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The Past, Present, And Future Direction Of Computer Science Curriculum In K-12 Education, Steven Floyd
The Past, Present, And Future Direction Of Computer Science Curriculum In K-12 Education, Steven Floyd
Electronic Thesis and Dissertation Repository
This integrated article thesis provides an analysis of the past, present, and potential future state of Computer Science (CS) in K-12 education. Once implemented in optional courses at the secondary level, CS concepts and skills are now being integrated into other subject areas such as mathematics, science, and technology and other grades including K-8. This new state of K-12 CS education is explored through an analysis of 1) related theory reflected in the literature, 2) historical secondary school CS curriculum, 3) enrolment data and important issues related to equity, diversity, and inclusion, and 4) K-8 CS-related curriculum approaches currently being …
Mental Health Literacy And Ontario Secondary School Curriculum, Christine J. Manser
Mental Health Literacy And Ontario Secondary School Curriculum, Christine J. Manser
Electronic Thesis and Dissertation Repository
Student centered mental health initiatives have seen a rise in implementation as the mental health risks for adolescents and young people are becoming more recognized. However, regardless of these initiatives, youth continue to demonstrate poor mental health which can result in stigmatizing attitudes and behavior, low self-esteem, poor help-seeking behavior, and increased suicide risk. To explore the disconnect between the goal of educational initiatives and their current demonstrated outcomes, this dissertation utilized social constructivist learning theory and school-based mental health literacy to conduct a content analysis of curriculum documents and textbooks in use within Ontario high schools. This case study …
Truth Functions And Memory In English Language Learners, Eric Smiley Mr.
Truth Functions And Memory In English Language Learners, Eric Smiley Mr.
Electronic Thesis and Dissertation Repository
English Language Learners (ELLs) are consistently found to overuse, misunderstand, and misuse connectives in the English language (Bolton et al., 2002; Chen, 2006; Hinkel, 2002; Ozono & Ito, 2003; Zhang, 2000) and current research has not investigated whether this misunderstanding effects the memory of claims. The primary goal of the present study was to examine whether knowledge of truth-functional connectives is related to conjunctive bias in ELL students. Using a within-subjects design, the effects of instruction in truth-functional connectives on conjunctive bias in nine ELL students were investigated. Repeated measures analyses of variance (ANOVA) revealed an elimination of conjunctive bias …