Graduate Theses & Dissertations

Reconceptualising the Heteronormative Curriculum Through Autobiographical Methodology - A Study of Heteronormativity within Ontario Ministry of Education Curriculum Documents
This thesis is about the negative impacts on queer identities caused by the lack of diversity related to sexual orientation within Ontario Ministry of Education curriculum documents, both at the elementary and secondary level. Curriculum documents as well as policy documents are analysed and compared in order to address the lack of diverse sexual orientation representation within Ontario’s education system. The study is guided by the question: “who benefits from the current representations of sexual orientation in the curriculum?” This conceptual study advances autobiographical methodology and the concept of Currere in relation to queer theory that allows researchers to analyse their educational experiences throughout the course of their lives and then become agents of social change. The results of my personal curriculum analysis have shown that curriculum documents lack diverse sexual orientation representation and that this has negative impacts how LGBQQ people identify and on the course of their lives. Author Keywords: Curriculum, Homophobia, LGBQQ, Ontario Curriculum, Ontario Education, Sexual Orientation
Teacher Efficacy as an Indicator of how Mathematics Educators Perceive the Value of Professional Learning Experiences
This study investigates the potential for a responsive model of professional development in mathematics education which acknowledges how teachers perceive the value of professional learning, and examines how those perceptions are connected to teacher efficacy. Three fields of educational research ground this study: (i) professional development strategies in mathematics education, (ii) teacher efficacy, and (iii) self-determination theory and andragogy. Data collection and analysis involved four detailed case studies and a cross-case analysis of similarities and distinctions among the cases, in an instrumental-multiple-case study design. Results suggest: (1) some characteristics of professional development were consistently designated as high or low value, independent of efficacy ratings, (2) other professional learning experiences were valued relative to the participants’ sense of efficacy at different times in their careers, and (3) characteristics of professional development designated as high value during periods of low efficacy were fundamentally teacher-centric, but during periods of high efficacy, they were fundamentally student-centric. Author Keywords: efficacy, mathematics education, mathematics teachers, professional development, professional learning, teacher efficacy

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