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dc.contributor.authorRazzino, Marianne Paulineen_US
dc.date.accessioned2014-03-14T20:36:25Z
dc.date.available2014-03-14T20:36:25Z
dc.date.issued2003-05-01en_US
dc.identifier.otheretd-05122003-143940en_US
dc.identifier.urihttp://hdl.handle.net/10919/32622
dc.description.abstractThe focus of this study is change in environmental content in Mexican primary school textbooks before and after the decentralization of public education in 1993. The literature review in the opening chapter gives the background information on environmental education, internationally and in Mexico. The authors mention and discuss the major groups involved in the development and initiation of programs and curriculum such as the UNESCO, Man and the Biosphere (MAB), and the Commission on Sustainable Development (CSD). The gradual Mexican ownership of the environmental cause and the promotion of awareness in Mexico lead to the main part of the study. This study employs both manifest and latent content analysis to find trends and themes in the textbooks. The primary focus of the manifest content analysis is individual words while the latent content analysis stresses excerpts and images from the textbooks. The use of an Excel database and PivotTables generated by Excel to correlate data indicates areas to examine for differences in content between the textbooks. In addition, the use of the two forms of analysis provides validation and significance when the data agree. The final portion of the study offers some general conclusions for the analysis and a summary of how the environmental content has increased in the primary school textbooks over the period studied. There are also suggestions for future research on the content of textbooks, surveys of environmental knowledge and attitudes, and alternatives to the formal education implied by the use of textbooks in the classroom.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartRazzinoThesisPDF.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectenvironmenten_US
dc.subjecttextbooksen_US
dc.subjectcontent analysisen_US
dc.subjecteducationen_US
dc.subjectMexicoen_US
dc.titleEnvironmetal Education in Mexico: A Conetent Analysis of Primary School Textbooksen_US
dc.typeThesisen_US
dc.contributor.departmentHistoryen_US
dc.description.degreeMaster of Artsen_US
thesis.degree.nameMaster of Artsen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineHistoryen_US
dc.contributor.committeechairArnold, Linda J.en_US
dc.contributor.committeememberBixler, Jacqueline E.en_US
dc.contributor.committeememberScarpaci, Joseph L. Jr.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05122003-143940/en_US
dc.date.sdate2003-05-12en_US
dc.date.rdate2003-06-04
dc.date.adate2003-06-04en_US


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