<p> Educational reform movements are constantly in the process of trying to improve a fractured educational system. Many scholars contend there is a discrepancy between educational outcomes for White students and students from diverse ethnic backgrounds. Some educators in working class communities of color have begun to infuse elements of students' social and cultural backgrounds, including popular culture, to create instructional methods that can better engage and pique student interest. Hip-hop Pedagogy is one of the methods, rooted in popular culture, which is being used in classroom settings to increase students' awareness about the societal constructs and issues in their communities that may affect them. Student access to Hip-hop based instructional methods, however, have been limited and virtually absent from elementary education settings. However the consumption of Hip-hop culture persists in urban communities worldwide. This qualitative study implemented a Hip-hop emergent-based curriculum in an elementary school setting, closely documenting the perceptions and responses to the curriculum by four young males students of color. The study consisted of five consecutive classroom sessions, in which the curriculum and dialogue focused on different expressions of Hip-hop culture. Student viewpoints were logged daily in focus groups and the data that emerged from the sessions and focus groups informed the emergent curriculum. Graffiti became the Hip-hop element of focus chosen for deeper exploration by the participants in this study. The study revealed a number of findings that point to the potential value of an emergent Hip-hop curriculum with elementary male students of color. </p>

Thesis (Ph.D.)--Indiana University, Dept. of Leadership and Policy Studies, 2007. / Title from PDF t.p. (viewed Nov. 20, 2008). Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0926. Adviser: Phil F. Carspecken.

Thesis (Ph.D.)--Indiana University, Dept. of Anthropology, 2008. / Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3192. Adviser: Sarah D. Phillips.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1851. Adviser: Janet D. Keller. Includes bibliographical references (leaves 351-370) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Anthropology and School of Education, 2006. / "Title from dissertation home page (viewed July 16, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3877. Adviser: Thomas A. Schwandt.

<p> Waste as a topic for anthropological investigation has enjoyed a recent resurgence in interest, mirroring burgeoning discussion among policy-makers and the general public about questions of environmental impacts, economic costs, and social detriments of contemporary waste management paradigms. While waste management in the United States has largely focused on technical and organizational solutions typically considered the domain of environmental planning and engineering (such as source reduction, recycling, and reuse), anthropology and the social sciences have become more prominently involved in efforts to inform policy-makers and researchers about the social and behavioral factors influencing waste norms and habits, particularly in educational institutions and municipal governments.</p><p> The central questions to this research were as follows: (1) What are some of the perceptions and practices concerning food waste at an environmental charter elementary school in Florida? (2) What do self-reported data on food waste behaviors suggest about disposal habits and norms? (3) What is the extent to which food is discarded relative to other types of refuse? and (4) From the perspectives of school staff and students, what are some of the factors influencing food waste?</p><p> To answer these questions, I employed both "garbological" and ethnographic methods at an environmental charter school, Learning Gate Community School, over a period of nine months, including (1) participant observation, (2) garbological audits of the cafeteria waste stream, (3) key informant interviews with students and staff, and (4) log sheets sent home to a random sample of parents to gauge the fraction of leftovers taken home that are ultimately discarded in order to gain a more holistic understanding of the waste stream of the school cafeteria. </p><p> The results of this project support the following conclusions: (1) students at Learning Gate tend to agree that food waste is a detriment, but these concerns are subordinate to factors such as the degree of hunger at lunchtime and the perceived palatability of certain food items and (2) lunch periods are an important block of unstructured time, which Learning Gate students use for a far broader variety of activities than merely nourishment </p>

Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008. / Title from PDF t.p. (viewed on Oct 30, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0527. Adviser: Margaret Sutton.

No description available.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1988. / Abstract. Includes bibliographical references (leaf 156).

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Feb 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1152. Adviser: Margaret Sutton.