Thèse (M.A.)--Université de Sherbrooke (Canada), 2008. / Titre de l'écran-titre (visionné le 1 février 2007). In ProQuest dissertations and theses. Publié aussi en version papier.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Jean Allman. Includes bibliographical references (leaves 263-282) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0113. Adviser: Edward P. St. John. "Title from dissertation home page (viewed Jan. 24, 2007)."

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1986. / Abstract and vita. Includes bibliographical references (leaves 80-82).

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4119. Adviser: Steven Aragon. Includes bibliographical references (leaves 152-159) Available on microfilm from Pro Quest Information and Learning.

<p> &ldquo;Unescorted Guests&rdquo; provides a richly detailed portrait of a fundamental change at one US institution: Yale University&rsquo;s 1969 transition from an all-men&rsquo;s to a coed college. This study disputes several dominant narratives about the 1970s youth and women&rsquo;s movements, and deepens our understanding of three core issues in higher education research: access, the experiences of previously excluded students, and change towards greater equity. I contest the myth of alumni as foes to coeducation, and show that the greatest opposition to equity for women came instead from Yale&rsquo;s president and trustees. I document how women students, absent as powerful figures in youth movement history, played a key role in pushing change at Yale. I show how women administrators, missing from standard social movement depictions of change, created power to advance equity despite efforts to undermine them. I chronicle the key role played by the federal government and the broader women&rsquo;s movement in advancing change for women at Yale, and conversely the ways that Yale used its power to slow progress for women. I challenge, through multiple sources of evidence, the idea that access alone brought equity for women. </p><p> &ldquo;Unescorted Guests&rdquo; also provides for the first time a comparison of the experiences and activism of black and white women students in a predominantly white college, a description of the sexual harassment and assault experienced by women at an elite college in the early 1970s, a joint portrait of women administrators and students at a newly coeducational institution, and 1970s student outcome data broken out by race, class, and gender. Lastly, this study contributes to the literature through using archival evidence, interviews, and contemporary press absent in earlier studies, most notably those providing the voices of women; showing how theory can strengthen the trustworthiness of historical narrative; and probing the practical implications of this historical study.</p><p>

No description available.

<p> By the end of the nineteenth century, the momentum for the idea of a more practical education better suited to life in a modern, technological world brought the first educational reform movements in the nation. Concurrent reform efforts at the state and national levels influenced both the historical development of Earth science education and the status of the Earth sciences in New York State&rsquo;s secondary schools. Three themes received increasing attention: 1) the nature and college acceptance of the subjects in the secondary courses of study, 2) the time allocation for the subjects, and 3) the emergence and expectation of the incorporation of laboratory and fieldwork. These themes were also prevalent in discussions within the national committees that were meeting at the time. </p><p> The historical richness of educational reform efforts during the late 1800s and the early 1900s establishes an important foundation upon which the Earth sciences are grounded. To understand the influences that shaped the Earth science syllabus into its present form, and to establish a framework upon which recommendations for future curricular development can be made, an analysis of the origin and evolution of secondary Earth science is warranted. The research presented in this thesis explores the historical framework of the individual core Earth science topics (physical geography, geology, astronomy, and meteorology), beginning in 1865 with the introduction of the intermediate level physical geography Regents examination and ending in 1910 with the loss of astronomy and geology as accepted high school graduation courses. The chronological structure of this study is intended to establish a set of specific historical events that contributed to the present curricular structure of New York State&rsquo;s Earth science course.</p><p>

It is claimed that during the 1960s and 1970s a new chapter in the history of English Religious Education (hereafter RE) began. Christian Confessionalism, whereby children were introduced to, nurtured in, and encouraged to adopt, the Christian faith, was swept aside and replaced by a non-confessional, phenomenological, multi-faith model, in which children were introduced to a variety of World Religions, with the aim that they would become more understanding of and tolerant towards others. Subsequently the study of World Religions (hereafter SWR) was adopted at all phases of the school system. Whilst this transition has been subjected to a wealth of historical analysis, existing accounts concentrate on narrative reconstructions of what happened, rather than investigating the complex interaction of discourses that created circumstances in which the change became possible. By framing analysis within national boundaries these reconstructions also overlook supranational influences. Thus, the supranational ecumenical movement (concerned with achieving greater unity and co-operation between denominationally separated Christian groups) has hitherto been largely overlooked. Drawing on Michel Foucault’s historical methods, I have developed a critical methodology, which examines how certain practices become possible. This method, Statement Archaeology, follows Foucault in emphasizing ‘discontinuities’, ‘statements’, and the search for the ‘relative beginnings’ of particular practices. Deploying the method entailed a detailed forensic exploration of relevant primary, unutilized, sources drawn from relevant domains of ecumenical discourses at both supranational (World Council of Churches) and national (British Council of Churches) levels. These sources were identified by tracing the provenance, and origin, of ecumenical statements repeated within Schools Council Working Paper 36 (1971). A ‘compound’ framework of understanding, combining the notions of Governmentality and Normalization, has been used. The thesis presents a number of original contributions to knowledge. By focusing on the multiple intersections of supranational and national domains of ecumenical discourse, Statement Archaeology reveals a much greater level of complexity than has hitherto been described and exposes a more nuanced understanding of how it became possible for SWR to be adopted, suggesting that the ‘relative beginnings’ of the practice are located—to some extent—in national ecumenical discourses. Further, supranational issues that affected these processes are unearthed, and motivations behind them are exposed, thus highlighting the importance of incorporating ecumenical discourses into the historiography of RE. The research also problematizes some assertions that have become characteristic of the existing historical narrative. Amongst other things, it disputes the existing positioning of Working Paper 36, highlights the problematic positioning of ‘mass immigration’ as a causal factor in adoption of SWR, and exposes a complexity of terminology, none of which appear to have been examined previously. These findings have application both in England and elsewhere, and are briefly discussed in relation to two other national contexts where approaches akin to SWR have been adopted. Finally, the limitations of the study are discussed and recommendations made for further work.

<p> Historically Black Colleges and Universities have historically been given less funding than White institutions, a known discrepancy partially rectified by the Civil Rights era desegregation lawsuits. The court-ordered funding, however, came with race-based restrictions for public HBCUs, and many lost academic programs to traditionally White institutions. In numerous situations, Black colleges were closed outright or merged with White institutions. The following study explores the unique case of an HBCU coerced into merging an academic unit with a neighboring historically White university. Using archival data and interviews from the HBCU administrators, the case study presents a narrative of how the Florida Agricultural and Mechanical University &ndash; Florida State University partnership was formed, explores the partnership&rsquo;s development over time, and examines differences between the mission and practices of the joint venture from FAMU&rsquo;s perspective.</p><p>