The aim of this study is to develop an understanding of how peace education for children can work as part of a broader conflict transformation process in intractable and post-conflict societies. The study sets out to establish if and how theoretically researched knowledge combines with the actual practical work of peace educators and to note the contribution of peace education in the transformative approach.To assist in achieving my aims, I am applying a comparative evaluation method that allows for a comparison to be made between theory and practice. I have devised two case illustrations concerning specific organisations which can be evaluated with regard to their work with peace education. I have also conducted a thorough literature analysis which has enabled the study to incorporate appropriately selected theoretical approaches to be examined against the work of the practitioners.The research concludes with a discussion centred on my findings and the normative standpoint that I take: that peace education certainly plays a significant role in the overall conflict transformative process and that theoretical knowledge can and should be the basis of its practical work.Keywords: Peace education, conflict transformation, children, post-conflict, theory and practice

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The purpose of this research is to give a historical account of the educational developments for black students in Fairfax County, Virginia. The research will first address a brief history of education in Virginia. The second and third chapters will respectively address education for black students in the state and pre-Civil War education in Fairfax County. Chapters four and five will focus on the formation of post-Civil War public education in Fairfax County and the education of black students within the county. The author will fit the education of Fairfax County's black students into the context of education within the state of Virginia. Comparisons and contrasts can then be made regarding the quality of education offered to black students in Fairfax County. As with many southern communities, the growth of public education was affected by complacent attitudes, agrarian life styles, poor quality roads and lack of transportation. Fairfax County was no exception. Although numerous private and free schools existed prior to the Civil War, few received black students. The education of the black child, then, was left to the mercy and interest of those around him who chose to teach him basic reading and writing. Alexandria, for example, boasted of a large free black population--many of whom were educated in Alexandria when it was a part of Fairfax County. Both philanthropic and missionary agencies supported education for black students. After the Civil War other schools existed such as the Freedmen's Bureau schools. These schools functioned until 1871. By this time free public education was a reality in Virginia and the issue of placing both black and white children in the same school became the major topic of educational discussion. In an effort to avoid integration black students were sent outside of Fairfax County to Manassas and Washington. After years of struggle, Luther Jackson School was built within the county to educate Fairfax County's black students. Other schools were gradually built to accommodate the educational needs of the county's black students. Even though schools were built to educate black students, there were many disparities in terms of the quality of facilities within the buildings. Following the 1954 Brown Decision outlawing de jure segregation school assignment was not based on race for black or white children. As a result, parents could have a voice in school selection. In reality, the Brown Decision offered black parents more voice as these parents often sent their children to the formerly white schools. The general belief by whites was that black schools were inferior. Many of the formerly all-black schools eventually became administrative offices for Fairfax County Public Schools and black students began attending schools in their home districts. / Ed. D.

This study was conducted to describe the initial physical education experiences of two less skilled (LS) and two more skilled (MS) kindergarten children, to gain insights into children’s feelings about those experiences, and to suggest their educational significance. Data for this study were triangulated through the use of observations, fieldnotes, and interviews. A narrative description of the setting, program, and teacher were written along with descriptive profiles of each the four children’s experiences in physical education. The results of this study indicated that there were both similarities and differences in the experiences of LS and MS kindergarten children as they participated their initial physical education classes. LS children appeared hesitant in get involved in activity while the MS children appeared more confident in their participation. LS children appeared to learn about classroom procedures by observing their classmates while the MS children appeared to learn about procedures from the teacher or simply figured out what to do on their own. Children were similar in their feelings about participating with partners. They all reported they would rather work by themselves than with a partner. Throughout their initial experiences all four children appeared to possess a "relentless persistence for play’. Whenever physical education tasks were too easy, too difficult, or uninteresting, the children were observed to change the activities to be more play-like. The teacher’s "zone or appropriate responses’ provided children the opportunity to change some tasks to be more play-like while other tasks required a specific non-play-like structure. / Ed. D.

The purpose of this study was to examine differences in psychomotor learning using three different presentation formats for providing information and facilitating feedback applied in Keller's Personalized System of Instruction (PST) in a college level bowing course. The course was taught as part of the Basic Instruction Program (BIP) at a large, Southeastern university. Utilizing the principles of Russell’s (1980) Novice Spare Conversion System specific sources of data were analyzed to determine significant differences which existed among and within three forms of presentation formats used for providing information related to converting common spares during the spare conversion unit of a beginning level bowling course. Based on results attained from comparisons of specific formats’ unit skills tests and student perceptions, the study determined the effects of each presentation format as a means of presenting information as part of a PSI design in the psychomotor domain. The three presentation formats were: (a) text (T), (b) text and static graphics (TG), and (c) text, static graphics, and animation (TGA). The findings from this investigation focused on the examination of the effects of three forms of presentation formats applied in a specific course in the psychomotor domain. The effects of each format were examined by analyzing data of significant differences among presentation groups in ten comparisons related to their use for providing skill-related information and the facilitation of feedback in a spare conversion unit as a part of a PSI designed bowling course. Based on information gained from the ten comparisons eight were shown to display no significant difference among presentation formats. / Ph. D.