abstract: Since the 1980s, interest in the cognitive and affective influences on teaching has initiated studies on teacher beliefs and practices. Studies of teacher beliefs in academic areas such as reading, math, social studies, and science are prolific. However, studies about the teacher beliefs and practices of music teachers are scarce. The purpose of this study, therefore, is to explore the teacher beliefs of middle school orchestra teachers and to examine how their self-reported and observed teaching practices reflect these beliefs. Based on the work of foreign language education researcher Simon Borg (2003) a conceptual framework was developed that shows the various sources of teacher beliefs and practices, including formative preservice musical experiences, inservice contextual factors, and inservice professional development. Employing a qualitative multiple case study method, six purposely-selected middle school orchestra teachers, representing a variety of experience levels and program characteristics, shared their teacher beliefs and practices. Data generation included observations, interviews, stimulated recall (think aloud teacher commentary of videotaped teaching episodes), and written reflection surveys. During analysis, six core teacher beliefs about middle school string students and how they learn were identified. These beliefs guided the teachers’ observed practices. Findings from this study illustrated that preservice formative musical experiences influenced the middle school orchestra teachers’ beliefs about the value and importance of music teaching as a career. Data from the participants revealed a wide variety of instructional practices emanating from largely similar core pedagogical beliefs. Analysis suggested that experienced teachers held more developed teacher beliefs, and they selected instructional practices carefully, where inexperienced teachers were still formulating their own beliefs and experimenting with instructional practices. Data from the study point out that contextual constraints sometimes prevent teachers from enacting their closely held beliefs. This incongruence influenced three of the six participants to change teaching positions or retire early from the education profession. The study of music teacher beliefs and practices may be of interest to preservice and inservice music teachers and music teacher educators. Future studies may explore the relationship between teacher beliefs and practices and student achievement, and contribute to string music education research. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019

Les enfants et adolescents dysphasiques présentent un trouble spécifique du langage qui se manifeste, en absence d'un déficit cognitif, sous la forme d'une perturbation profonde à l'oral et qui persiste au-delà de l'âge de 6 ans. Basée sur des éléments de psychologie pragmatique développementale (principe de coopération de Grice, 1979, et passage de la phase inter-psychologique à la phase intra-psychologique de Vygotski, 1997), et inspirée des travaux de Berman (2005), cette thèse défend l'idée que dans la dysphasie le langage n'est pas uniformément déficitaire. En d'autres termes, les performances langagières des enfants et des adolescents dysphasiques devraient varier en fonction de la situation de production dans laquelle ils se trouvent (tache standardisée vs. tache communicative), mais aussi en fonction de la modalité de production (oral vs. écrit), et enfin de l'indice linguistiques considéré (e.g. orthographe lexicale vs. orthographe morphologique). Les résultats obtenus montrent que les dysphasiques ont de meilleures performances langagières en situation de communication qu'en situation standardisée, que leurs performances en situation communicative sont meilleures à l'écrit qu'à l'oral, et enfin que le profil développemental de leurs capacités langagières évolue différemment, entre 7-11 ans et 12-18 ans, selon l'indice linguistique considéré. La psychologie pragmatique développementale permet donc de souligner que, dans le cadre de l'évaluation des capacités langagières des enfants et des adolescents dysphasiques, le choix des tâches influence les performances obtenues. De plus, comme le préconisait Ringard (2000), les enfants et adolescents dysphasiques bénéficient pleinement d'une scolarisation en milieu ordinaire et y progressent sur le long terme. / Children and adolescents with a specific language impairment (SLI) present a language disorder that appears in the absence of a cognitive impairment and persists beyond the age of 6. Based on elements of developmental pragmatics (Grice cooperative principle, 1979 and transition from the interpsychological to intrapsychological functioning, Vygotsky, 1997) and inspired by the work of Berman (2005), this thesis defends the idea that in SLI the language is not a uniform deficit. In other words, the language performances of children and adolescents with SLI should vary according to the situation in which they produce language (standardized test vs. communicative situation), but also according to the production modality (oral vs. written), and finally the linguistic measure considered (e.g. morphological spelling vs. lexical spelling). The results show that the participants with SLI perform better in a communicative than in a standardised test situation, and in written than in spoken language. Finally, their performance varies differently according to the measure considered, from 7 to 11 and 12 to 18. The developmental pragmatics framework chosen made it possible to emphasize that, when assessing language abilities in children and adolescents with SLI, the choice of a task affects the performance obtained. Moreover, as advocated by Ringard (2000), children and adolescents with SLI fully benefit from a mainstream school environment, where they can progress in the long term, up to the age of 18.

This keynote address was delivered on August 6, 2018 at Societas Homiletica at Duke University in Durham, North Carolina and explores the relationship between preaching and identity. The lecture introduces Pauli Murray, a local saint whose activism, writings, and ministry challenged the church and broader society. After a detailed introduction, I consider three principal influences on Pauli’s voice: Cornelia Smith Fitzgerald, Langston Hughes, and James H. Cone. Cornelia Smith Fitzgerald, Pauli’s maternal grandmother, provided a lens for thinking about the ethical and spatial contexts in which sermons arise. Langston Hughes, a fêted poet and author, offered literary inspiration and a model for moving among different genres. James Cone, a path-breaking scholar, gave Pauli vital theological footing and a framework for linking preaching, identity, and activism. Overall, I argue that Pauli Murray makes a singular contribution to the study of African American preaching.

Master's dissertation occupies with art planning in kindergarten, meaning the planning of art activities for preschool children. Master's dissertation is divided into theoretical and practical part. Theoretical part occupies with art lesson, it's history, goals and also planning of the art lessons. Next the dissertation occupies with general planning in kindergartens and goals of preschool education. Last section is dedicated to development of a preschool child with emphasis on development of drawing and on main features of drawing from preschool child. Practical part presents 2 case studies of art planning by the concept from theoretical part. First case study refers to my own planning and connection of art planning with planning of thematic units in kindergarten and their realization. Second case study occupies with concept handover of art planning to another educator by teaching activities and his own planning and realization in kindergarten. KEYWORDS Art schemes, planning, pre-school child, the contexts of art, thematic plans

This paper presents a qualitative study in which an attempt was made to extend the debate surrounding the use of real life contexts to make mathematics more meaningful and real. The study investigated Grade 8 learners’ knowledge of number, understanding of number concepts and the kinds of connections they make between number and the context in which number is used. An important aspect of the study’s methodological approach involved an examination of the comments that learners made about what they said they know about number. A response to the question: “Why is the number in the picture?” provided a framework for establishing how learners saw relationships between number and the context in which numbers are used. A face scenario with four questions was given to learners to elicit these relationships. Results pointed to the usefulness of real life contexts as tools that have a central role in uncovering what learners know about number and how they use that knowledge to understand situations that call for proficiency in mathematics.

Employee satisfaction has been found to have a strong relationship with perceived job security. This study explored job insecurity in an unstable global economy. Specifically, it examined internal attributes of employees, hypothesizing that such attributes would enable employees to better cope with work-related stressors such as job insecurity. Specific attributes of personality and employability were assessed as potential moderators of job satisfaction and security, utilizing the theory of work adjustment and person-environment correspondence as theoretical frameworks. The specific attributes included facets of conscientiousness and neuroticism as well as dispositions of employability including openness to change at work, work and career resilience, work and career proactivity, career motivation, and work identity. Multiple regression tests analyzed the relationship between these internal attributes and both job insecurity and satisfaction on a convenience sample of 100 participants from 2 companies. Participants completed online assessments of the Minnesota Satisfaction Questionnaire; the NEO Personality Inventory, 3rd edition (NEO-PI-3); and the Dispositional Measure of Employability. The findings of this study showed significant relationships between both work and career resiliency and vulnerability and both job satisfaction and perceived job security. Employees, employers, and future researchers may benefit from the findings. Results suggest options for improving the work environment by enabling employees to derive greater satisfaction and security and by providing employers areas for training opportunities. Additionally, future research could explore methodologies, such as mindfulness and cognitive appraisal, which may further increase resiliency and decreasing vulnerability.

Identifying behaviors that are either counterproductive work behaviors (CWBs) or organizational citizenship behaviors (OCBs) may assist law enforcement agencies in selecting and aligning police officers for the various roles asked of them. The 6 dimensions of personality are not currently being used in law enforcement agencies to predict overall job performance of police officers. The purpose of this quantitative study was to examine the extent to which the 6 personality dimensions as measured by the HEXACO Personality Inventory Revised (HEXACO-PI-R) predicted overall indicators (OCB and CWB) of police officer job performance. A sample of 51 police officers from a variety of Canadian police agencies completed a survey that included the HEXACO-PI-R, the Organizational Citizenship Behavior Scale, and the Workplace Deviant Behavior Scale. Findings from Pearson and Spearman correlations and multiple regression models indicated statistically significant relationships between the HEXACO-PI-R and OCB and CWB scores in police officers. Findings may be used to inform the law enforcement community on best practices for utilizing the 6 dimensions of personality to predict indicators of police officers' job performance.

This creative personal essay examines the long-term effects of surviving a friend's adolescent suicide. The piece begins with the story of the narrator's suicide loss, and subsequently follows her on a quest to understand her grief. She explores cultural perceptions of suicide in America, such as the dialogue around suicide, suicide prevention objectives, the suicide survivor experience, suicide tourism, and media responses to suicide--all reflecting her relationship to the subject. In the end, the narrator returns to the place where her quest began, carrying the wisdom she has gleaned from her inquiries.

In programming languages, record types give a universe of discourse (via so-called Σ-types); parameterised record types fix parts of that universe ahead of time (via Π-types), and algebraic datatypes give us first-class syntax (via W-types), which can then be used to program, e.g., evaluators and optimisers. A frequently-encountered issue in library design for statically-typed languages is that, for example, the algebraic datatype implementing the first-class view of the language induced by a record declaration cannot be defined by simple reference to the record type declaration, nor to any common “source”. This leads to unwelcome repetition, and to maintenance burdens. Similarly, the “unbundling problem” concerns similar repetition that arises for variants of record types where some fields are turned into parameters. The goal of this thesis is to show how, in dependently-typed languages (DTLs), algebraic datatypes and parameterised record types can be obtained from a single pragmatic declaration within the dependently-typed language itself, without using a separate “module language”. Besides this practical shared declaration interface, which is extensible in the language, we also find that common data structures correspond to simple theories. Put simply, the thesis is about making tedious and inexpressible patterns of programming in DTLs (dependently typed languages) become mechanical and expressible. The situations described above occur frequently when working in a dependently-typed language, and it is reasonable enough to have the computer handle them. We develop a notion of contexts that serve as common source for definitions of algebraic datatype and of parameterised record types, and demonstrate a “language” of “package operations” that enables us to avoid the above-mentioned replication that pervades current library developments. On the one hand, we demonstrate an implementation of that language as integrated editor functionality — this makes it possible to directly emulate the different solutions that are employed in current library developments, and refactor these into a shape that uses single declaration of contexts, thus avoiding the usual repetition that is otherwise required for provision of record types at different levels of parameterisation and of algebraic datatypes. On the other hand, we will demonstrate that the power of dependently-typed languages is sufficient to implement such package operations in a statically-typed manner within the language; using this approach will require adapting to the accordingly-changed library interfaces. Although our development uses the dependently-typed programming language Agda throughout, we emphasise that the idea is sufficiently generic to be implemented in other DTLs. / Thesis / Doctor of Philosophy (PhD) / There are things we want to use from various perspectives, our tools show that this is possible without any duplication and in a practical and efficient fashion.

This study examined whether level of occupational prestige in early adulthood and rate of change in occupational prestige had an effect on psychosocial development in middle adulthood and whether gender had an effect on occupational prestige and psychosocial development. Utilizing a subsample from the Rochester Adult Longitudinal Study (RALS), 180 participants were assessed longitudinally, approximately every eleven years after their original assessment in 1966 as college students. Results showed that over time individuals improve in their sense of work competency and individuals differ in their rate of change in occupational prestige over time. However, contrary to the hypotheses, findings indicated that there were no significant relationships between occupational prestige in early adulthood and psychosocial development in middle adulthood. The results also revealed a significant gender difference with respect to occupational prestige with males on average having higher occupational prestige compared to females. In all, it was shown that how productive and confident people perceive themselves to be in the workforce differs. However, there is no direct relationship between occupational prestige how self-perception of work competency. Findings highlight the importance of Eriksonian theory in that individuals continue to develop psychosocially over time.