Education Commons^™

The (Mis)Education About Enslavement: The Portrayals Of Enslavement In 3rd Through 5th Grade Social Science Curriculum, Sondrea Singleton

Master's Theses

It is no secret that America's history is one that reflects participation in chattel slavery in 1619. What is untold is the ways in which that part of America's past is reflected in curriculum. The question guiding this research is, "How is enslavement portrayed in 3rd through 5th grade social science curriculum?" to better understand the portrayals, representations, and messages communicated about enslavement to young learners. This research is a qualitative exploration of the ways in which enslavement is portrayed in 3rd through 5th grade social science curriculum by two of the most widely used publishing companies, McGraw Hill and …

Teaching And Telling Difficult Stories: An Analysis Of Colombian Narratives Of Violence, Paula Liliana Mantilla Blanco

Master's Theses

Making sense of chaos takes a narrative form. It is for that reason that efforts to find and comprehend narratives commonly follow violent events. After all, violence leaves societies in a state of turmoil that demands some sort of order. Such order can only be reached through the act of telling and hearing difficult stories. However, in societies affected by conflict, stories are as diverse and biased as people’s experiences. Privileging a single story can have the unintended effect of aggravating violence by failing to recognize the validity of people’s interpretations of war. Echoing an array of stories is therefore …

Projects Of Identity Creation In English Languate Textbooks Aimed At Adult Immigrants: 1900 And 2000, Steven Herbert Fehr

Master's Theses

The purpose of this study is to investigate the temporal parallels and differences between adult immigrant education and latent identity projects intertwined with the textbooks being used in the classrooms. By analyzing a sample of textbooks from both the turn of the 20th and 21st century I attempt to find both similarities and differences between these two time periods. These two periods are similar in that they are when the largest number of immigrants arrived in America, but in many ways (global context, technology, and political environment) they are also very different. How the American educational system responded to these …

Messages Of Nationalism In Mexican And U.S. Textbooks: Implications For The National Identity Of Transnational Students, Danielle Lane Jerdee

Master's Theses

This study uses qualitative content analysis to compare fifth grade social studies textbooks in Mexico and the United States to provide insight on how messages of national identity change as students migrate between school systems. The following research questions will guide the analysis: Given that one of the roles of textbooks is to form a national consciousness through mythmaking, how do messages of national identity conveyed in Mexican and U.S. textbooks conflict? How are the topics of immigration and citizenship presented in each nation's textbooks? In what ways do differences in the accounts of history between Mexico and the United …

Twenty-One Countries, Millions Of Native Speakers, And One Semester To Teach It All: Linguistic Variation In Entry Level College Textbooks For Spanish, Nicole Joanne Gilmore

Master's Theses

There is a great deal of linguistic variety in the Spanish that is spoken throughout the world. Differences such as the use of vosotros, voseo, and seseo, are steadily employed in some areas, while other people groups express themselves in a totally different manner. Because such a wide range of linguistic nuances exist, textbook authors are faced with the difficult task of choosing which elements to include and which to exclude from their writings. In this study, I have examined 17 different beginning level textbooks for college students of Spanish with a particular focus on the teaching of the following …

Effects Of Illustrations On Retention And Visual Attention Using Authentic Textbooks, Loris P. Fagioli

Master's Theses

Problem

The purpose of this exploratory study was to validate a model of multimedia learning, incorporating learner-specific characteristics such as intelligence, memory, and measures of visual attention.

Method

The sample consisted of 62 Andrews University students (26 males, 36 females, and mean age 21.7). Data were gathered by means of standardized testing (RPM, WAIS- III) and eye-tracking. MLR was used to determine significant visual attention predictors for retention and SEM was used to test a hypothesized model of multimedia learning.

Results

Multiple Linear Regression was significant (p.05; GFI = .923; CFI = .986; RMSEA = .043; PGFI = .451) proving …