Dissertations / Theses: 'Social education'

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Meier, Lori T. "Episode 3: TN Standards for Social Studies." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/3.

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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level.
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Meier, Lori T. "Episode 6: The Five Themes of Geography." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.

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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.
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Meier, Lori T. "Episode 5: Historical Thinking." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/5.

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In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian?
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Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.
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Meier, Lori T. "Episode 1: Get to Know the NCSS." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/1.

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In this episode, we explore the central professional organization for the social studies, the National Council for the Social Studies (NCSS). We review their history and beginning, learn about definitions and purposes for social studies, take a look at key NCSS curriculum standards and frameworks, and explore related NCSS publications and resources for teachers and classrooms.
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Meier, Lori T. "Episode 2: Exploring the 10 Themes." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/2.

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In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom.
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Vitale, Nicole. "Social stories and social behavior in children within the autism spectrum disorder /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_vital_socia.pdf.

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Laudino, Kathryn. "Social stories to promote social skill developement in children with autism spectrum disorder /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_laud_socia.pdf.

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Åsberg, Samira. "Social Networks in Education: A Facebook-Based Educational Platform." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93649.

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Social networking sites are among the most popular daily activities of students these days. Students are mostly using social networking sites for communication and sharing of their experiences. Facebook is an example of a social networking site, which supports additional features such as creating a profile page, creating group pages and supports possibility of implementing different integrated application with Facebook. These features improve the Facebook experience, allowing users to form groups, where they can introduce ideas and concepts, which can be shared and discussed in a structured style. For this thesis we have created a new learning management system by implementing an online educational platform within a Facebook context. This work introduces a new, complementary style of education, where students can improve their knowledge and sociality outside the university in an innovative way. The platform takes advantage of gamification, which introduces game-like elements to concepts such as education and learning management systems, to make them more fun and rewarding. The goal of this thesis is to extend the educational border to an interesting online environment where students can learn, communicate, and examine their knowledge globally in different courses within our application platform in Facebook.

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Wilson, Tracy M. "Education and social justice." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1546694.

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This descriptive study looks at how social justice is being integrated into 11th grade language arts classes in the Roaring Fork Valley of Colorado. I observed four educators, noting how they addressed issues of social justice through classroom discussions and literature selection. This study will reflect upon on observations in classrooms and interviews with educators that inform ineffective and effective means of incorporating, or not incorporating, social justice into their classrooms.

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Klein, Jolie. "Impact of learning centers on preschoolers' social development /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_klein_impac.pdf.

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Caputo, Mara. "Autism and social skills in the inclusive setting /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.

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Gould, Nicholas G. "Contributions to social work education, social work and social theory." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387209.

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Radian, Elizabeth. "Social action and social work education in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ54806.pdf.

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Delport, Aletta Catherine. "Emotions, social transformation and education." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/318.

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This thesis addresses the topic of the education of the emotions in the context of a rapidly transforming South African society. It attempts to reconfigure the conceptual landscape in terms of which we think about rationality, social transformation and education, and contests the intellectual and instrumental prejudice in the currently dominant ways of thinking about education. It reclaims a sense of what it would be to think of education in terms of cultivating humanity, as a key to the profound transformation of the South African society. It argues that the emotions should be relocated in our conception of transformation and education, because without it, education will fail to assist South African society to transform into a society where most people are able to live improved quality lives. The thesis comprises three distinct parts. The first part consists of an account of a particular cognitive theory of the emotions, as developed by Martha Nussbaum in her book, Upheavals of thought. The Intelligence of Emotions (2001). This theory is then applied in Part 2 to examine the complexities of social transformation in South Africa at the more profound, personal level. This investigation is presented as a narrative and comprises the perspectives of the author, who is a white Afrikaner female, who grew up in South Africa in the heyday of Apartheid. In the final part, the concept of ‘education for transformation’ is discussed. It is argued that, in order for education to enhance the social transformation of South Africa, social transformation should be conceived according to a fundamental aspect of Rousseau’s political philosophy, namely that the ideal society comprises two reciprocally related spheres, the political and the personal sphere. Part 3 argues that ‘education for transformation’ should be conceived according to a conception of transformation, which acknowledges this double-layered texture. It further argues that ‘education for transformation’ should primarily be concerned with transformation at the personal level, since, according to Rousseau’s philosophy, this dimension is fundamental to ensuring the stability and legitimacy of the political order. However, built on the main insights of Part 2, this thesis also argues that personal transformation is only possible within a framework of rationality, which acknowledges the emotions as constitutive elements of rationality itself. Essentially, this thesis is about the conception of human being, which should be esteemed as the most fundamental and crucial element of successful social transformation.

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Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.
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Elias, Dean Garlock. "Educating leaders for social transformation /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1135415x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Jack Mczirow. Includes bibliographical references (leaves 427-438).

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organizing approach. The research was conducted through a decolonizing interpretive research methodology (Darder, 2015a) and utilized the interrelated lenses of critical pedagogy and decolonizing pedagogy, in order to gain a historicity of scholarly discussions about the logics of coloniality, social movement theories, and youth-organizing frameworks across various texts. By utilizing the decolonizing interpretive methodology and decolonizing and critical pedagogy theoretical frameworks, this study found that a decolonizing social movement framework for transformative youth organizing calls for (a) creating counterhegemonic havens that create solidarity spaces between youth and adults; (b) building authentic revolution through communion between youth and adults, community-building, and communion with indigenous peoples and the Earth; (c) cultivating a sense of love that sustains community bonds to facilitate healing; (d) promoting healing through engaging in dialectics and dialogue; and (e) creating opportunities for agency and creation to implement the praxis of transformative youth organizing. The findings support the need for adults seeking to authentically be in solidarity with youth to engage in transformative justice practices that help communities collectively heal from colonial violence and engage in a counterhegemonic praxis of creating new transformative and liberatory possibilities in communities.

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Chudnovskaya, Margarita. "Higher education and family formation : A story of Swedish educational expansion." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146038.

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The subject of this dissertation is trends in family formation among highly educated men and women in Sweden. The highly educated have typically differed from other educational groups in their patterns of childbearing. This has particularly been the case for highly educated women, who used to be in the minority among the highly educated and who were much more likely to be childless than other women. The goal of this dissertation is to understand how the expansion of higher education has transformed the formation of childbearing unions among the highly educated group. The context for the dissertation is the dramatic expansion of higher education which has occurred in Sweden over the last half century. As the share of cohorts graduating from post-secondary education has grown, diversity among the highly educated has also increased. This dissertation draws upon rich Swedish administrative register data to answer questions about changes in the behavior of the highly educated group, as well as emerging stratification within the group. This dissertation consists of five studies and an introductory chapter. In Study 1, we examine changes in geographical distances between young couples and their parents. We find that among younger cohorts, generations live further apart. The expansion of higher education contributes to these distances, though the introduction of regional colleges has mediated the impact of educational expansion to some extent. In Study 2, we consider how effective colleges are as partner markets. We follow one birth cohort (1970), and examine the likelihood that they form a childbearing union with someone who attended the same university at the same time. We find that colleges are an important potential meeting place for childbearing partners, and examine how the likelihood of partnering with a fellow student is related to the college composition. In Study 3, I assess changes in partner choice among the highly educated, by comparing the likelihood that highly educated men and women born in 1940-2, 1950-2, 1960-2, and 1970-2 form a childbearing union, and whether they do so with a highly or a lower educated partner. I find that female graduates are much more likely to enter unions, and to “partner down”. Men’s likelihood of forming a childbearing union hasn’t changed across cohorts, but men from later cohorts are much more likely to find a highly educated partner than men from earlier cohorts. I show that partnership outcomes for graduates are related to social class background, university experience (degree length and institution type), and post-graduation income. In Study 4, we study unions with at least one highly educated partner, including men and women born in 1950-2, 1960-2, 1970-2, and 1980-2. We examine the extent to which educational (in)equality is mirrored in other measures of status such as social class background, income, and occupational prestige. We conclude that although the number of women “partnering down” in terms of education has increased dramatically, these unions are not necessarily characterized by female status-dominance more generally. In Study 5, I focus on highly educated men who do not form any childbearing union, studying men born in the years 1945-1974. I find that the consistent levels of childlessness among highly educated men may best be explained by changes in the composition of graduates in terms of field of study and post-graduation income.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript. Paper 4: Manuscript. Paper 5: Manuscript.

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Benson, Emeeh Ofelia J. "Public Education in the Philippines: Social Inclusion and Education Access." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612544.

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I have had many ask me questions about education in the Philippines so I decided to write this paper on education in my country beginning with the history. I am an advocate of multilingual education and initially wanted to concentrate on that approach. Schools were taught bilingually with English being the main second language. I actually learned English before Tagalog, the official language of the Philippines; my first language being Ilocano, the language of the Cagayan Valley. This paper will also touch upon the case of Multigrade schools in implementing educational innovation. I will be concentrating on the public education system of the Philippines and the organization of public schools as well as highlighting the effective means of macro level and micro level Multigrade programs. Studies suggest that Multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost effective means of raising students over all achievement in school. This study examines the association between teacher education, teacher effectiveness, and teacher morale. It will also show that teacher leadership is directly linked to student success. In particular, the time spent on direct instruction and other kinds of activities predicts positive achievement gains. In the process of learning in schools; teacher education, teacher effectiveness, teacher morale and teacher leadership are important standard measures for professional autonomy. The purpose of this study is to determine factors contributing to all these types of quality measures in both schools, public or private. The significance of Kindergarten to 12 grade in Philippine public schools as an approach to equity and opportunity for all Filipino children and changing the traditional nature of education in the Philippines indicates that they are ready to compete with other countries. I will discuss the evolution of literacy, describe adult literacy background and the influence of the development of literacy in both rural and urban areas of Philippine’s three largest Islands: Luzon, Visayas, and Mindanao. It concludes that to overcome the stigma of literacy failure due to lack of informal knowledge or the effective formal schooling, youth and adults have tried to improve access to literacy education by providing more public spaces. Policies in literacy for adults can vary in the characteristics of teaching and teaching requirements. Adult literacy program expansion may attract more students who want to better educate themselves. This would alleviate the stigma of not knowing how to read.

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Chambers, Cynthia R. "Social Skill Instruction." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3905.

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Gaglio, Gina. "The study of a preschooler's motor, social-emotional, cognitive, and language / literacy development /." Staten Island, N.Y. : [s.n.], 2004. http://library.wagner.edu/theses/education/2004/thesis_edu_2004_gagli_study.pdf.

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Rudoe, Naomi. "Young mothers, education and social exclusion." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539458.

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Simon, Peter A. "Social Network Theory In Engineering Education." Research Showcase @ CMU, 2014. http://repository.cmu.edu/dissertations/377.

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Collaborative groups are important both in the learning environment of engineering education and, in the real world, the business of engineering design. Selecting appropriate individuals to form an effective group and monitoring a group’s progress are important aspects of successful task performance. This exploratory study looked at using the concepts of cognitive social structures, structural balance, and centrality from social network analysis as well as the measures of emotional intelligence. The concepts were used to analyze potential team members to examine if an individual's ability to perceive emotion in others and the self and to use, understand, and manage those emotions are a factor in a group’s performance. The students from a capstone design course in computer engineering were used as volunteer subjects. They were formed into groups and assigned a design exercise to determine whether and which of the above mentioned tools would be effective in both selecting teams and predicting the quality of the resultant design. The results were inconclusive with the exception of an individual's ability to accurately perceive emotions. The instruments that were successful were the Self-Monitoring scale and the accuracy scores derived from cognitive social structures and Level IV of network levels of analysis.

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Leahy-Dios, Cyana Maria. "Literature education as a social metaphor." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018445/.

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The thesis investigates Literature Education as one cultural representation of societies. The use of literature is seen as essential to the process of educating social subjects. It is a subject founded on an interdisciplinary triangle composed of an asymmetrical combination of language studies, cultural studies and social studies. Each change of the apex of the triangle indicates a shifted emphasis on certain socio-cultural and politico-pedagogical characteristics. As a bordercrossing discipline, literature education can have a central role in the creation of a socio-political conscience in the future citizens of a particular society. In the thesis two paradigms of literature education have been viewed, described and analysed. The first, the English paradigm, attempts to inculcate in students a range of 'high-culture' values, without offering a clear methodology for the teaching of literature. It has relatively blurred objectives and theories, and aims at fostering personal responses to the literary text. The other, the Brazilian, is a positivist paradigm centred on literary history. It privileges a pseudo-scientific objectivity. In spite of the conceptual differences between a systematised, descriptive model on the one hand, requiring the mastery of large quantities of content, and another, aiming at building up cultural and literary subjectivity, the thesis suggests similarities between them in terms of certain pedagogic practices, views of students, and of the final product aimed for. This dissertation analyses and describes the cultural significance of the curricular contents and pedagogic practices of literature education in the final years of secondary school, through the data of classroom practices collected both in England and in Brazil. In aiming to understand literature education as a social metaphor it concludes by making some recommendations on modes of teaching and learning which may be essential in creating greater access to cultural goods and thereby more equitable societies.

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Ivanova, Olena. "Higher education as major social institution." Thesis, СПД "Охотнік", 2020. https://er.knutd.edu.ua/handle/123456789/16091.

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The work deals with the importance of higher education system for the development and implementation of transformations. The economic potential of a state is determined by the level of educational and scientific spheres development, the state of cultural and spiritual heritage.

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Sammen, Haley C. "A Social Determinants of Education Framework." Thesis, University of Colorado at Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608197.

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Research shows that out-of-school factors potentially have a greater impact on student outcomes yet our interventions remain focused on in-school factors. This thesis proposes that education reform efforts should learn from the widely accepted social determinants of health framework. The social determinants of health framework has lead to great strides in health equity in the us. Us education however remains deeply rooted in inequitable origins despite centuries of efforts to improve outcomes. Through a literature review of the impact of social forces on educational outcomes a “social determinants of education” framework is proposed. The social determinants of education are proposed to be economic, food, physical environment, social environment, and health. This framework aims to coalesce education reform conversations around a common language of equity.

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Rai, Lucy. "Student writing in social work education." Thesis, Open University, 2008. http://oro.open.ac.uk/25820/.

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This thesis explores the experiences of a group of social work students undertaking assessed academic writing as part of their professional training through distance learning in the UK in 2001. Drawing upon the concept of 'academic literacies' and informed by a psychosocial approach, this thesis explores the nature of students' writing within the context of the experiences of students and tutors. Writing in social work requires students to include reflections on personal experience and values. Due to this personal aspect of writing in social work, I have taken a particular interest in the relationship between identity and writing. In doing so I draw upon current research based upon sociological perspectives on writer identity but also critically examine the potential contribution of concepts from what I will generally be referring to as a 'psychosocial' approach, which incorporates elements of psychology and psychoanalysis alongside a sociological world view. In particular I explore the ways in which a psychosocial approach to writer identity can inform our understanding of writing practices surrounding the creation of student texts in higher education. My central argument is that academic writing in social work poses a particular challenge to student writers and their tutors due to its lack of transparency and the degree of self-disclosure required of authors. This thesis shows that, in common with higher education more generally writing conventions in social work are frequently implicit and contradictory. Additionally, the integration of personal experiences and values with theoretical discussion poses significant difficulties for students and tutors. Such 'self-disclosure' has implications which become evident when applying a psychosocial perspective to writer identity. I draw together these implications in relation to three features of writing practices, namely emotion, circularity, and human interaction. Emotion in this context refers to the emotion both experienced by students whilst writing texts and responding to feedback on them. This involves a circular process based upon not only the studentsï¿½ actions but also their interaction with others, primarily the tutor. I conclude by offering some pedagogical implications and suggesting some future research arising from this thesis.

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Kinville, Michael Robert. "Inequality, education and the social sciences." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17687.

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Die konzeptionelle Verbindung zwischen Bildung und Gesellschaft, die im 19. Jahrhundert deutlich gemacht und wissenschaftlich begründet wurde, wird oft als selbstverständlich betrachtet. Diese veraltete Verbindung bildete aber die Basis für Bildungsreformen im Sekundärbereich in Deutschland und Indien in der zweiten Hälfte des 20. Jahrhunderts. Diese Arbeit unternimmt den Versuch, zum Verständnis dieser Verzögerung zwischen den Ideen und den Reformen, die sie einrahmten, beizutragen, indem sie eine geeignete Theorie der Verbindung zwischen Bildung und einer komplexen Gesellschaft aufstellt. Grundsätzliche Annäherungen an Gesellschaft und Bildung treten in Dialog mit post-kolonialen und kritischen Theorien. Universalistische Annahmen werden problematisiert, und eine offene Lösung für die Vorstellung zukünftiger Reformen wird präsentiert. Nationale Bildungsreformen in Indien und Deutschland nach ihren „Critical Junctures“ von 1947/1945 werden eingehend und chronologisch verglichen, um einen spezifischen Charakter historisch- und bildungs-bedingter Reproduktion beider Länder herauszuarbeiten sowie einen gemeinsamen Lernprozess zu ermöglichen. Abschließend wird eine Lösung des Problems in der Form offener Bildung präsentiert. Bildung als öffentliches Gut muss nicht zwangsläufig nur auf soziale Probleme reagieren, stattdessen kann sie verändert werden, um sozialen Wandel voran zu treiben.
The conceptual link between education and society, forged in the 19th Century, is often taken for granted. This seemingly outdated connection, however, has guided reforms in secondary education in India and Germany throughout the second half of the 20th Century. This study attempts to understand this lag between underlying ideas and the reforms they framed by synthesizing a viable theory for imagining the connection between education and a complex society. Foundational approaches to society and education are brought into dialogue with post-colonial and critical theories. Universalistic assumptions are problematized, and an open-ended solution for theorizing new connections is presented. National educational reforms in India and Germany subsequent to their critical junctures of 1947/1945 are exhaustively and chronologically compared in order to conceptualize a generic character of historical-educational reproduction for each country and to facilitate a process of mutual learning. Finally, a solution to the problems associated with educational reproduction is presented. Education as a public good does not need to simply be reactive to social problems. Instead, it can be reconfigured so as to drive social change.

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Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.

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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.

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Connelly, Roxanne. "Social stratification and education : case studies analysing social survey data." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/18590.

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Social Stratification is an enduring influence in contemporary societies which shapes many outcomes over the lifecourse. Social Stratification is also a key mechanism by which social inequalities are transmitted from one generation to the next. This thesis presents a set of inter-related case studies which explore social stratification in contemporary Britain. This thesis focuses on the analysis of an appropriate set of large scale social survey datasets, which contain detailed micro-level data. The thesis begins with a detailed review of one area of social survey research practice which has been neglected, namely the measurement and operationalisation of ‘key variables’. Three case studies are then presented which undertake original analyses using five different large-scale social survey resources. Throughout this thesis detailed consideration of the operationalisation of variables is made and a range of statistical modelling approaches are employed to address middle range theories regarding the processes of social stratification. Case study one focuses on cognitive inequalities in the early years of childhood. This case study builds on research which has indicated that social stratification impacts on the cognitive performance of young children. This chapter makes the original contribution of charting the extent of social inequalities on childhood cognitive abilities between three British birth cohorts. There are clear patterns of social inequality within each cohort. Between the cohorts there is also evidence that the association between socio-economic advantage and childhood cognitive capability have remained largely stable over the post-war period, in spite of the raft of policy measures that have been floated to tackle social inequality. Case study two investigates the recent sociological idea that there is a ‘middle’ group of young people who are absent in sociological inquiries. This chapter sets out to explore the existence of a ‘middle’ group based on their socio-economic characteristics. This case study focuses on school GCSE examination performance, and finds that performance is highly stratified by parental occupational positions. The analysis provided no persuasive evidence of the existence of a ‘middle’, mediocre or ordinary group of young people. The analytical benefits of studying the full attainment spectrum are emphasised, over a priori categorisation. Case study three combines the analysis of intra-generational and inter-generational status attainment perspectives by studying the influences of social origins, educational attainment and cognitive abilities across the occupational lifecourse. This case study tests theoretical ideas regarding the importance of these three areas of influence over time. This case study therefore presents a detailed picture of social stratification processes. The results highlight that much more variation in occupational positions is observed between individuals, rather than across an individual’s lifecourse. The influence of social origins, educational attainment and cognitive ability on occupational positions appear to decrease across an individual’s occupational lifecourse. A brief afterword that showcases a sensitivity analysis is presented at the end of the thesis. This brief exposition is provided to illustrate the potential benefit of undertaking sensitivity analyses when developing research which operationalises key variables in social stratification. It is argued that such an activity is beneficial and informative and should routinely be undertaken within sociological analyses of social surveys. The thesis concludes with a brief reflection on large-scale survey research and statistical modelling and comments on potential areas for future research.

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Agbley, Gideon Kofi. "Social mobility and education in Ghana : interactions between capabilities and educational outcomes." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.

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Cloeren, Nicole Birgit. "Acts of reciprocity: Analyzing social exchange in a university theater for social change project." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1550154040.

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Yoo, Jae-Bong. "Education as initiation into social practices : an alternative to liberal education." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019154/.

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This thesis aims at examining the possibility of education as initiation into social practices as an alternative to liberal education. To this end, the main arguments run as follows. Firstly, I argue that liberal education, as both the pursuit of rationality and the promotion of personal autonomy, does not give a satisfactory explanation of educational phenomena because of several internal and external criticisms. Both versions of liberal education have limitations for different reasons: in dealing with human practices and practical matters which are raised by vocationalists and in meeting a variety of social or communal demands that are addressed by communitarians, respectively. Secondly, I analyse the notion of 'social practices' as a basis for understanding 'education as initiation into social practices' by examining a conventional conception and some recent influential conceptions. A conventional usage of 'practice' as opposed to 'theory' is inappropriate in terms both of the Greek notion of 'praxis' and of Ryle's 'knowing how' and Wittgenstein's 'language-games', and is also inappropriate from an educational perspective. On the other hand, positively, I establish my conception of social practices as a modified Maclntyrean conception by analysing MacIntyre's conception of 'a practice' in its various dimensions and discussing Miller's and Schatzki's crucial distinctions within social practices. Lastly, I draw the overall picture of 'education as initiation into social practices' by comparing MacIntyre's, Hirst's and Langford's views and by applying them to teaching as education writ small, and I examine its possibility as an alternative to liberal education. I suggest that 'education as initiation into social practices' should be understood in a 'substantial'(prescriptive) sense and, on the basis of this, I tackle curriculum issues and teaching process. I conclude that social practices-based education could be an alternative to liberal education by taking a middle way between liberal education as the pursuit of rationality and as the promotion of personal autonomy.

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Paape, Jennifer R. "Social skill expectations do general education and special education teachers differ? /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000paapej.pdf.

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Kinney, Ashley Rose. "The current state of local social justice education effective strategies for educators to teach for social justice /." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kinney_ARMIT2010.pdf.

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Smith, Elizabeth R. "Social media and social learning| A critical intersection for journalism education." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251916.

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For the past decade, the profession of journalism has been under intense pressure to adapt to changing business models, technology, and forms of communication. Likewise, journalism education has been under intense scrutiny for failing to keep pace with the industry and inadequately preparing students for a rapidly changing professional environment. Social media has become a nexus for the pressures being experienced by both the profession and academia. This study uses Wenger’s (1998) model of Communities of Practice to consider how a student newsroom functions and how student journalists adapt within a newsroom and on social media. This study used a quantitative self-reported survey (N=334) design to understand the relationship of students’ social media use and newsroom participation, social media use and digital skills, and the differences relationships between demographic variables and the use of social media. Items in the survey were in one of four categories: newsroom participation, social media use, digital skills, and demographics. Results demonstrated that as students take on more responsibilities in a newsroom, the more likely they are to have relationships in the newsroom, to have a voice (in both editorial content and newsroom policy), to share their experiences with newer staff members, and to see the importance of social media use in their newsroom experience. Findings also related to meaning, identity, and practice within Wenger’s (1998) notions of Communities of Practice. Significant correlations among items measuring digital skills are related to length of time on staff, use of social media (e.g. watch breaking news and find story ideas), holding a digital position, frequency of use of social media, and critical knowledge of digital skills (including high-level relationships among libel, audience analytics, and multi-media content). Analysis showed that participants who held primarily digital positions demonstrated patterns of the more sophisticated digital skills.

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Stein, Zachary. "Tipping the Scales: Social Justice and Educational Measurement." Thesis, Harvard University, 2014. http://nrs.harvard.edu/urn-3:HUL.InstRepos:13383548.

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In this work I address foundational concerns at the interface of educational measurement and social justice. Following John Rawls’s philosophical methods, I build and justify an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement is critical to insuring, or inhibiting, just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. In order to explore the feasibility and utility of this proposed framework, I employ it to analyze several historical case studies that exemplify the ethical issues related to testing: (1) the widespread use of IQ-style testing in schools during the early decades of the 20th century; (2) the founding of the Educational Testing Service; and (3) the recent history of test-based accountability associated with No Child Left Behind. I conclude with a set of speculative design principles and arguments in favor of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all.

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Charbonneau, Irène. "Social Presence and Educational Technologies in an Online Distance Course in Finnish Higher Education : A Social Constructivist Approach." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-187068.

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Educational technologies are increasingly integrated into higher education, in the form of distance online education for instance. This is an example of how globalization reconfigures education (Carnoy & Rothen, 2000, as cited in Peters, Besley, & Besley, 2006, pp.50). However, the development of online distance education is not without challenges, including the lack of sense of belonging and the feeling of isolation among students, leading to dropouts. Even if there is no deterministic effect of online environments on social interactions, being online undoubtedly reshapes social behaviors. These issues are addressed in this study by examining social presence, defined as the sense of being there with others in a mediated environment (Heeter, 1992), taking an online distance course on Global Education Development in Finland as a study-case. The research aims to analyze how social presence is performed and negotiated through educational technologies. It is grounded in social constructivism to circumvent determinism that prevails in many research works on social presence and educational technologies. Social constructivism brings out human agency while recognizing the effect of the “socio-historical norms, values, beliefs, and perspectives that individuals bring into online learning environments” on the way educational technologies are used and social presence performed (Öztok, 2016, as cited in Öztok, 2013, pp.1). This research pursues a qualitative comparative methodology complemented with basic descriptive statistics. It draws from multiple data sources as it analyzes observations of interactions, survey questionnaires, course material, learning diaries, and six semi-structured interviews with students. The findings explore three dimensions of social presence: subjective, physical, and collective presence. They reveal that broader academic norms, more than educational technologies themselves, shape the representations of subjective presence. The results also verify that text-based online discussions provide more space for students to participate in discussions than webinars using online video-based technologies, but are also paradoxically negatively perceived by students. The analysis of collective presence demonstrates that it emerges from a shared group identity among students and instructors, rather than from sharing sensory inputs, developing interpersonal relations, or sharing personal background information at a group level.

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Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Bowersox, April. "Developmental and Gender Patterns in Social Information Processing: Social Problem-Solving and Social Goals." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/443.

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The purpose of this study was to examine patterns of development and gender in first- through fifth-grade children's (N = 514) social information processing, as well as the role emotion plays in these patterns. Developmental patterns and goal selection have been relatively understudied in past social information processing literature. Videotaped ambiguous provocations were presented in which provocateur's emotion displays were manipulated (two each of happy, angry, and sad); children imagined being the provocateur's victim. Results revealed age and gender differences in children's goal selection and social problem-solving. Provocateur's emotion displays were also found to Influence goal selection and problem-solving in children, further supporting the role of emotion in social information processing.

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Simmons, Robin. "Further education, political economy and social change." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/7071/.

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This submission contains eight papers and a synoptic commentary to be examined for the award of PhD on the Basis of Published Work. The papers focus upon the further education (FE) system in England. Each examines significant contemporary or historical issues and provides a critical analysis of the changing nature of FE. Collectively, the publications constitute an original and significant contribution to understanding further education and the social and economic context within which it is placed. The commentary highlights the links between the different papers and demonstrates their coherence; it locates the publications within an overarching analytical framework; and it shows how the work submitted makes a significant contribution to knowledge. It also explains my contribution to the three coauthored papers that constitute part of this thesis. It is argued that, taken together, my work provides a sustained and consistent critique of the English further education system from a critical materialist perspective.

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Brandenbarg, Gregory William Anthony. "Emancipatory adult education and social movement theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22703.pdf.

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Sessoms, Todd Kristian. "Drama in education experiencing for social transformation /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Sessoms_T%20MITthesis%202007.pdf.

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Rollert, Steve. "Discussions of social justice in conflict education." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Rollert_S%20MITthesis%202007.pdf.

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Maidment, Jane M. "Social work field education in New Zealand." Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

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The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.

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Abd, Rashid Abd Rahim. "Education, schooling and social development in Malaysia." Thesis, Keele University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282634.

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Cotton, Tony. "Towards a mathematics education for social justice." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267132.

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Parameshwaran, Meenakshi. "Social explanations for ethnic differences in education." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a1fbeb2f-cd5b-407d-a22c-681171670d66.

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This thesis investigates how variations in individual social contexts account for the existence of ethnic differences in educational outcomes. Four questions are answered. First, how are school ethnic and poverty compositions associated with ethnic differences in educational progress? Second, how are individual and school cohort level religious attitudes and behaviours associated with ethnic differences in the likelihood of aspiring to university? Third, how are parenting behaviours and closed parental networks at the individual and school cohort levels associated with ethnic differences in positive schoolwork attitudes and behaviours? Fourth, how are variations in the duration of residence in England and in additional language use, at the individual and school cohort levels, associated with ethnic differences in English language proficiency? English data from wave 1 of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU) and from the National Pupil Database (NPD) matched to the Pupil Level Annual School Census (PLASC) are used to answer these questions. Both datasets are used to analyse outcomes for a sample of the school cohort that turned 14 in the academic year 2009/10. The key findings are as follows. First, increases in school ethnic minority density are associated with increased progress; increases in school average poverty are associated with decreased progress. Second, individual level religiosity is positively associated with university aspirations, but cohort level religiosity has no association. Third, positive parenting behaviours are associated with improved schoolwork attitudes, whilst parental closure has positive effects at the individual level but not at the cohort level. Fourth, the duration of residence in England is a positive predictor of English language proficiency, whilst there is no effect of using an additional language. This thesis addresses a highly relevant social issue from a novel perspective, and has important implications for both policy and future research on this topic.

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Dissertations / Theses on the topic 'Social education'

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