheter vid inkludering och vikten av samhällskunskapsämnet. Studiens teoretiska utgångspunkt är sociokulturell teori och utifrån detta perspektiv har resultatet analyserats och teoretiska tolkningar har skapats. Resultatet i undersökningen visar att lärarna använder sig av flera olika verktyg för att inkludera nyanlända elever i samhällskunskapsundervisningen. Det framkommer att inkludering är ett svårtolkat begrepp som är väldigt beroende av individen vilket betyder att inkludering kan se väldigt olika ut. Samarbete med studiehandledare, ämnesövergripande arbetssätt, digitala verktyg, placering, att skapa förförståelse hos eleverna, gemenskap och samspel är alla viktiga delar i inkluderingsprocessen. I resultatet tas även svårigheter vid inkludering upp och dessa är bland annat abstrakta ämnesbegrepp, brister i svenska språket, svårigheter vid socialt samspel, missförstånd, elevernas olika erfarenheter, elevernas verklighetssyn, samhällskunskapsämnets breda innehåll och det faktum att ämnet är kontextbundet. Lärarna i studien är eniga om att samhällskunskapsämnet är en viktig del av de nyanlända elevernas inkluderingsprocess i det svenska samhället.The purpose of this study is to increase the knowledge of different working methods teachers use to include newly arrived pupils in social studies. The study is a qualitative interview study with inspiration from a phenomenological life-world approach. Through a qualitative research interview with primary school teachers in grades 4–6, data has been collected. The collected data has been categorized based on three themes. The three themes that the result consists of are: tools for inclusion, inclusion difficulties and the importance of the social science topic. The theoretical starting point of the study is socio-cultural theory and from this perspective the result has been analyzed and theoretical interpretations have been created. The results of the study show that teachers use several different tools to include newly arrived pupils in social studies. It appears that inclusion is a difficult-to-interpret-concept that is very dependent on the individual, which means that inclusion can look very different depending on the individual. Collaboration with study supervisors, interdisciplinary workingmethods, digital tools, placement, creating understanding of the students, community and interaction are all important parts of the inclusionprocess. The result also show difficulties with inclusion and these include abstract subject concepts, deficiencies in the Swedish language, difficulties in social interaction, misunderstandings, the students 'different experiences, the students' view of reality, the broad content of the social science subject and the fact that the subject is contextual. The teachers in the study agree that the subject of social studies is an important part of the newly arrived pupils' inclusionprocess in Swedish society.
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Peters, Suzanne Talbott. "The influences of the Ohio proficiency test in citizenship : a perceptual study of fourth grade teachers of social studies in culturally diverse urban school settings /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486463321626003.
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Butler, Tamara T. "Sweetgrass and Saltwater: Reclaiming the Classroom for the Preservation of South Carolina Gullah-Geechee Culture." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243903850.
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Crum, Melissa R. "Creating Inviting and Self-Affirming Learning Spaces: African American Women's Narratives of School and Lessons Learned from Homeschooling." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.
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Bosman, Annemieke. "Familjehemsplacerade barns skolgång : En kvalitativ studie." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54538.
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The purpose of this study was to get a greater understanding for how the people surrounding children in foster care support these foster children in their education. In order to learn more about that, I had to understand these individuals own opinion on education for foster-children. Do the people that stand close to a child in foster care think that foster children have the same abilities to learn in school as other children? And is it fair to require the same investment as we ask from other children? And how does the way professionals and foster parents inform each other and work togeter influence this process? The study was conducted through six semi-structured interviews. The perspective of four different foster parents, a teacher and a social worker were examined in this qualitative study. To help understand why some people have better chances in life than others and how a foster family can make a difference in that for a child, I have used Pierre Bourdieu's Cultural Theory. The theory helps understand that a foster child is in a very low social position in society, especially at the beginning of the placement, and has to work itself up to get acces to more symbolical resources. The results of the study show that support from people around the foster child is a very important factor for a child to succeed in school. Every one of the individuals I have interviewed was aware of that fact. The main obstacle people experience is that information about the child is not always shared and they do not alwas know how other organizations function. The factor that is most favorable is a positive work relation between the professionals, foster parents and the child.
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Peltola, Mikael. "Konvergenskultur – en medieteoretisk studie : En beskrivning av mediekulturens samtida tillstånd, utifrån populärkulturella och meningsskapande praktiker och dess ramverk knutna till nutida dramaserier." Thesis, Linköping University, Culture, Society, Media Production, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20885.
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Drawing from the theoretical foundations of the “critical theory” of the Frankfurt School and the media ethnographic “cultural studies” approach of the british Birmingham School, this study attempts to sketch out a media theoretical overview of the contemporary state of media culture. Using the term convergence culture as the foundation, this study offers a theoretical background to the two contemporary streams that are the significant and distinct tendencies of convergence culture: intermedial convergence, its contemporary state and historical tendencies that can be traced back using the past media theoretical approach of the Frankfurt School, and cultural convergence, its contemporary state and historical tendencies, which lineage in a media theoretical context can be traced back to the british ethographic “cultural studies” field. Using contemporary drama serials to identify and pinpoint these two stream, this study shows how intermedial convergence expresses itself today through media conglomeration in terms of branding, product placement and marketing as the result of the “completed” convergence between screen culture and popular music as the current defining state of commodity culture. Using the contemporary british drama serial Doctor Who I examine the processes of meaning making among members of the television series fan culture on the popular video content page youtube.com as expressions of cultural convergence.
This study argues how the skills and talents developed in the interaction with popular culture and in a process of interaction between fans and participants (collective intelligence and participatory culture), will have an impact on the institutionalized knowledge “from above” and in a collective process will seep over to other fields of expertise. The study also argues, as a consequence of convergence culture, that in the contemporary state of online practices, social networking and in our interactions with digital media content, a mandatory “presence” has been created where we today are defined more through our online selves and these practices, than the ones that used to define us in our “physical” lives: “The medium is no longer just the message, we are living in a state where there is only messages”.
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Watson, Ruby. "Wat is die invloed van skoolkultuur op die rol-identifisering van onderwysers by 'n primere skool in die Wes-Kaap?" Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17965.
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Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The reseach in this study focusses on how teachers express the forming of a role-identity amid historically disadvantage circumstances. The lense used to highlight and understand the underlying relationship between role-identity and school culture, is school context. The focus is on the biography and professional training of respondents in order to determine how teachers mediate their professional roles. We must understand teachers within the boundaries of a socio-cultural context, their biography and professional training. These factors, which contribute to the forming of role-identity, can negatively affect the receiving and implementation of policy. The assumption made by this study, is that there is a gap between transformation policies and school culture, which has an influence on the role of the teacher. A better understanding of teacher circumstances can inspire a multi-dimensional approach to teaching. The result was that my thesis tried to generate empirical evidence to understand teachers in under-privilege schools more fully. Teachers develop their self-identity within the framework of experience and expectations about themselves and their teaching. The professional identity of teachers consists of being skilled in subject area, level of training, preparedness and formal qualifications. Respondents construct their one-dimensional professional identity within an under-privilege context. The school climate hinders the simultaneous execution of the three roles that I refer to in this study. Some of the hindrance factors are the manner in which the school accepts the lack of learning area knowledge, racism and the abuse of contact time. Poor management and lack of community control, tolerates the shortcomings and one-dimensional approach of teachers. The study makes use of a theoretical framework, supported by literature. I used qualitative indepth-investigation for the collection of data. I used semi-structured interviews as an instrument to answer the research question and to achieve the proposed outcomes. I achieved my main finding by using empirical-interpretive techniques. The finding was that personal socialisation and professional training, together with contextual factors influence the foundation of teacher identity. The base identity is the foundation upon which teachers formulate their role-identity. My research shows how the respondents position themselves in relation to the prescribed teacher roles. Their identity forming takes places within the context of under-privilege circumstances, moral diffusion and transformation in education. I describe the construction of their conceptual space of role-identity. I furthermore present analyses of how the respondents form their role-identity. I base the most important finding of this study on one-dimensionality. Each of the selected teachers expresses their professional mediation of their roles within the context of a specific exposed school culture. The study shows the complex variations of this one-dimensionality amongst the four teachers.
AFRIKAANSE OPSOMMING: Die navorsing in hierdie studie konsentreer op hoe onderwysers gestalte gee aan hulle identiteitsvorming te midde van histories benadeelde omstandighede. Skoolkonteks is die lens wat gebruik word om die onderliggende verwantskap tussen rol-identiteit en skoolkultuur te verstaan. Die fokus is op respondente se biografië en professionele opleiding ten einde vas te stel hoe hulle die voorgeskrewe onderwyserrolle medieër. Onderwysers moet verstaan word binne die grense van 'n sosio-kulturele konteks, hulle biografiese verhale en professionele opleiding. Hierdie faktore is bydraende aspekte wat 'n invloed het tydens die vorming van rol-identiteit, sowel as tydens die ontvang en implementering van beleide. Die aanname wat deur hierdie studie gemaak word, is dat daar 'n gaping tussen hervormingsbeleide en skoolkultuur bestaan wat die rol-identiteit van die onderwyser beїnvloed. 'n Beter begrip van onderwyser-omstandighede, kan 'n multi-dimensionele benadering tot onderwys inspireer. Gevolglik het my tesis gepoog om empiriese bewyse te genereer wat kan bydrae tot 'n vollediger begrip van onderwysers in minder-bevoorregte skole. Onderwysers ontwikkel 'n self-identiteit binne die raamwerk van ervarings en verwagtinge oor hulleself en hulle onderrig. Die professionele identiteit van die onderwyser bestaan uit vaardigheid op vakgebied, vlak van opleiding, voorbereiding en formele kwalifikasie. Binne die minder-bevoorregte konteks waarin hierdie respondente onderrig, konstrueer hulle 'n een-dimensionele professionele identiteit. Die skoolklimaat belemmer die gelyktydige uitvoering van veral die drie rolle waarna ek in hierdie studie verwys. Sommige van die belemmerende faktore waarna verwys word, is die skool se gelate aanvaarding van gebrek aan leerarea kennis, rasisme en die misbruik van onderrigtyd. Gebrekkige bestuur en gemeenskapsbeheer vergemaklik verder die onderwyser se tekortkominge en een-dimensionele benadering. My studie word onderskraag deur 'n teoretiese raamwerk wat met behulp van literatuurwerke saamgestel is. Die proses van data-insameling is met die hulp van 'n kwalitatiewe indiepte-ondersoek gedoen. Die semi-gestruktureerde onderhoude wat gevoer was, het gedien as instrument ter beantwoording van die navorsingsvraag ten einde die beoogde doelstellings te bereik. My kern bevindinge het ek verkry vanuit empiriese-interpretatiewe tegnieke. Hiervolgens is bevind dat persoonlike sosialisering en professionele opleiding tesame met kontekstuele faktore, 'n invloed het op die samestelling van die identiteitsbasis van die onderwyser. Hierdie identiteitsbasis vorm die grondslag waarop onderwysers hulle rol-identiteit formuleer. My navorsing wys hoe die onderwysers in my studie hulleself posisioneer in verhouding tot hulle voorgeskrewe onderwyserrolle. Hulle identiteitsvorming geskied binne die konteks van minder-bevoorregte omstandighede, morele diffusie en onderwys transformasie. Ek beskryf hierdie konstruksie as hulle konseptuele ruimte van rol-identiteitsvorming. Verder bied hierdie studie 'n analise van hoe respondente hulle rol-identiteit vorm. Die vernaamste bevinding van hierdie studie is dat die geselekteerde onderwysers elk op 'n een-dimensionele basis uiting gee aan 'n professionele medieëring van hulle rolle binne hierdie skool se kultuur. Die studie wys die komplekse variasies van een-dimensionaliteit onder die vier onderwysers.
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Beisswenger, Donald. "Singing Schools in Southcentral Kentucky." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2128.
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Singing school teachers, who teach rural church congregations to sing from shape-note gospel songbooks, are still working in southcentral Kentucky, but the demand for them is smaller than it was in the first half of the twentieth century. The interdependence network in which singing school teachers, songbook publishers, and community singing events were key parts began to weaken in the 1940s as a result of the growth in popularity of professional gospel quartet concerts and gospel record albums. Many gospel music enthusiasts who once looked to songbooks as a major source for new material and for developing singing skills turned to albums and concerts in the 1940s. Singing school teachers began to be called on less frequently.
The first three chapters of this thesis contain an overview of the gospel singing events, the songbook publishers, and the singing schools. The nature of the relationship between these three gospel music institutions is established. In the fourth chapter, I profile three singing school teachers of southcentral Kentucky. In the conclusion, the development of popular religious music since the early 1800s is summarized and the importance of researching Southern white gospel music as a step toward a greater understanding of Southern music traditions as a whole is examined.
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Marichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.
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The use of subtractive bilingual models in Puerto Rico may influence children's construction of social categorizations. There is a gap in the literature related to linguistics, ethnicity, and systems of education and acculturation of a majority group. The purpose of this multiple case study was to examine the influence of the language of instruction and teachers' communicative practices in private and public schools on first graders' ethnic identity construction in the municipality of San Juan, Puerto Rico. The conceptual framework of the study was based on Markus's unified theory of race and ethnicity, Berry's bidimensional model of acculturation, Tajfel and Turner's social identity theory, and Wimmer's ethnic boundaries multilevel process theory. The research questions concerned how teachers' communicative practices reflected and promoted children's construction of social categorizations, what roles teachers played in ethnic education, and the influences that shaped their cultural knowledge. Purposeful sampling was used to select 2 Spanish speaking and 2 English speaking classrooms form the municipality that could provide information to answer the research questions. Data were collected from classroom observations, structured interviews with teachers, analysis of classroom artifacts, and the use of Zea, Asner-Self, Birman, and Buki's Abbreviated Multidimensional Acculturation Scale. Data were coded and then categorized by theme. The findings of the study demonstrated that teachers' hybridized ethnicity is reflected in communicative practices that influenced children's construction of social categorizations. This study could serve to develop strong cultural awareness policies for education systems and for other countries at risk of losing their language and traditions.
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Hewad, Maroof. "Bilingualism, Integration in schools and effects on Social identity : A qualitative study on how language shape social identity of secondgeneration Afghani children in a Swedish context." Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-172691.
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Immigration is a common phenomenon in contemporary society and results in challenges withmaintaining cultural identity while integrating with a new culture. This is particularlyimportant in the family unit, where first-generation immigrant communities may havedifferent levels of experience and cultural values compared to their offspring (Secondgeneration immigrants). Integration in second-generation immigrants is often related tobilingualism and the concept of a dual social identity, embracing elements of host and nativeculture. The aim of this study was to explore the perspective of parents on the role ofbilingualism on integration and identity in their children. A sample of five families, originallyfrom Afghanistan and now living in Sweden, was purposively selected to complete semistructured interviews exploring bilingualism, social identity and integration. The findings ofthese interviews revealed three key themes relating to the adoption of Swedish identity bychildren, the loss of Afghani identity, and the role of the school and society in facilitatingthese identities.Overall, the interview data suggested that children living in Sweden identified as Swedish andengaged in cultural and social activities consistent with integration. Bilingualism was animportant aspect of holding a largely Swedish identity, although parents valued dual identityof children. Often, immersion in Swedish culture and limited opportunities to socialise as anAfghani cultural unit were viewed as threats to maintaining or developing a clear Afghaniidentity. The role of schools, parents and society in general is considered important in theseprocesses, particularly with regards to supporting cultural and religious values of the familyunit, while promoting successful integration. Bilingualism was universally viewed as apositive tool that could facilitate integration and dual identity, where suitable opportunitiesarose.Grade A
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Gaither, Owen Christopher. "Learning Without Being Taught: A Look at How Schools, the Home and the Neighborhood Influence "Race" Conceptualization." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4045.
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ABSTRACT
Where do we get our ideas about the concept of `race'? The conceptualization of `race' has long been a topic of interest in the social sciences and society in general. The word `race' has been used and defined in different ways and different purposes throughout U.S. history. The definition of `race' therefore is arbitrary, changing according to the situation, but the consequences of how the word `race' is used are concrete and effect peoples lives daily. This research, in accord with much of the literature on the topic, shows that public schools play a major role in the conceptualization of `race'. Furthermore, what children are learning about `race;' in schools is not in an academic fashion but rather through inferences by the media, textbooks, and interactions with friends, teachers and school staff. I have conducted both qualitative (semi-structured interviews) and quantitative (questionnaires) research in order to explore where young adults say that they began to conceptualize `Race'. The results show that public schools, the home and neighborhoods of the young adults are the places that have influenced their `racial' conceptualization the most. I posit that we should provide the most up to date, accurate and pedagogically appropriate information as possible in public schools to aid our children in their process the conceptualization of the concept of `race'.
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Gharagozli, Minoo. "Skolans arbete med att motverka utanförskap inom rastverksamheten : En kvalitativ studie om hur man inom fritidshemmet jobbar för att motverka social exkludering och utanförskap bland elever." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40779.
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The break is an important element in educational activities. Previous research shows that the free form of the break gives much more leeway for students to act independently but that it is sometimes at the expense of some students. The purpose of this study is to further investigate how one works within the recreational home to counter social exclusion and exclusion among students at the break. The study has an emphasis on data collected from interviews. These have been conducted with professionals working in the leisure home. Results are reported in four themes identified in the processing of collected empirical data. The study concludes that staff attach great importance to norms. Regarding the work towards creating exclusion, much of their work during the break refers to being an active part of the students' play. This is to be able to communicate inclusive norms and create a common sense among the students.Rasten är ett viktigt element inom pedagogiska verksamheter. Tidigare forskning har betonat att rastens natur och den frihet som medföljer utgör en plattform för elever att ta till större handlingsutrymme som ibland kan resultera i att vissa elever blir socialt exkluderade. Det blir således ibland blir på bekostnad av de elever som hamnar utanför och socialt exkluderas från gemenskapen. Denna studie har som syfte att närmare undersöka hur man inom fritidshemmet jobbar för att motverka social exkludering och utanförskap bland elever på rasten. Studien bygger på insamlade data från genomförda intervjuer med verksamma inom fritidshemmet. Resultat redovisas i fyra teman som identifierats vid bearbetning av insamlade empiri. Studien konkluderar att personalen fäster stor vikt vid normer. Beträffande arbetet mot att utanförskap skapas avser stor del av deras arbete under rasten till att vara en aktiv del i elevernas lek. Detta för att kunna förmedla inkluderande normer och skapa en samsyn bland eleverna.
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Lyness, Andrew S. "Dreams of Mobility in the American West: Transients, Anti-Homeless Campaigns, & Shelter Services in Boulder, Colorado." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417675567.
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Sääf, Ida. "“First year Evergirl at your service! So a couple of rules …” : En barnkulturell studie om fangemenskapens plats, rum och dialog med utgångspunkt i hemsidan Schoolforgoodandevil.com." Thesis, Stockholms universitet, Centrum för barnkulturforskning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180268.
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Denna studie har fokuserat på villkor, kontroll och reglering av den barnkulturella platsen Schoolforgoodandevil.com och hur den tänkta målgruppen av barn rör sig inom platsen och dess rum. Genom användandet av en netnografisk metod har studien gått i dialog med platsens rum med hjälp av Foucaults heterotopiabegrepp samt barndomsgeografi för att påvisa hur diskursiva praktiker som kretsar kring barnet har påverkat uppbyggnaden av platsen och hur användarna tillåts nyttja dess rum. Anonymisering och censur har varit den främsta taktiken för platsens uppehållande av barnets ”säkerhet”. I analysen används även en social nätverksanalys som är en netnografisk metod för att deskriptivt analysera användarnas dialog för att undersöka förhållning till platsen regler, villkor och kontroll. Studien kommer fram till att målgruppen och positionen av platsen, det vill säga barnet respektive det digitala rummet, var den främsta påverkande faktorn i dess uppbyggnad, regler och kontroll.
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Håkansson, Jens, and Esther Linnane. ""E-mobbning finns inte på vår skola"- En kvalitativ studie om e-mobbningens plats i skolans antimobbningsprogram." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30747.
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The purpose of this study was to highlight cyber-bullying and its place in today’s schools. Our aim was to research how schools with bullying prevention programs are equipped to handle and take action against cyber-bullying. Furthermore this study focuses on whether or not schools are responsible for cases of cyber-bullying. We also aimed to present teachers’ general views and knowledge regarding this phenomenon. In order to emphasize these issues we have asked the following questions: How do teachers’ perceive the existence of cyber-bullying in school? What do schools do to prevent and take action against cyber-bullying? Who is responsible for taking action against cyber-bullying? As a method to obtain answers to these questions we have used five qualitative interviews. Our informants were various educators involved with bullying prevention programs in their respective schools. Socio cultural, organisational and judicial perspectives support our theoretical framework. Our results show that although the schools in our study may be capable of dealing with traditional bullying, they are not suitably equipped to deal with cyber-bullying. In general the educators are in agreement that they are inadequately informed about cyber-bullying. All informants were prepared to further educate themselves in order to prevent and combat this new phenomenon. Finally in order for our schools to be able to act effectively on cyber-bullying there must be clear laws put in place.
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Reyes, Alberta M. "Alternative Interventions Used to Help Mexican-American Students Improve Academic Achievement in Grades 9 - 12." NSUWorks, 2012. http://nsuworks.nova.edu/shss_dcar_etd/11.
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The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.
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Mills, Bonnie K. "Intercultural and academic transitions: A study of the gap between Chinese secondary schools and western universities." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/254.
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China is the top sending country of international students to Western universities. Chinese students can benefit a country's economy and aid in internationalizing campuses, providing opportunities for students to develop global competencies. However, as the number of Chinese students is increasing, so is the awareness of their difficulties in acculturating to the Western system of higher education. The literature attributes some of these difficulties to cultural, academic, and social factors. Filling a gap in the research, this cross-level study compares the preparation programs of four different types of secondary institutions. Results of surveys and interviews were correlated between faculty and alumni evaluating satisfaction and effectiveness of university preparation. The students generally were satisfied with their preparation training as compared to the faculty at the secondary schools. Results of this study will help bridge the gap of eradicating the difficulties Chinese students face in the Western higher education system.
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Mashabela, Makabulane Sam. "Community participation in social environmental issues in a core-plus curriculum." Thesis, 2012. http://hdl.handle.net/10210/7376.
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M.Ed.Lack of community involvement in the provision of social-environmental education programmes has become a serious problem, even though some communities are aware that they should be involved. In this study an attempt is made to find out how the community is, or could be, involved in the provision of social-environmental education programmes in primary schools, that is, the issue of community involvement in a school's delivery of Environmental Education, focusing especially on social issues. Part of transforming the education system is making it democratic. The democratisation of education includes the idea that stakeholders such as parents, teachers, learners, and members of the community should be able to participate in the activities of schools. Put simply, the right to education and the duty to transform education, means that all stakeholders have new rights and responsibilities. They have rights and responsibilities concerning the way schools are run, and the way in which education takes place. It is the responsibility of the state, the parents, learners, educators, and others to provide the best possible social-environmental education for all learners. The state cannot provide everything and do everything for the school. It cannot afford to do this. Parents and members of school communities are often in the best position to know what their schools really need, and are aware of what problems exist in their schools. This is a meaningful role within the school. Therefore, there must be a partnership between all stakeholders who have an interest in education. The partners are the state, the parents, learners educators, and members of school communities.
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Nkomo, Annah Ndlovu. "The role of cultural diversity on social wellness in a primary school in Gauteng." Diss., 2015. http://hdl.handle.net/10500/19993.
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This study investigates the role of cultural diversity on social wellness in a diverse
school setting. It explores the views of learners and teachers on issues pertaining to
cultural diversity and social wellness in the school. An integrative lens encompassing
Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as
the framework to guide the study. The interpretivist paradigm was used because the
research method for this study is qualitative in nature. Purposive sampling was used in
this study where fifteen participants were selected. The approach used is a case study,
with the case being a multicultural primary school in Gauteng Province, South Africa.
Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore,
permission was granted by the Department of Basic Education and the school’s
principal. All participants signed consent and assent letters before data were collected.
Learner participants gave their assent to take part in the study after consent had been
obtained from their parents and guardians prior to the commencement of data
collection.
Data collected reflected the participants’ understanding of the need and means to
promote social wellness within a culturally diverse school setting. It also suggests that it
is possible to make diversity work for, instead of against us as is advocated for by
Sheets (2005). The themes that emerged from collected data were: knowing one
another as well as each other’s cultures, respect for equality and human dignity, loving
kindness and compassion towards everyone, practicing good manners and discipline
towards everyone, positive social interaction/desired attitude and also leading by
example. These themes form guidelines that can be used in promoting social wellness
in the school.Inclusive Education
M. Ed. (Inclusive Education)
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Wu, Hsiao-Hui, and 吳曉慧. "The Content Analysis on Marine Cultural Education in the Social Studies Textbook of Elementary School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vc8zne.
Full textAbstract:
碩士國立臺灣海洋大學
教育研究所
107
The purpose of this research is to explore how the marine cultural education is presented within the social study textbooks of elementary school. In addition, this research provides the discussion for the distributive condition of marine cultural education in the textbooks, and different situations from various editions. The research adopted the methods of content analysis, to carry out the quantitative and qualitative analysis to marine cultural education content in the social study textbook of the elementary school, especial focus on 2017-2018 academic year edition for Nani, Kang Hsuan and Hanlin textbooks. The major conclusions of this research are as following： 1.The highest display frequency of marine cultural education content is Kang Hsuan textbook. 2.The marine cultural education content in each volume was presented unequally. 3.As for the main topics in each volume, the most presented one was the marine history, and then the marine folk beliefs and ceremonies. The last one was the marine literature and art. 4.The current content of the marine cultural education of textbooks in the field of the elementary school cannot fully correspond to the competency indicators of Grade 1-9 Curriculum Guidelines.It is only can be seen in the sub-catalogue of both "Ocean History" and "Marine Folk Beliefs and Festivals", but "Marine Literature and Art" cannot correspond to the field of social learning. 5. It is suggested that "marine history" should be introduced in terms of proper order and completeness, including “marine development and navigation history”,” port culture”, “immigration culture” and” naval war culture”. And the origin and related activities of Wang Ye's faith should be added to the sub-catalogue of" marine folk beliefs and celebrations", so that "marine folklore The content of beliefs and celebrations is more complete. 6. Marine education is the main idea of cultivating Taiwanese people to "know the sea, close to the sea, love the sea", and marine culture is the main idea of marine education. In order to seek the integrity of the basic concepts, we should systematically and evenly arrange ocean history, marine art and Marine folk beliefs and celebrations, and cover multiculturalism and other content. Base on the research results, some suggestions are provided for the textbook editors, teachers, and educational administration, and future researchers.
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Chuang, Peng-Chu, and 莊鵬築. "An Action Research on Integrating Cultural Heritage into Fourth Grade Social Studies─A Case Studies of Taipei Municipal Fuxing Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/a3j4fe.
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碩士臺北市立大學
歷史與地理學系社會科教學碩士學位班
105
This study aims to design G4 social studies curriculum integrated with cultural heritage to analyze students’ learning outcome, discuss the curriculum practice process and the teacher’s dilemmas, and look for solutions. With action research, 16 students in a G4 class of Fuxing Elementary School in Taipei City are selected as the research objects. According to the competence indicators of social studies for the middle grades, cultural heritage of Hsieh’s House in Mengjia, Tamsui Foundling Hospital Stele, Hsueh-hai Academy, Longshan Temple, Herb Alley, Bopiliao Historical Block, Ximen Red House, Western Temple of the Original Vow, and Qing Yun Ge are selected for compiling four cultural heritage education subjects, which are taught with 17 sessions. Observation, interviews, and data analyses as well as the data of pretest/posttest results, students’ learning portfolios, students’ self-evaluation and peer evaluation, observing teachers’ feedback, and the teacher’s reflection records are analyzed to understand the learning outcome of cultural heritage integrated G4 social studies. The research results are summarized as below. 1. From the field investigation, the researcher discovers that the measures for cultural heritage maintenance in Wanhua District are not properly done, the preservation is different, and some parts are under the threat of urban renewal. The intervention of public power of the government is necessary for the sustainable management through repurposing. The teacher understanding and mastering in the content and current situations of cultural heritage in Wanhua District could assist in the selection of cultural heritage materials to design the suitable self-compiled curriculum. 2. Summarizing the key points of the course with graphic organizers could deepen the students’ cultural heritage related knowledge and enhance the understanding of cultural heritage. 3. Teaching with value clarification could have the students establish personal cultural heritage value system and cultivate the idea of cultural heritage maintenance. 4. After practicing the curriculum of cultural heritage integrated social studies, the students enhance the correct rate on knowledge-based multiple-choice questions from 34% in the pretest to 89% in the posttest, proceed friendly observation, without any damages, in the field trip, draw anti-damage posters to present the cultural heritage maintenance methods, as well as express the preference and identification with cultural heritage and local culture in the visit diaries and focus group interviews. 5. Adjusting the course contents and instruction through observation feedback and reflection records could help solve the dilemma encountered in the teaching field.
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Tartakover, Sarah. "Cultural perspectives in school communities: an exploration and representation of cultural identity in pre-service teachers." Thesis, 2013. https://vuir.vu.edu.au/25086/.
Full textAbstract:
This arts based research consists of a creative product – the film Classroom Conversations around Culture, and an accompanying exegesis – Cultural Perspectives in School Communities: An Exploration and Representation of Cultural Identity in Pre-Service Teachers.
Both the film and the exegesis explore the experiences and insights of seven pre-service teachers in their final year of a teaching degree as they undertake their practicum in primary schools in Melbourne’s western suburbs. The research uses portraiture and narrative inquiry methodology to examine a range of issues around pre-service teachers’ knowledge and understanding of cultural identity, racism, diversity and the implications of these understandings on their teaching practice.
A re-emerging theme is the manner in which white hegemonic mainstream culture tacitly and overtly excludes people based on their cultural identity and skin colour, and the marginalising effect this has on them. While pre-service teachers are well placed to redress this systemic inequity within the communities they teach by integrating cultural diversity into their teaching and learning, the reflections of the research participants raise a number of associated dilemmas and challenges.
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CHIU, TSUNG-CHU, and 邱淙鉅. "The Teaching Study of using " Cultural Resources of Crescent Historical Area of Yilan City " into Elementary School Social Studies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/13775349875831576115.
Full textAbstract:
碩士國立臺北教育大學
台灣文化研究所
103
The study investigates the teaching resources facilitated by an urban planning project which revives a historical heritage, Luna of Yilan. By applying the aforementioned cultural resources into indoor and outdoor teaching activities in social studies, the researcher intends to explore the effects of such application. The course includes four units. The first two units are instructed indoors, which contain two sessions, eighty minutes in total. The third unit in the project is instructed outdoors, which contains three sessions, one hundred and twenty minutes in total. The fourth unit of the project contains a forty-minute session. The three-hundred-and-twenty-minute course is designed to facilitate students’ knowledge in the settlement of the Yilan city, the heritage cites along the Luna Trail, and to strengthen the connection between the cultural heritage and the students. Taking a qualitative approach, the research outcome of the study is gained mainly by observation and interview. Students’ responses and performance, such as the learning sheets, questionnaires, performance in achievement tests and observation anecdotes, will also be taken into consideration The Conclusions of the application are: first, the inclusion of such a heritage cite into the teaching of social studies provides an opportunity for students to connect the knowledge in the textbook to real life experiences. Second, Luna of Yilan is equipped with abundant historical and cultural resources, which would help cultivate students’ awareness for indigenous culture. With the cite being close to the elementary school that the researcher teaches in, the course can be further expanded into a series of feature courses for the school. Third, the implementation of such a course helps facilitate students’ concern for indigenous cultural heritage of their homeland.
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Cook, Marie. "Australian stories of coffee in Melbourne and environs: a selective cultural history." Thesis, 2005. https://vuir.vu.edu.au/18154/.
Full textAbstract:
It is difficult to locate the genesis of any subject of creative and critical inquiry.
However, I consider I embarked on this MA research project because having a decent
coffee was important to me, and I did not know why. I recall the precise moment I
realised I was attaching special meaning to coffee. I was in a new cafe at Airey's Inlet, seaside town on the Great Ocean Road in Victoria, my home State, and I had ordered a
cafe latte:
The woman serving me was in her sixties and appeared to be out of her depth;
she was most likely helping her daughter set up the cafe and trying to be useful.
I imagined she lived on one of the surrounding farms - she reminded me of my
mother. Her hands had probably made a thousand morning teas for shearers
with big pots of tea, the best china for the jug of milk and tea cups, and big
baskets of scones with cream and jam. But using an espresso machine had
baffled her. I, on the other hand, no longer wanted the life of tea and demanded a
decent coffee (Cook, 2005:15).
At that moment I realised there were a number of reasons for me wanting that coffee to
be 'decent'. They related to my growing up in the country and wanting to live in the
city, to my experience of cafe life in Europe, and finally to personal rebellion - against certain conservatism of the 1970s in Australia, and ultimately against a colonial English
custom of tea.
This project is located in food and social history and focuses particularly on the
introduction of espresso coffee to Melbourne in the 1950s and '60s, as in my view the
Italian cafes of that period had the greatest influence upon present cafe culture.
However, this project is not pure social or food history, as it synthesises my own
personal experience, and that of my interviewees, with archival, scholarly and more
journalistic/literary research, and with a particular approach to the writing of non-fiction
narrative, known as 'creative non-fiction'. The final thesis can be seen therefore as a
fusion of qualitative and scholarly research, with memoir and oral history - or, in
summary, as what I have termed a 'selective cultural history'.
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Wu, Min-Ru, and 吳敏如. "A Study of the Relationship between Indigenous Cultural Identity and Teaching Involvement in Elementary School Social Studies Teachers of Kaohsiung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/36527138885651284947.
Full textAbstract:
碩士國立屏東大學
社會發展學系碩士班
104
The purpose of this study is to understand the status of social studies teachers’ indigenous cultural identity and teaching involvement in Kaohsiung elementary schools, compare the differences of social studies teachers’ indigenous cultural identity and teaching involvement with different background variables, and explore the related situations as well as social studies teachers’ indigenous cultural identity and teaching involvement. The research took social studies teachers at the elementary schools in Kaohsiung City in 2016. The research used self-report “questionnaires of social studies teachers’ indigenous cultural identity and teaching involvement” as research tool to take samples from 25 schools by stratified cluster sampling. There were 474 effective questionnaires returned. Finally, all the received data were analyzed by t-test, one-way ANOVA, Pearson’s correlation, multiple stepwise regression analysis etc.. The conclusions were as follows: 1. The status of social studies teachers’ indigenous cultural identity in elementary schools were all above average. The “cultural environmental cognitive” was predominated. The followings were “sense of belonging” and “participation in cultural ctivities” . 2. The status of teaching involvemen for elementary schools social studies teachers were all above average. the “teaching sense of focus” was edominated; the followings were “teaching sense of evaluation” and “teaching sense of recognition”. 3. The main methods for the elementary schools social studies teachers in Kaohsiung City to be indigenous cultural identity are from the electronic media, newspapers and magazines , propaganda advertising and inform relatives or friends. 4. The guidance and discipline, parents' intervention and changeable of education policy have influence on the teachers' devoting to the teaching of social studies in Kaohsiung City. 5. The female teachers, another birthplace, live in Kaohsiung more than 21 years ,and participating in the local culture festivals are the most significant to indigenous cultural identity. 6. The female teachers, whose teaching exprience less than 5 years, living in Kaohsiung from 11-20 years and participating in the local culture festivals were the most significant to the teaching involvement. 7. The social studies teachers at the elementary schools in Kaohsiung City were more aware of indigenous cultural identity and the more they perceptive of teaching involvement. Especially the relation between “cultural environmental cognitive” and “teaching focus” was the most significant. 8. The “cultural environmental cognitive” for the social studies teachers in elementary school could effectively predict “teaching focus”.
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Chen, Yang Fu, and 楊馥甄. "Study on Social Studies with Local Geography Teaching Course for Junior High School: In a Case of Old Five-channels Cultural Zone." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/vfxpu8.
Full textAbstract:
碩士長榮大學
土地管理與開發學系碩士班
102
In the background of historic preservation movement implemented in domestic and abroad and gradually increased local awareness, purpose of this study is to investigate the effectiveness of local materials into the teaching of social studies,from the angle of the cultural heritage preservation, joined local education theory and analysis of the existing nine-course outline,the main research methods including research regional development, in-depth interviews and teaching purposes,utilize interviews to understand teachers' views of Old Five-channels Cultural Zone into the teaching of the social sphere, and by students’ pretest,posttest and questionnaires of affection, analyzethe impact of students’ learning and teaching activities , to realize the appropriateness of local materials implementation,the findings are as follows: 1.Through local knowledge and skills upgrading for teachers to extend curriculum, makes students combined living space and experience to enhance their awareness of local and conservation of nostalgia,can also indirectly affected the student's family and friends around , expanding influence levels. 2.After finishing the interview, social studies teachers generally think that students should understand the local environment and the home of the historical context, and affirm the Old Five-channels Cultural Zone as local materials were brought into the social studies teaching helps enhance students’ awareness and affection. 3.Through the teaching experiment,we can realize the improvement of local affection ofreserch area,it means the curriculum design gives rise to students interests,in the future,expect researchers can design local outdoor education courses, so that students can more directly face the local space.
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Borg, Victoria. "Life satisfaction of adolescents: a cross-cultural study in malta and Australia." Thesis, 2005. https://vuir.vu.edu.au/15541/.
Full textAbstract:
Life satisfaction research among adolescents is scarce especially at cross-cultural levels. The nature and the means to attain life satisfaction vary from one culture to another (Bradley & Corwyn, 2004; Lu & Shih, 1997). The current study examined life satisfaction in native Maltese, Maltese-Australian, and Anglo-Australian adolescents. It is argued that adolescents of Maltese origin come from a culture that is still predominantly oriented towards a traditional and collectivistic oriented culture, thereby being significantly different from the Australian culture. Besides developmental challenges, these adolescents are faced with additional cultural challenges especially Maltese-Australian adolescents. The present investigation was carried out over two stages. During the first stage, in-depth individual interviews were conducted among native Maltese (N=20) and Maltese-Australian (N=18) adolescents. These interviews explored issues that related to the home environment, social support, and coping strategies. In addition, ethnic identity and ethnic identification were explored among Maltese-Australian adolescents. The nature of the relationship and the support received from parents was a key element in detracting from their life satisfaction. In the second stage, a questionnaire was administered to native Maltese (N=113), Maltese-Australian (N=108), and Anglo-Australian adolescents (N=111). The questionnaire comprised these scales: the Family Environment Scale Form R, Short Form Social Support Questionnaire, Adolescent Coping Scale, and Satisfaction with Life Scale. For Maltese-Australian adolescents, the Multigroup Ethnic Identity Measure was also included in the questionnaire. According to the findings of the second phase, most adolescents were satisfied with life and there was no significant difference between the groups. Results also indicated that overall, male adolescents reported higher levels of life satisfaction with life than females but there was no interaction between gender and ethnic group. Regression analysis showed that the experiences of life satisfaction are similar for these two groups. In addition, the results indicated that different patterns of predictors of life satisfaction emerged for the three ethnic groups. The three models showed that a significant amount of variances remained unaccounted for by the current predictors. However, the qualitative study shed more light on these findings. Although both studies contributed significantly to our understanding of the experiences of life satisfaction of adolescents across cultures, more research is required, especially among adolescents of Maltese origin.
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Chang, Wen Chiu, and 張雯秋. "The Study on Social Studies Textbooks in Elementary School──the Image of Taiwan Culture（1949-2009）." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84238181612990311550.
Full textAbstract:
碩士國立臺中教育大學
課程與教學研究所
98
This study investigated the distribution and transition of the image of Taiwan culture in elementary school social studies textbooks by applying content analysis methods to the Curricular Standards in 1948, 1975 and 1993, and the current Grade 1-9 Curricular Guidelines proclaimed in school year 2009. The findings were summarized as the following points: 1. Frequency analysis results of image of Taiwan culture in elementary school social studies textbooks across the four periods: (1) The proportion of material culture was more than spiritual culture before 1975. The proportion of spiritual culture was more than material culture in 2003. (2) In 1948, The image of Taiwan culture in elementary school social studies textbooks was only in grade 5-6; In 1975 and 1993, The image of Taiwan culture was concentrated in grade 3-4; In 2003, The image of Taiwan culture was scattered in grade 3-6. (3) Under the ‘Material culture’ category, the ‘Dress culture’ category had the lowest frequency in textbooks across the four periods. (4) Under the ‘Material culture’ category, the amount of the ‘Arts’, ‘Religion’ and ‘Festival’ had increased quickly. The proportion of ‘Art’ in the four periods was all to be the first. There were the description of spiritual culture of ‘Etiquette’ and ‘Folklore and performance’ in 2003. 2. Qualitative anlysis results of image of Taiwan culture in elementary school social studies textbooks across the four periods: (1) In 1948, the description of material culture was from a industrial perspective. The description of spiritual had none. (2) In 1975, the description of material culture demonstrated the superiority of Taiwan quality of life. The description of spiritual culture shaped the memory of the motherland's feelings. (3) In 1993, the description of material culture changed from a industrial perspective to a cultural perspective. There were the description of spiritual culture of Southern Min, Hakka and Aboriginal peoples. This period showed the beginning of the image of Taiwan culture. (4) In 2003, Description of material culture added "Change" element and showed the trend of the times. The description of spiritual culture not only added many new elements but given to the concept of cultural assets. 3. Transition analysis results of the image of Taiwan culture in elementary school social studies textbooks: (1) The amount of image of Taiwan culture in textbooks had increased substantially since 1949 to 2009. (2) Under the ‘Material culture’ category, the description of material culture changed from the industry level to a level of culture and change. (3) Under the ‘Spiritual culture’ category, the description of spiritual culture changed from memory of the motherland's feelings and superiority of high quality of life to the trend of diversification and localization. (4) Most of the image of Taiwan culture should be reflected in the curriculum standards, Curricular Guidelines, the trend of social changes and model of curriculum organization. As the conclusion, base on the results, this study proposed some suggestions for elementary school social studies textbooks, curriculum planning, the testbook review institute, and future researchers in this field.