Thesis (Ph. D.)--University of Idaho, 2006. / "March 2006." Includes bibliographical references (leaves 255-260). Also available online in PDF format.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Liora Bresler. Includes bibliographical references (leaves 178-189) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2211. Adviser: Anne D. Hedeman. Includes bibliographical references (leaves 267-284) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.E.S.)--The Evergreen State College, 2007. / Title from title screen viewed (2/6/2008). Includes bibliographical references (leaves 71-73).

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2036. Includes bibliographical references (leaves 294-308).

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "March 2006." Includes bibliographical references (leaves 255-260). Also available online in PDF format.

Orientador: Luiza Helena da Silva Christov / Resumo: Esta dissertação pretende a partir de quatro leituras distintas abordar a mesma questão, o fazer surgir caminhos para pensar a relação da dança e da educação infantil, por meio do revelar das pontes entre dança e palavra. As leituras oferecidas como resultado da pesquisa são cadernos e mapas que podem ser lidos individualmente ou em combinações, estão fundamentados em autores como Jaques Ranciére e Klauss Vianna bem como na pesquisa etnográfica sobre as experiências da autora e de três professoras entrevistadas. / Mestre

Submitted by ANA VITORIA MOREIRA BELLA null (anavitoriabella@gmail.com) on 2017-08-21T02:57:21Z No. of bitstreams: 1 ana vitoria moreira bella dissertacao.pdf: 42920435 bytes, checksum: 84357dc7c4bca619b3312a26e083752f (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-08-24T12:35:19Z (GMT) No. of bitstreams: 1 bella_avm_me_ia.pdf: 42920435 bytes, checksum: 84357dc7c4bca619b3312a26e083752f (MD5) / Made available in DSpace on 2017-08-24T12:35:19Z (GMT). No. of bitstreams: 1 bella_avm_me_ia.pdf: 42920435 bytes, checksum: 84357dc7c4bca619b3312a26e083752f (MD5) Previous issue date: 2017-06-22 / Esta dissertação pretende a partir de quatro leituras distintas abordar a mesma questão, o fazer surgir caminhos para pensar a relação da dança e da educação infantil, por meio do revelar das pontes entre dança e palavra. As leituras oferecidas como resultado da pesquisa são cadernos e mapas que podem ser lidos individualmente ou em combinações, estão fundamentados em autores como Jaques Ranciére e Klauss Vianna bem como na pesquisa etnográfica sobre as experiências da autora e de três professoras entrevistadas. / The present dissertation intend from four diferente possible readings to approach the same point. How to make emerge ways of thougj for th relationship between dance and youg children education throughout the revealing of bridges between the word and the dance. The offered readings can be done individuallu or combined. The writing is based in authors such as Jaques Ranciére and Klauss Vianna as well as on the ethnographic research about the experiences of the author and three teachers who were interviewed.

The purpose of this study was to determine, from principals' viewpoints, why art courses have or have not been offered in Newfoundland secondary schools. The underlying premise of the study is that if the reasons for non-implementation of secondary art programs are to be assessed, information needs to be collected on the extent to which relevant factors and groups actually influence the administrators in the process of art program adoption. The study employed an ex post facto research design using survey research procedures. The survey was conducted using a questionnaire which was administered to two hundred and fifty one secondary school principals in Newfoundland. The results of the study show that the principal is a key person influencing the decision making process involved in art program adoption. The unavailability of a trained teacher, the availability of funds and the principal's attitude toward the art program are the three factors with greatest influence in this decision making process. The findings also show that the adoption of art programs has been slowed by problems inherent in rural education. These problems are compounded by the structure of Newfoundland's denominational education system. Implications of these results for policy development and evaluation are discussed and suggestions for further research are outlined. / Education, Faculty of / Graduate

This quasi-experimental study investigated the hypothesis that specially designed art lessons can be used as a vehicle to enhance the learning of specific concepts. The concepts selected were ones traditionally taught in an elementary art program coinciding with those measured on standardized tests. The selected concepts were area, volume, perimeter, congruency, pattern, and sequence. Elementary school art lessons designed to teach specific concepts and taught by an art specialist to a treatment group of students were found, as a whole, to enhance the learning of concepts significantly over that of the comparison group of students taught in a traditional manner. All teachers provided a multimodal approach to teaching, but the treatment teacher was found to use more visual and kinesthetic modes of instruction than the comparison teachers. Students' dominant learning modalities appeared to have no influence on the amount of knowledge gained from the type of instruction received. Students who were taught by the treatment method learned more regardless of their dominant learning modalities. Students taught by the treatment teacher who exhibited a positive “feeling tone” in her classroom learned more than students taught by teachers who exhibited a negative or neutral feeling tone. As a whole, concepts transferred from the teaching situation to the testing context. The students in the treatment group were found to have scored significantly higher on the posttest than those students in the comparison group. No significant difference was found in creativity of the artwork produced by the two groups of students. In addition, no significant relationship was found between dominant learning modality and developed ability level, race, or gender. Race and gender had no significant relationship to the amount of knowledge gained. / Ed. D.