To see the other types of publications on this topic, follow the link: Columbine High School.
Dissertations / Theses on the topic 'Columbine High School'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 33 dissertations / theses for your research on the topic 'Columbine High School.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1103763159.
Full text
2
Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1103763159.
Full text
3
Hart, Michelle. "Interrogating Discourses of Gun Culture in Bowling for Columbine." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/HartM2004.pdf.
Full text
4
Bingham, Rebecka Dawn. "Planning School Memorials: Feedback from the Columbine Memorial Planning Committee." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2536.pdf.
Full text
5
Tremblay-Houde, Sandrine. "La fascination pour les tueurs de masse : portrait d'une communauté sous-culturelle centrée sur la tragédie de Columbine." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66308.
Full textAbstract:
Les tueries de masse, de par leur caractère extraordinairement violent, provoquent l’indignation de la population. Pour des individus, ces évènements suscitent plutôt un sentiment de curiosité, lequel transite parfois vers l’admiration des auteurs de ces drames et à l’identification envers ceux-ci. Sur la toile, ces personnes se joignent pour former un groupe que l'on peut qualifier de « fandom ». Ce mémoire s’intéresse à ce phénomène qui,bien qu’il suscite la crainte chez la population, reste à ce jour peu exploré. Ainsi, l’étude vise à pousser l’exploration plus loin. Contrairement aux études précédentes, qui se sont davantage penchées sur les particularités individuelles, la recherche qui suit vise àcomprendre la façon le fandom centré sur les tueries de masse s’organise en communautés virtuelles. Pour y parvenir, la recherche a examiné, à l’aide de l’analyse thématique, les discussions tenues par les membres de la communauté r/Columbine, un site hébergé parla plateforme Reddit. Les discussions analysées ont pris place sur une période d’environ un an, la dernière publication ayant été publiée en janvier 2019. Les résultats suggèrent que, un peu à la façon des fandoms plus classiques, la communauté s’approprie, transforme etré interprète le narratif officiel pour créer son propre narratif à propos des tueurs. Ce narratif propre à la communauté r/Columbine semble être influencé par la subjectivité et les expériences de vie propres aux membres qui la composent. Consciente du regard externe porté à son endroit, la communauté négocie sa propre déviance en opposant son identité à celles des communautés qu’elle juge « plus déviantes » qu’elle. De cet exercice naît également un autre narratif, cette fois-ci à propos de l’identité de la communauté.Due to its extreme violent nature, mass shootings provoke indignation within society. Tosome people, those events rather generate curiosity, which sometimes evolve toward identification to and admiration of the perpetrators of these crimes. Those people reach toeach other through the internet to form a group called « fandom ». This work wishes to explore that phenomena, which has been poorly studied up to now. Unlike previous studies, which have focused on individual peculiarities, this research aims to understand how the fandoms centered on mass shootings are organized into virtual communities. To achieve this objective, the research studied, through thematic analysis, the discussions held by the members of r/Columbine, a community hosted on Reddit. The analyzed discussion took place over a period of approximately one year, the last discussion having been published in January 2019. Results suggest that, in a way similar to the mainstream fandoms, the community appropriates, transforms and reinterprets the official narrative to create its own narrative about the shooters. This narrative specific to the r/Columbine community seem to be influenced by the subjectivity and the life experiences of its members. Aware of the way society sees them, community negotiate its own deviance by opposing its identity to those of the communities it deems ‘’more deviant’’. This exercise generates a second narrative concerning the community’s identity.
6
Loncaric, Mladen A. "What is the meaning of disengagement as lived by students who left school without graduating." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27189.pdf.
Full text
7
Thaler, Carol-Lyn Sakata. "Development of an ethnocentrism scale for junior high school students in British Columbia." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25530.
Full textAbstract:
Ethnocentrism is a cognitive bias whereby people and practices of other cultures are viewed and judged according to what is right and wrong in one's own cultural group. Social studies teachers, when teaching about peoples and cultures, implicitly, if not explicitly, try to prevent the development of an ethnocentric attitude in their students. The purpose of this study was to develop a valid and reliable ethnocentrism scale for use by social studies teachers to gain feedback of how a particular unit of study effected their students. The scale can be used as a pre-post test measure before and after a course or unit of study.
The known California E-scale, British Ethnocentrism Scale, and Australian Ethnocentrism Scale became the models for the construction of this scale. The developed ethno-centrism scale is a 30 item Likert summated rating scale using six response steps ranging from "agree very much" to "disagree very much".
To insure content validity, test items were based on interviews with members of several minority groups in the Lower Mainland of British Columbia to gather information about practices and customs particular to their culture. The whole study was conducted using grade eight and nine students from four junior high schools in one Lower Mainland School District. The pool of test items were administered to approximately 550 subjects to gain data for item and factor analysis. Two ethnocentrism scales were constructed using items with high reliability rankings. The two forms were administered to groups of students to establish whether the forms were statistically parallel. The forms were not statistically parallel. One form using items with high item reliability rankings was constructed. An intervention study was conducted to check for construct validity. Eight social studies classes in one school were divided into experimental and control groups. The experimental classes were exposed to a three day lesson on ethnocentrism. The developed scale was used as a posttest measure. A significant difference between the two groups was reported. The experimental group means were significantly lower (p < .05), less ethnocentric, than control group means.
Finally, the scale was administered to 215 students to gather data for test-retest reliability. At this stage the students were also administered a dogmatism scale and a self concept scale to check for concurrent and construct validity. Test-retest coefficent was high (p = .83) and the Hoyt reliability coefficent for test consistency was high for all administrations of the form ranging from .87 to .94.
Recommendations for use of the developed ethnocentrism scale and areas for future research were based on the findings.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
8
Rexin, Philip Arthur. "Sacrificing intellectual excellence to administrative and political convenience in British Columbia public schools : departmental examinations re-examined." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25513.
Full textAbstract:
In 1973 Grade 12 external examinations for high school graduation were re-introduced. This thesis examines the heritage of key concepts central to these policy changes: external examinations, standards and critical thinking. It also reviews the historical context which influenced these decisions. Further, this thesis questions whether examination policy now, or in the past, has led to the encouragement of intellectual excellence.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
9
Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.
Full text
10
Lévesque, Stéphane. "Journey into the world of the school, high school students' understanding of citizenship in British Columbia and Quebec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61136.pdf.
Full text
11
MacIsaac, Daniel Lawrence. "The design and implementation of microcomputer-based laboratory instrumentation in the British Columbia high school chemistry curriculum." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30905.
Full textAbstract:
This thesis is concerned with the design, development and implementation of Microcomputer-Based Laboratory experiments appropriate for Chemistry 11 and 12 in British Columbia. Computer apparatus, software and instructional materials were designed and constructed with feeedback and assistance from students and teachers. These materials were then used in the classroom laboratory to collect and prepare real-time graphs of pH, spectrophotometric and temperature data for modified versions of laboratories 2a, 16b, 19b, and 20h taken from the Canadianized Heath Chemistry laboratory program.
Results of student academic performance are presented, along with samples of the interactions used during iterative materials design. The appropriateness of MBL incorporation is discussed at length, and suggested courses of action presented to B.C. Chemistry educators interested in acquiring MBL technology.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
12
Wolfson, Larry. "Learning through service : community service learning and situated learning in high school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ46449.pdf.
Full text
13
Santos, Henrique. "Portuguese-Canadians and their academic underachievement in high school in British Columbia: the case of an invisible minority /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2725.
Full text
14
Abdul, Rahman Mai. "The Demographic Profile of Black Homeless High School Students Residing in the District of Columbia Shelters and the Factors that Influence their Education." Thesis, Howard University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639463.
Full textAbstract:
Research indicates that families are the fastest growing segment of the homeless population in the country (National Alliance to End Homelessness, 2011). The rise in the number of homeless families has resulted in a dramatic increase in the number of homeless students (Chicago Coalition for the Homeless, 2013; Flannery, 2010). In recent years, the number of District of Columbia homeless families with children has significantly increased (The Homeless Children's Playtime Project [HCPP], 2012), and as of February 2013, more than 601 high school homeless students were enrolled in District of Columbia Public High Schools (DCAYA, 2013). Using mixed methods research, the study collected data from 95 homeless participants (16-21 years) to construct a demographic and educational profile of Black high school-aged homeless youth residing in District of Columbia homeless shelters. The study examined the factors that facilitate or impede the learning outcomes of these youth. The data analysis revealed that 31.66% of the respondents' struggle to find enough food to eat, 59.75% when faced with shelter shortages sleep in abandoned properties and city parks (34.45%), and (37.95%) sleep in city public streets (37.95%). In addition, 74.76% of the study sample "plans to keep going to school". Logistic Regression was performed and indicated that the variables (Multiethnic Identity, Ego Resiliency, and Life Orientation) are significant predictors of grade completion.
15
Drew, Daryl Wayne. "Horse whispering in high school : developing teacher savvy." Thesis, 2006. http://hdl.handle.net/1828/2311.
Full textAbstract:
Disconnection in teacher-student relationships caused by the alienating processes and goals of the public school system is the most pressing challenge facing high school teachers today. Disrupting this disconnection and subverting the forces that produce it are the primary goals of the savvy teacher.
In this dissertation I claim that teachers require two distinct yet interconnected kinds of abilities to achieve this disruption. They need the curriculum teaching skills they are taught in teacher education programs, and they need additional skills not formally taught which would enable them to build and sustain relationships with students, in the face of school structures and processes that produce fear and isolation. These relational skills I term `savvy' (Parelli, 1993).' I contend that teachers who are savvy can establish and sustain teacher-student classroom partnerships that ameliorate the fear produced by the social, political, and economic forces that shape the institution of schooling. The following research describes how I adapted my horse whispering savvy to teaching in a high school setting.
Being savvy in the classroom involves the ability to win students' trust, to form partnerships with students, and to sustain those relationships through continuous changes that threaten to disrupt them. While the development of teacher savvy is a very individual process, that process must lead to the acquisition of three vital abilities: the ability to develop teacher-student partnerships, to sustain those partnerships, and to track behavior indicating changes in relational rhythms. These abilities can be developed only in concert with an awareness derived from personal experience of the need to change teaching practice. Acting on this desire to change, the savvy teacher must be able to utilize the inadequate processes of schooling to educate students about the problems produced by our way of living that is neither compatible with our planetary systems, nor sustainable over the long term.
To practice horse whispering savvy in the classroom teachers must learn to see the teaching environment as a complex interaction of systems, that is, as a network of interconnected reciprocal relations that function well as long as its interacting systems unfold harmoniously. They must learn to track this relational system from within, immersed in the web of classroom relationship, being sensitive to shifts in relational rhythms, and aware of the patterns and needs of other systems that compose the learning setting. Savvy teachers must be willing to educate students to understand the influence of the corporate agenda in the process of schooling and, to this end, abandon typical prescribed curriculum plans, and rely instead on teachable moments that occur within the classroom setting, all the while camouflaging their intent to educate students to think for themselves.
It is important for the savvy teacher to realize how being powerless can make students and even student teachers feel fearful and disconnected, unprepared to handle what occurs in the school setting or even influence the outcome of events. The savvy teacher needs to help form solutions to problems, encouraging and enhancing self-sufficiency in the classroom in order to disrupt dependency on the processes offered to us by the corporate way of living.
16
Pálková, Šárka. "Mediální obraz "šílených" střelců: jsou média pouze zdrojem informací nebo spolupachateli?" Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-333250.
Full textAbstract:
This diploma thesis is focused on searching for relationship between school shootings and media coverage of these tragedies. The theoretical framework is based on media effects theory, especially on the theory of media violence, and it reflects significant empirical research in this course of study. The thesis describes the case of Columbine High School shooting in connection with so called copycat effect problem and it brings the concrete examples of such an influence. The crucial part of the text determines the three problematic areas of school shootings media coverage, which are explained by bringing out the concrete examples from around the world. Moreover, the thesis shows a solution how to better deal with these problematic areas of coverage. The thesis also concludes partial content analyses, which show the way how chosen Czech media coped with these problematic areas of school shootings media coverage. To be concrete, it analyses Lidové noviny, server iDnes.cz and Czech television news.
17
Mathison, Jennifer Nordene. "A survey of rural and urban secondary students and their knowledge of higher education admissions criteria." Thesis, 1994. http://hdl.handle.net/2429/5219.
Full textAbstract:
This survey study utilized two self-report
questionnaires for the purpose of clarifying the
interdependent relationship among the following
variables: (a) the academic aspirations of junior and
senior secondary school students (b) their knowledge
about British Columbia public college and university
general academic admission criteria, (c) the
geographical location of the students (urban or rural).
Over all, the students who participated in the
study showed high academic aspirations, but little
awareness of the nature of post-secondary admissions
policies. Few students were fully aware of the open
admissions policies of their local community colleges
and most students incorrectly identified most of the
non-academic items (such as attitude and fitting in
socially) as being important for admission.
Students with post-secondary academic aspirations
and urban students were more aware of the academic
expectations of their local universities and colleges.
Among males, grade nines, and students not planning to
attend college or university, rural students were less
knowledgable than urban students about post-secondary
admission criteria.
18
Cain, Bonnie Jean. "Competition among high school principals of charter schools, public schools, and voucher -receiving private schools in the District of Columbia." 2006. https://scholarworks.umass.edu/dissertations/AAI3215771.
Full textAbstract:
This study explored the conditions of competition that are implicit in the idea that market-based school reform will improve schools. The research was conducted in Washington, D.C., which provides three theoretically competing schooling options to its public students: the traditional, publicly managed public school system; publicly financed but privately managed charter schools; and the D.C. voucher program, which pays private-school tuition with public funds. Based on interviews with high school principals directing the three types of schools, the study found minimal competition among the types of schools. While all the principals were committed to school choice, there actually was little rivalry among the three types of high school principals. The majority of the principals actually knew little about and felt minimal impact from the other types of high schools. While recruitment of families and students is a major measurement of competition, the study could not find a connection between the level of enrollment and the recruitment efforts of the principals or the quality of information they provided potential families and students. The study also focused on structural issues that could explain the minimal competition among the three types of schools and concluded that, during the period of the study, they were not designed to compete and did not perceive strong incentives to do so.
19
Jones, Richard Merrick. "Organizational culture of three high performance secondary schools in British Columbia." Thesis, 1991. https://dspace.library.uvic.ca//handle/1828/9512.
Full textAbstract:
Recent evidence suggests that strong, positive
organizational cultures characterize high performance
schools. Themes related to the concept of organizational
culture (e.g. climate, ethos, values, underlying
assumptions, style) have been the subject of investigation
for more than half a century. However, because the concept
has been examined with numerous variables, methodologies,
and theoretical frameworks, there is a lack of common
understanding in the literature about the term
organizational culture, particularly as it applies to
schools. The general purposes of this research, therefore,
are: (1) to contribute to the clarification of the concept
of organizational culture as it applies to educational
administration and organizational theory, (2) to describe
the organizational cultures of three high performance
British Columbia (BC) secondary schools and to describe the
similarities and differences among their cultures, and (3)
to evaluate the research technique for discovering and
describing the organizational cultures of schools.
Anticipating cultural variation associated with
population size, geographic location, and public/private
school settings, one urban, one rural, and one independent
school were selected for study from among the highest
performing British Columbia secondary schools. Academic achievement on specific provincially developed assessment
instruments was used to gauge the relative performance
levels of the province's secondary schools. Data were
primarily gathered using semi-structured audio-taped
interviews with all school administrators and randomly
selected samples of students, teachers, parents, and
secretaries or custodians. The taped interviews were later
transcribed and analyzed using content analysis.
Examination of school documents and informal observation
also provided sources of data.
The principal conclusions of this study are listed
below:
1. The values held by the members of the study's schools
were highly congruent, and common values were enumerated.
With reference to Hodgkinson's (1978) value paradigm, the
vast majority of values were interpreted as Type 2A and/or
Type 2B.
2. Although many attitudes were unique features of
individual schools, the majority were common among the
schools. These are analyzed and described.
3. Despite the fact that normative expectations were highly
congruent among the organizations, a great deal more
variability existed for cultural norms than was the case for
attitudes and values.
4. Within each school the cultural perceptions of
organizational members were highly congruent.
5. Although all three schools were characterized by
relatively strong organizational cultures, that of the
independent school was interpreted as stronger than either
the rural or the urban school.
6. No appreciable difference in cultural strength was
identified between the rural and the urban school.
7. A positive relationship appeared to exist between
respondents' perception of the organizational culture and
the length of time they had been associated with the school.
Furthermore, after one year in the independent and after two
years in the public schools, organizational members appeared
to have become acculturated.
8. The study's semi-naturalistic approach allowed the
researcher to discover and describe school-wide
organizational cultures in the study schools.
9. This research suggests that perhaps most important to
the success of an organization are the underlying values and
attendant attitudes. The research, therefore, promotes the
notion that future investigations concentrate on the
organizational values and attitudes associated with schools.Graduate
20
Peplow, Karen Winifred. "An investigation into the effectiveness of a modified middle school reading program at the high school level." Thesis, 2000. http://hdl.handle.net/2429/10743.
Full textAbstract:
The reading of literature is rarely practiced in our high schools today yet many studies
have shown that voracious, free, voluntary reading improves students' grammar, spelling,
vocabulary, and composition. The demands of our present day economy require higher
literacy rates of our citizens if businesses are to compete successfully in the international
marketplace. However, the majority of high school students do not or cannot make time to
read for pleasure. The purpose of this study is to ascertain if English 9 students and
transitional English students would welcome a reading program as part of their course work.
I selected School District # 43 (Coquitlam's) A Literature Based Individualized Reading
Program because it has been used successfully in the district's elementary and middle schools
and because it allows teacher-librarians to actively promote the reading of literature, beyond
their more traditional role of book displays and booktalks.
A questionnaire was administered by the teacher-librarian/researcher to three classes
at the end of the six week program asking students to give their opinions on those aspects
they liked and disliked about the program. Two teachers who also took part give their
opinions as well.
Major findings indicate that a reading program is acceptable to most students i f some
alterations are made to the design of the unit. English 9 students educated in Canadian
classrooms prefer more choice in reading materials and fewer written assignments that
interfere with their readings. Entry level English as a Second Language, or transitional
English students, need more support than our modified program gave them. The more
advanced transitional English (TRAN) students handled the demands of the program quite
well. A reading unit at the secondary level, then, must be simplified and tailored to the needs
of specific groups before it is accepted by a majority of teachers and their students.
21
Carbotte, Roger R. "The Columbia School System for administrative applications of microcomputers in the high school level : three case studies." 1990. http://hdl.handle.net/1993/17002.
Full text
22
Scott, Joan Katherine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, 1998. http://hdl.handle.net/2429/9600.
Full textAbstract:
This thesis explores the early twentieth century beginnings of the Faculty of
Education at the University of British Columbia, when that university first
accepted responsibility for the education of secondary teachers. The university's
participation came in successive stages, beginning with summer school sessions,
moving to a shared training responsibility for high school teachers with the Normal
School, and eventually to total responsibility for the training of high school teachers.
In addition to documenting the steps by which high school teacher training became
established as a program of university studies, this study analyzes the academic,
social and political forces that combined to create a perceived need for, and then to
legitimize, the creation of a new university department.
The University of British Columbia's acceptance of responsibility for this
training was a culmination of a complex social interaction of three groups (including
the state, the teachers, and university administrators and faculty) all of whose
values were shaped by the newly dominant ideology of professionalism.
Accordingly, fundamental assumptions about "appropriate" training for teachers
were embedded in a social milieu where professionalization, bureaucratization, and
gender issues were compelling forces. The perceived centrality of professionals in a
increasingly technocratic society led to pressure being exerted from a number of
quarters in British Columbia for the institutionalization of high school teacher
training in an appropriately scientific arena - the university.
This study focuses on the theoretical principles underlying the dialectic of
ideological determinism and human agency, as well as the historical evidence of the
way that one such ideology (professionalism) shaped the transition of social policy
(high school teacher training).
The study concludes by utilizing contemporary theoretical perspectives to
discuss the premises which inform not only the ideology of professionalism but also
any metanarrative which purports to identify the true way for training teachers and
by expressing hope that, as the type of knowledge associated with social power
shifts, those who establish any new framework for teacher education will not repeat
the mistakes of the past.
23
Howe, Edward Ronald. "Secondary school teachers’ conceptions of critical thinking in British Columbia and Japan : a comparative study." Thesis, 2000. http://hdl.handle.net/2429/10626.
Full textAbstract:
Critical thinking has received much attention among educators, yet
remains largely undeveloped in traditional teacher-centred classrooms. Critical
thinking is used in at least three major contexts: (1) the media and general public,
(2) teacher pedagogy, and (3) academic discourse. Critical thinking must be better
understood by individuals within all three levels. The purposes of this study
were (1) to obtain an overall sense of what secondary school teachers believed
critical thinking to entail; (2) to compare and contrast B.C. and Japanese
secondary teachers' conceptions of critical thinking; (3) to investigate the nature
of B.C. and Japanese secondary teachers' conceptions of critical thinking with
respect to gender, age, teaching experience and subject taught; and (4) to
determine whether critical thinking is a significant part of B.C. and Japanese
teaching and the curriculum at the secondary level.
Over 150 secondary teachers from B.C. and Japan were asked to (1) sort
through 50 potential definers denoting possible attributes of critical thinking; (2)
rank the 10 most significant to critical thinking; and (3) answer a questionnaire
about the nature of critical thinking.
The quantitative data, effectively reduced through factor analysis, yielded a
five factor solution: Scientific Reasoning, Cognitive Strategizing, Conscientious
Judgements, Relevance, and Intellectual Engagement. B.C. teachers
conceptualized critical thinking through Cognitive Strategizing and Relevance,
while Japanese teachers favoured Conscientious Judgements and Intellectual
Engagement. From a synthesis of quantitative and qualitative data from teachers
surveyed as well as expert opinion, critical thinking was found to be a process in
which an individual is actively engaged in analyzing, reasoning, questioning,
and creatively searching for alternatives in an effort to solve a problem or to
make a decision or judgement. Teachers indicated that critical thinking was not
rote memorization, demonstrating factual knowledge, comprehension or
application. It was more than following a given algorithm or set of procedures.
While over half the teachers surveyed indicated critical thinking was part of the
curriculum and their teaching, many were unable to articulate how to teach it
effectively. There were significant differences in teachers' conceptions of critical
thinking. Culture accounted for more differences than gender, age, teaching
experience, subject area, or the teaching of critical thinking. Using discriminant
analysis, 27 definers distinguished between B.C. and Japanese teachers. While
B.C. teachers tended to choose "Decision making," "Problem solving,"
"Divergent thinking," "Metacognitive skills," "Higher order thinking,"
"Deductive reasoning," and "Identifying/removing bias," Japanese teachers
tended to chose "Fairness," "Adequacy," "Objective," "Consistency,"
"Completeness," Precision," and "Specificity." Over 96 percent of the teachers
were correctly classified by culture.
Further research is necessary on how to teach critical thinking across the
curriculum and successfully integrate it with B.C. and Japanese educational
reforms in areas such as curriculum development and teacher training. Critical
thinking is a Western expression, yet the concept is not confined to the West.
The author proposes the use of a new term for critical thinking with less
emphasis on "critical" and more emphasis on "thinking"—kangaeru chikara or
"powerful thinking" better encompasses the nature of critical thinking as it is
conceived by B.C. and Japan's teachers. Teacher training must incorporate
powerful thinking and teachers must model critical thinking, for any effort to
reform the structure or organization of education ultimately depends on the
effectiveness of the teacher.
24
Macintosh, Lori B. "Queering the body’(s) politic? : GSAs, citizenship and education." Thesis, 2004. http://hdl.handle.net/2429/15787.
Full textAbstract:
This qualitative study deals largely with exploring the role of GSAs in schools. The
analysis asks why sexual minority youth and allied heterosexual youth are the
primary resource for educating their peers, faculty members, administrators, school
boards about issues homophobia in schools. Related to this, the thesis also takes up
the issue of the school as a heteronormative space, and subsequently asks how
heteronormative structures affect student understandings of citizenship curriculum,
learning, and social change.
The data consists of three individual interviews, and one group interview. In total
there were six participants, four female, two male, of varying sexual orientations. All
participants were youths between the ages 15-18; all were students in the Lower
Mainland, and all were active members of their school's GSA.
Queer theory and poststructural theory form the theoretical infrastructure of the
study. Drawing from both theatrical frameworks, this study attempts to bridge the
perceived gap between theoretical representations and applied, qualitative based
analysis in the hopes of opening up a more fluid avenue of inquiry.
By way of conclusion I suggest that while beneficial to individual students, GSAs
have become a "band-aid" solution for the systemic problem of homophobia in
schools. I also argue that GSAs ought not be the only mechanism through which
GLBTQI education and pedagogies of inclusion are fostered. Further to this, I
recommend that a reconceptualized understanding of citizenship discourse,
inclusive of communities, belonging, and personal responsibility would offer
productive avenues to engage with heteronormativism, and other normalizing
mechanisms within the school environments.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
25
Strass, Wade. "How digital technologies and texts impact teachers’ pedagogy in high school biology classrooms." Thesis, 2014. http://hdl.handle.net/1828/5833.
Full textAbstract:
This collective case study examines ways in which digital technologies and texts impact three selected teachers’ pedagogy in high school Biology classrooms on southern Vancouver Island. Data from an anonymous online survey was used to compare and contextualize the case study data. Methodological triangulation for the three participants’ case studies included lesson plans, on-site lesson observations with accompanying field notes, digital photos and audio recordings, and semi-structured interviews. The collected data was coded, analyzed for themes within cases, and then re-analyzed for themes across the three cases. The salient themes that emerged centered on: changes to pedagogical and learning practices resulting from the use of digital technologies and texts; how teachers live with contradictions within their changing educational environment; and the role traditional methods have within a digital classroom. While these considerations of integrating technology may be useful to many educators, this study has specific implications for the development of new science curricula in British Columbia, and teachers of Biology adapting their practice to engage contemporary Millennial Generation learners.Graduate
0727
0714
0710
26
Wu, Angela Mei-Chen. "Tutoring as a social practice : Taiwanese high school students in Vancouver." Thesis, 2003. http://hdl.handle.net/2429/15157.
Full textAbstract:
Tutoring is a rapidly increasing but under-researched component of the education
of immigrant students. This study examines one-on-one tutoring of Taiwanese high
school immigrant students in Vancouver. Viewing tutoring as a social practice rather than
an instructional tool for teaching academic content, this exploratory study attempts to
understand how participants construct tutoring in the British Columbian educational
context. Factors such as the patterning of tutorials, the participants' perspectives, and the
wider educational context have been considered in this study.
This study recruited 12 tutor-tutee pairs, 12 parents, and 10 school teachers.
Tutoring interactions were tape-recorded over a ten-month period. Combining aspects of
discourse analysis and qualitative research, this study used discourse analysis to study
tutoring interactions and qualitative interviews to explore the participants' beliefs about
tutoring and schooling. This study explored the interaction patterns of tutoring, examined
the participants' assumptions and expectations, and investigated the relationship between
the tutoring (informal learning) and the schooling (formal learning) process of immigrant
students.
The varied patterns of tutorials suggested that tutoring went beyond teaching
academic content and served multiple functions for the immigrant families. The patterns
focused on addressing the needs of parents and students to interact with their schools, and
providing emotional and cultural support. In addition, there seemed to be conflicting
voices among the participants regarding the tutorial practices. For example, participants
expressed strong and opposing views about the goals of tutoring and the quantity of homework, academic content instruction and grammar instruction in tutoring and in
schools. These different voices seemed to cause tensions which were explored and
negotiated in tutoring interactions. Lastly, the relation between tutoring and its wider
educational context was both cooperative and conflictual. For example, while tutoring
offered students homework assistance, this assistance caused the school teachers to be
concerned with tutor over-helping. Thus, there is a complex and interactive relationship
between tutoring and the educational system. To conclude, studying tutoring as a social
practice acknowledges the varied tutorial patterns, the conflicts, the dynamics, and the
complexity of tutoring interactions.
27
Andres, Lesley. "Paths on life’s way : destinations, determinants, and decisions in the transition from high school." Thesis, 1992. http://hdl.handle.net/2429/3489.
Full textAbstract:
This study investigated how and why individuals chose various post-high
school destinations. Theoretical frameworks based on Härnqvists (1978)
conceptualization of the determinants of educational choice, rational choice theory
as depicted by Elster (1986, 1989a, 1989b), and Bourdieu’s Theory of Practice (1977c,
1979, 1986, 1990b) were used to examine 1) the complex of individual and
institutional influences of educational choice, 2) the processes underlying the
decisions people made in choosing whether or not to pursue a post-secondary
education, and 3) how students in the midst of the transition from high school to
various post-high school destinations perceived these processes. Central to these
analyses are the concepts of cultural capital, primary and secondary social capital,
beliefs about and dispositions toward post-secondary education, academic capital,
and enabling capital in relation to post-high school status.
This research, conducted in British Columbia, has undertaken two kinds of
examination: 1) the exploration of choices made by a large sample of recent high
school graduates (n5345), as reported on a survey questionnaire and enriched by
corresponding Ministry of Education linked data and 2) two sets of intensive,
focused interviews conducted with a sample of Grade 12 students (n51) who were
in the process of making choices about post-high school destinations.
Three different types of analyses were conducted to explore the choice
process. First, discrirninant function analyses were carried out to determine which
individual and institutional determinants of educational choice, as depicted by
Härnqvist, best predicted post-high school group membership (non-participant,
non-university participant, university participant). Second, structural equation
modelling using LISREL VI was employed to unravel the processes, as depicted in
a model of Post-high School Status, that led to differential group membership.
Finally, interviews with Grade 12 students were carried out to explore students
perceptions of these processes.
In the first discrirninant analysis, non-participants and participants in postsecondary
education comprised the dichotomous grouping variable. Employing the
variables included in Härnqvists framework, 74% of the non-participants and 79%
of the participants could be correctly classified into their respective groups. The
most powerful predictor was curricular differentiation, followed by level of
education expected, total number of awards received, and primary social capital
(parental influence variables). In a second discriminant analysis with non-
university and university participants as the grouping variable, and based on the
same set of predictors, the type of post-secondary institution attended was correctly
predicted for 81% of university participants and 75% of non-university participants.
High school grade point average most strongly predicted group membership,
followed by curricular differentiation and level of education expected. Primary
social capital (parental influence variables) or secondary social capital (influence of
school personnel and peers) were not useful predictors in this analysis. In a three
group discriminant analysis (non-participant, non-university participant, and
university participant), the first function distinguished among these three groups
on academic capital variables, disposition variables, and parents as sources of
cultural capital, and the second discriminant function distinguished among the
groups on primary and secondary social capital variables and number of academic
awards received. Based on Härnqvist’s schema, 81% of university participants, 50%
of non-university participants, and 67% of non-participants were correctly
classified. Analyses by gender were also reported for each discriminant analysis.
In the second type of analysis, a theoretical model of Post-high School Status
was tested using LISREL VI. Strong positive relationships were demonstrated to
exist between academic capital and post-high school status, and between
dispositions toward post-secondary education and academic capital, for both males
and females. The effect of parents as sources of cultural capital on dispositions
toward post-secondary education was moderate, for both males and females. The
total effects of parental transmission of cultural and social capital on post-high
school destinations was significant. In these analyses, 58% of the variance in post-
high school destination for the male sample and 54% of the variance for the female
sample was explained.
In the third analysis, the processes of educational choice were further
explored through interviews with Grade 12 students. Of particular theoretical
interest were differences in students’ long term dispositions toward post-secondary
education, beliefs about post-secondary education, and how parents as sources of
primary social capital enabled their children to pursue higher education.
It was concluded that the treatment of two disparate strands of thinking
(rational choice theory and Bourdieu’s Theory of Practice) as complementary rather
than competing provide a coherent account of how students made choices about
post-high school destinations. The theoretical frameworks developed for this study
hold potential as a first step in revitalizing the investigation of equality of
educational opportunity. Implications for further research, theory development,
and policy directions are offered.
28
Koehoorn, M., and C. Breslin. "Self-reported work patterns and work-related injuries amoung high school students in British Columbia [poster presentation]." 2003. http://hdl.handle.net/2429/835.
Full text
29
Minichiello, Diane Betty. "The voyage of cultural transition : adjustment issues of Chinese-speaking foreign-born students in a social environment where they form the largest cultural group in a secondary school setting." Thesis, 2000. http://hdl.handle.net/2429/10702.
Full textAbstract:
This study investigates the adjustment experiences of 23 Chinese-speaking foreignborn
students in a social climate where they form the largest cultural group in a secondary
school setting. The study's objectives were to determine initial adjustment issues, to examine
adjustment issues of international and satellite students as sub-groups within this population,
to identify students' lived experiences concerning racism and discrimination; to identify
adjustment concerns subsequent to graduation and to examine student perception of Canada's
multicultural policy.
Ethnographic interviews were conducted over a four-week period. Data were
subsequently categorized into 14 different categories: Agency, Chinese Population Concerns,
Comparing Education Systems, Cultural Considerations, Current Adjustment Issues, ESL
Program, Facilitating/Hindering Issues, Friendship/Peer Relationships, Initial Observations
and Concerns, Language, Mental Health Issues, Multicultural and Assimilation Issues,
Racism and Discrimination, and Satellite and International Students.
Adjustment issues were divided into two main categories: those pertaining to the
large numbers of Chinese-speaking foreign-born students and those that are independent of
their large numbers. Issues that seem to stem directly from the large numbers of Chinesespeaking
foreign-born students are language development, developing friendships outside the
Chinese cultural group, assimilation/integration issues, and EAL program concerns.
Language, peer relations, cross-cultural concerns and education and the school environment
are the adjustment issues identified in this study.
Satellite student results, further divided into satellite and full-satellite categories,
produced somewhat different findings. While mental health issues began to emerge in the
satellite category, they overrode the adjustment concerns of full-satellite students.
Students do not identify racism and discrimination as adjustment issues though they
are part of their everyday lives. Students were aware of Canada's reputation as a
multicultural country and understood the concept of cultural pluralism. Most students could
see the benefits of this policy to them as Chinese-speaking foreign-born students. Some
students felt the policy was good for Canada; others did not.
Recommendations included reviewing the current provincial EAL Policy in view of
the changing demographics in some of British Columbia's school districts, placing a priority
on identifying/addressing the needs of satellite students and increasing funding to develop
and implement a more comprehensive program concerning racism and discrimination.
30
Beliveau, Kevin Edward Vicente. "Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989." Thesis, 2001. http://hdl.handle.net/2429/12753.
Full textAbstract:
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution.
31
Dubensky, Kate. "Teaching national values in an era of reconciliation: a critical examination of B.C.'s draft high school Social Studies curriculum, 2015-2018." Thesis, 2019. http://hdl.handle.net/1828/10741.
Full textAbstract:
Canadian public life is currently informed by what can be broadly considered an era of reconciliation. While definitions abound, the aim of reconciliation is just relations between Canada and Indigenous nations. Efforts on the parts of federal and provincial governments to apologize and atone for the discriminatory treatment of racialized immigrant groups has also been characterized under the broad banner of reconciliatory politics. While official positions indicate that there is to be a role for schooling in reconciliation efforts, what this means – both in terms of remedies and the nature of the problem they aim to address – remains unclear. At the same time, a new curriculum in British Columbia has been said to contribute toward reconciliation. This dissertation engages contemporary discussion about reconciliation in Canada through a critical examination of the most recent B.C. curriculum, 2015-2018, and asks how dominant national values are making space, or not, for robust and meaningful inclusions of previously marginalized and excluded histories and perspectives. Specifically, in this dissertation I am interested in how the production of national values and priorities in curricula are accommodating of the goals of reconciliation, and revealing of its limits. To do this I compare the national values present in this most recent curriculum to those reported to be present during the late 18th and early 19th centuries in secondary historical literature. Employing a settler colonial theoretical perspective, I assess the ways in which the values produced in the new curriculum continue to center the nation-state and dominant culture values. While nation states like Canada tout progressive mechanisms, such as multicultural policies and multicultural education, to reconcile challenges to state authority, such mechanisms employ and enforce cultural terms that are compatible with Canadian multiculturalism, without attending to less congruent aspects of Indigenous-Canadian relations, like those of land and resources. My findings indicate that while progressive curricular inclusions contribute to increased plurality in educational spaces, there are limits to their efficacy. This is the case primarily because these inclusions are produced through and operate within liberal frameworks that re-center the Canadian nation state. This dissertation contributes to literature that examines the condition of settler colonialism in educational settings in countries like Canada. My conclusions suggest that the efficacy of curricular inclusions that pursue reconciliation will be limited unless teacher education – both pre- and in-service – includes a critical self-analysis of settler colonial privilege and conditionality, and the nation state.Graduate
32
Jaipal, Kamini. "ESL students learning biology : the role of language and social interactions." Thesis, 2002. http://hdl.handle.net/2429/13080.
Full textAbstract:
This study explored three aspects related to ESL students in a mainstream grade 11
biology classroom: 1) the nature of students' participation in classroom activities, 2) the
factors that enhanced or constrained ESL students' engagement in social interactions, and 3)
the role of language in the learning of science. Ten ESL students were observed over an
eight-month period in this biology classroom. Data were collected using qualitative
research methods such as participant observation, audio-recordings of lessons, field notes,
semi-structured interviews, short lesson recall interviews and students' written work. The
study was framed within sociocultural perspectives, particularly the social constructivist
perspectives of Vygotsky (1962,1978) and Wertsch (1991).
Data were analysed with respect to the three research aspects. Firstly, the findings
showed that ESL students' preferred and exhibited a variety of participation practices that
ranged from personal-individual to socio-interactive in nature. Both personal-individual and
socio-interactive practices appeared to support science and language learning.
Secondly, the findings indicated that ESL students' engagement in classroom social
interactions was most likely influenced by the complex interactions between a number of
competing factors at the individual, interpersonal and community/cultural levels (Rogoff,
Radziszewska, & Masiello, 1995). In this study, six factors that appeared to enhance or
constrain ESL students' engagement in classroom social interactions were identified. These
factors were socio-cultural factors, prior classroom practice, teaching practices, affective
factors, English language proficiency, and participation in the research project.
Thirdly, the findings indicated that language played a significant
mediational role in ESL students' learning of science. The data revealed that the learning of
science terms and concepts can be explained by a functional model of language that
includes: 1) the use of discourse to construct meanings, 2) multiple semiotic representations
of the thing/process, and 3) constructing taxonomies and ways of reasoning. Other
important findings were: talking about language is integral to biology teaching and learning,
ESL students' prior knowledge of everyday words does not necessarily help them interpret
written questions on worksheets, and ESL students' prior knowledge of concepts in their
first language does not necessarily support concept learning in the second language.
33
Garnett, Bruce William. "The effects of ESL : a case study of mainstream teachers’ perceptions of ESL students and the ESL program at a junior high school." Thesis, 1999. http://hdl.handle.net/2429/9053.
Full textAbstract:
This research documents one junior high school's mainstream teachers' perceptions of the
ESL students in their classrooms and the ESL program that services these students. Using
qualitative methods appropriate for descriptive case study research, the open-ended
questionnaire and the semi-structured interview (Johnson, 1992), the study sought to
discover the emic perspective of mainstream teachers who taught ESL students on a daily
basis.
It was found that a variety of "effects" surrounded the ESL phenomenon at the
research site both at the classroom and programmatic levels. At the classroom level the
diverse cultural backgrounds and attitudes of ESL students were seen to have both
beneficial and challenging effects on mainstream teachers and classrooms. Conversely,
mainstream classrooms had effects on ESL students which were manifested in both
desirable and undesirable ways.
At the programmatic level, it was found that the model of ESL service delivery,
wherein mainstream teachers were responsible for a substantial percentage of the ESL
students' education, effected perceptions of particular responsibilities and needs among
mainstream teachers, most notably more communication with ESL "experts". Respondents
in the study also suggested ways ESL service could be delivered more effectively, given
the cognitive and affective needs of ESL learners and the communication and ESL
expertise needs of mainstream teachers.
The study has a number of implications at both practical and theoretical levels. In
practice, a number of useful functions for the ESL classroom have been suggested, specifically as a place for the fostering of self esteem, social networks, social and cultural
skills and academic remediation. The ESL program is also implied to be in need of more
funding, and a recommendation is further made for increased ESL training in pre-service
teachers. The study concludes by reiterating a call for more ethnographic research
describing different facets and perspectives of the ESL students' experiences in
mainstream classrooms.