Thesis (M.A.)--University of Wisconsin--Madison, 1935. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.F.A.)--Georgia State University, 2008. / Title from file title page. Josh Russell, committee chair ; John Holman, Sheri Joseph, committee members. Electronic text (152 p.) : digital, PDF file. Description based on contents viewed July 9, 2009. Includes bibliographical references (p. 152).

Thesis (Ph. D.)--Columbia University, 1923. / Published also as Columbia university studies in history, economics and public law vol. CIX, whole no. 245. "Vita": p. 451. Bibliography: p. 442-445.

Call number: LD2668 .T4 1934 T51

Not available / text

No description available.

This thesis explores the events and repercussions surrounding the desegregation of schools in Arkansas, including an analysis of the Little Rock incident.

This thesis is a study of the campaign tactics of the Arkansas gubernatorial elections as revealed by the 1948, 1950 and 1952 campaigns.

This study is a field survey of the dialect of the Black college students of the University of Arkansas at Pine Bluff. The data were gathered from hundreds of students over a period of eight years. The verifying data were taken from a group of fifty subjects who completed five different information-gathering instruments. These instruments included fifty sentences which the students wrote from dicatation, and read into a tape recorder. The subjects also wrote from dictation twenty-five sentences and read these sentences into a tape recorder. The subjects also taped a one-page story. All instruments were composed by the researcher and were designed to elicit dialectal deviations which had previously been noted in the examples taken from the students' free expression writing. The fifty subjects also responded to demographic questionnaires.This study is divided into three different sections, morphology, phonology, and syntax.Under morphology are two sections which deal with the leveling of inflections, the [-S] inflections on nouns and the third person verb, and the [-d] inflections on the past tense and past participle.The examples from the free expression writing of the primary population, and the fifty subjects, and the tabulation of the data from the other instruments, show clearly that leveling of these inflections is a true feature of the dialect of the population.The section on phonology demonstrates the lack of phonemic differentiation between the pairs of voiced and unvoiced consonants, confusion between other consonants and consonant blends, and the shifting of certain vowel sounds.Included under phonology are two other sections, the first dealing with intrusive letters and sounds, notably an r, phonetically r , and the second dealing with deleted letters and sounds, including medial sounds, and the deletion of ending consonants.The third section notes five syntactical deviations from Standard English, the embedded question, the use of be to substitute for am, are, is, was, and will be, the 0 copula, the substitution of it for there, and the substitution of until for that.This study is a field survey only. It categorizes dialect items, but makes no comparison with any other survey of dialect, nor attempts any explanation, historical or otherwise, for the items presented here.

The primary purpose of the study was to examine, analyze, and describe teacher behavior in physical education classes in selected schools in Northeast Arkansas with regard to teacher function, direction, mode, and substance. Another purpose of the study was to compare the subjects' perception of their classroom behavior with actual observed behavior with regard to teacher functions. A third purpose of the study was to comparethe findings of the total group. A final purpose of the study was to compare the findings of this study with the findings of similar studies in another geographic area.In order to examine the research questions above, a series of demographic descriptors was collected on each subject prior to observation. Three consecutive and two random visits were made to observe the classroom behavior of each teacher; all information was prepared for computer analysis; and all data were computer analyzed. Six null hypotheses were tested by using chi-square analysis. The 0.05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. In six instances, there was a significant difference in the teachers' perceptions of how time spent in the classroom and the actual observed classroom behavior with regard to the ten teacher functions.2. There was no significant difference at the 0.05 level between the results of the Northeast Arkansas, 1985, study and previous studies in another geographic area with regard to the teacher function dimension.3. Observed professional teacher direction dimension of this study population revealed some findings not consistent with findings in another geographic area.4. Observed professional teacher mode dimension of the study population of Northeast Arkansas revealed a lack of consistency with some findings of earlier studies in another geographic area.5. Multi-racial classes did not cause an alteration in professional teacher function dimension, direction dimension, mode dimension, or substance dimension.6. Teachers in the study population of Northeast Arkansas, 1985, developed unit plans and daily lesson plans, and varied teaching styles and substance.Conclusions1. A difference exists between teacher perceptions of their behavior in the classroom and their actual behavior in the classroom with regard to the teacher function dimension.2. It is not clear whether geographic location of the study group was a factor since the findings produced conflicting results with regard to teacher behaviors.3. Race of teacher revealed no significant difference in teacher behaviors with regard to teacher function dimension, direction dimension, mode dimension, and substance dimension.4. All teachers in the study population developed unit plans.5. Seventeen percent of the time, the teachers in the study population employed no daily lesson plans.6. Teachers participating in the Northeast Arkansas, 1985, study employed variety in teaching styles.