Дисертації з теми "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.
Повний текст джерелаThe 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.
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.
Повний текст джерелаGunel, 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.
Повний текст джерелаChoi, 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.
Повний текст джерелаDepartment of Special Education
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.
Повний текст джерелаEisenberg, 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.
Повний текст джерелаLeon, 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.
Повний текст джерелаAll 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.
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.
Повний текст джерелаTorres, 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.
Повний текст джерелаJohnson, 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.
Повний текст джерелаWest, 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/.
Повний текст джерелаHeacock, 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.
Повний текст джерелаKhashogji, 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/.
Повний текст джерелаFan, 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.
Повний текст джерелаCarstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
Повний текст джерелаBibliography
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.
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.
Повний текст джерелаChu, 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.
Повний текст джерелаHassan, 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.
Повний текст джерелаWahlquist, 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.
Повний текст джерелаKlefbeck, 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.
Повний текст джерелаMurphy, 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.
Повний текст джерелаLundie, 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/.
Повний текст джерелаLarsson, 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.
Повний текст джерелаThe 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.
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.
Повний текст джерелаButler, 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.
Повний текст джерелаCrum, 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.
Повний текст джерелаBosman, 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.
Повний текст джерелаPeltola, 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.
Повний текст джерелаDrawing 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”.
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.
Повний текст джерелаENGLISH 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.
Beisswenger, Donald. "Singing Schools in Southcentral Kentucky." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2128.
Повний текст джерелаMarichal, Margarita. "Language of Instruction and Puerto Rican First Graders' Ethnic Categorizations." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4802.
Повний текст джерелаHewad, 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.
Повний текст джерелаGrade A
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.
Повний текст джерелаGharagozli, 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.
Повний текст джерелаRasten 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.
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.
Повний текст джерелаSääf, 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.
Повний текст джерелаHåkansson, 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.
Повний текст джерелаReyes, 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.
Повний текст джерелаMills, 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.
Повний текст джерелаMashabela, Makabulane Sam. "Community participation in social environmental issues in a core-plus curriculum." Thesis, 2012. http://hdl.handle.net/10210/7376.
Повний текст джерелаLack 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.
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.
Повний текст джерелаInclusive Education
M. Ed. (Inclusive Education)
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.
Повний текст джерела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.
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.
Повний текст джерела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.
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/.
Повний текст джерелаCHIU, 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.
Повний текст джерела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.
Cook, Marie. "Australian stories of coffee in Melbourne and environs: a selective cultural history." Thesis, 2005. https://vuir.vu.edu.au/18154/.
Повний текст джерелаWu, 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.
Повний текст джерела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”.
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.
Повний текст джерела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.
Borg, Victoria. "Life satisfaction of adolescents: a cross-cultural study in malta and Australia." Thesis, 2005. https://vuir.vu.edu.au/15541/.
Повний текст джерелаChang, 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.
Повний текст джерела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.