Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 275-278; 280-283).

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 203 p. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 157-165).

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

Thesis (Ph.D.)--Griffith University, 1999. / Typescript (photocopy). "December 1999." Includes bibliographical references (leaves 307-325). Also available via the Internet (PDF file); system requirements: Adobe Acrobat Reader.

This thesis is a reflection on both the conceptual frameworks and the personal narratives that have shaped the development of the Spirals Programme. The Programme is a participatory drama and creative arts based initiative established in 2000 in Grahamstown, South Africa, to explore issues of identity in the emerging democratic context of South African society - and support both personal and contextual processes of transformation. Working within a poststructuralist and social constructionist paradigm, Spirals works with groups and communities to facilitate and enable experiential links between the drama based and performative nature of identity construction - and the possibilities for transformation and healing provided by participative drama methodologies. The structure of the thesis follows the principles of the Freirian based Action Learning praxis within which Spirals works. It begins with an account of the contextual dynamics and events that gave rise to the development of the Programme, followed by a reflection on the conceptual frameworks regarding both identity construction and participative drama methodologies that informed Spirals' development. These paradigms are then analysed in relation to the articulated experiences of three workshop participants using critical discourse analysis. The thesis concludes with an assessment of the issues emerging from this analysis - the aspects of the Programme that need to be strengthened and sustained, those that need to be changed and possible new strategies that could be developed. / Also known as: Edlmann, Theresa

M.A. (Psychology) / Teenage pregnancies should be understood in terms of a changing of sexual behaviour, slowly evolving over many centuries. In contrast to our modern world, New England puritans in the seventeenth century demanded that the entire community conform to the exemplary moral codes drawn up by the first settlers. Civil magistrates or ministers were responsible for quickly and publicly chastised sexual offenders. One of the sources estimate that in the late 1670's well over one half of the guilty couples involved in premarital pregnancies found themselves convicted and punished. In England the loosening of the popular convention about sexual behaviour was followed by the restoration of the monarchy in 1660 as secularism replaced Puritanism. Observers noted steady but noticeable erosion of church and civil opposition to premarital sexual activity. In Essex County, the number of civil prosecutions dropped and the penalty ranged from corporal punishment to paying a fine. In Middlesex county, Massachusetts, signs of moral irresponsibility in fornication cases increased, starting in the 1660's (Vinovskis, 1988). When prominent church leaders such as Jonathan Edwards in the eighteenth century tried to punish the lax moral standards of their parishioners, they found they could no longer count on the support of their congregations and the rest of the community. Simultaneously with the unwillingness of the civil or church authorities to punish cases of pregnancies, parents gradually lost their ability to persuade their children to marry according to their parent's wishes. In the absence of concerted communal or familial efforts to curb the problem of teenage pregnancy, a general loosening of sexual behaviour occurred among early Americans. Sexual intimacy returned as a normal part of courtship behaviour and practices such as bundling became more common. The promise to marry rather than the marriage itself often led to sexual intercourse amongst couples. As long as the community was not burdened with the financial burden of illegitimate children, citizens tolerated premarital pregnancies. The result was not a breakdown of social mores in the early Republic but a shift in the definition of appropriate behaviour between individuals in love. Shorter (in Vinovskis, 1988) concludes that central in the history of courtship over the past two centuries had been the enormous increase in sexual activity before marriage. Before 1800 it was unlikely that the typical young woman, would have coitus with her partner and certainly not before an engagement had been sealed, and probably not as a fiancee either. After 1800 however the percentage of young women who slept with their boyfriends or fiancees rose steadily. Today it is a common phenomenon.

The study adopts a case study examination of three student reflective joumals written about class and field based applied Drama experiences over one year. The journals were written as part of a curriculum outcome to develop reflective practice, for one Drama Honours paper (Educational Drama and Theatre) at Rhodes University Drama Department, South Africa. Based on a narrative inquiry approach, the study documents the changes in identity, discourse, and representation of self and other, which emerge through the journal writing process. The research analyses how identities are constructed through reflective writing practices, and how these identities might relate to the arguments for the development of reflexivity. The development of reflexivity is seen as integral to contemporary educational policies associated with lifelong learning, and the skills required of graduates in South Africa's emerging democracy. These policies centre on means of preparing students for a world characterised by change and instability, or what Barnett (2000) has termed a "supercomplex world". The research findings suggest that journal writing within a Drama Studies curriculum, allows students to construct subjectivities which support Barnett's claim that "the main pedagogical task in a university is not that of the transmission of knowledge but of promoting forms of human being appropriate to the conditions of supercomplexity" (Barnett, 2000b: 164). In addition, the development of different writing genres within a Drama Studies curriculum allows students to develop disciplinarily relevant ways of discussing and researching artistic processes and products. A reflective journal is a potential site for students to interrogate and construct emerging identities which enable them to negotiate diversity, thus preparing them for their lives beyond the university.

The current movement towards excellence in education has led to a renewal of interest in the academic and aesthetic disciplines. Many administrations are striving to provide opportunities for all students to experience a curriculum which develops a basic understanding of the arts, sciences and humanities. Recent moves by the British Columbia Ministry of Education, however, suggest that many students in this province may be limited in the amount of instruction which they will receive in some of the traditional areas of study, particularly the visual and performing arts. The professional development activities initiated during this case study were designed to foster an interest in the new elementary fine arts curriculum and to provide an opportunity for selected elementary teachers to experiment with the use of drama in the classroom. Through a series of classroom visits and related workshops, it focussed the attention of a number of students, teachers and administrators on the role of the arts in education. This paper provides a review of some of the current research on learning theory, educational philosophy and curriculum implementation. It also describes the educational goals and learning outcomes of a hypothetical K-12 dramatic arts programme and discusses the implications of the use of drama in various content areas. The study concentrates on the use of classroom-based intervention and personal communication between the researcher and each of the teachers as means of introducing drama as a learning medium. Teacher interviews and classroom observations provide the data which were analyzed to determine shifts in teachers' stages of concern and levels of use of the innovation. This analysis reaffirms the importance of developing implementation strategies that meet the needs of the individual teacher within the context of that teacher's classroom. It illustrates the importance of making provision for modelling, testing, feedback and interaction. It also identifies some of the pitfalls. Further research is needed to determine the effects of this model as it would be applied within a single school with firmly committed district support. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

self and other. If reading the local papers and talking to parents is any indication, Education, it seems, is asked to play a greater role in the upbringing of our students. The schools are responsible for ensuring that the students are well fed and adequately supervised not just during school hours, but before and after as well. Schools are expected to keep up with the rigors of ensuring that the students are practiced in the almighty disciplines of reading, writing, arithmetic and now, technology skills. This will somehow propel them into the economic demands of the new millenium. But the impact of the culture and the community from which the students come - the histories of their experiences as individuals and as a group- are seldom explored. L Intuitively, I am drawn to my own stories when trying to make sense of the stories that swirl and swish amongst the myriad of moments that collectively comprise each experience. The influence our narratives have on the way we understand and learn is explored in this paper. Sandwiched in between the stories is a study of how using Drama as an instructional technique can be used to explore our narratives and expand on our ways of knowing and understanding, particularly how it is experienced by the English as a Second Language (ESL) learner. . Twenty-six grade five and six students from a multi-cultural, suburban community were observed. The students participated in a two-month, tri-weekly unit on basic drama methods, which culminated in a final class narrative performance. Four ways of data collection were employed. A static camera (i.e. a video camera that remained in a fixed position on a tripod in one of the classroom corners) was used throughout each lesson to record the events and to supply another view to the multi-perspective data collection. Student journals as well as a personal narrative from each participant (a video portrait) were collected. The classroom teacher also kept a journal and made observations about her students throughout the unit period. This dissertation was not limited to the stories of the students in the classroom as this journey precipitated a desire, indeed a need, to tell my own stories of daughter, mother, sister, student, teacher and friend. Since our physical experiences, our stories and our ways of understanding are integrally intertwined, this (re) search honored narrative as a way of including these aspects in the dissertation. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate