Thesis (Ed.D.) -- University of Western Sydney, 2002. / A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education, University of Western Sydney, November, 2002. Bibliography : leaves 134-137.

Thesis (PhD) -- University of Western Sydney, 2003. / "Thesis submitted for Doctor of Philosophy October 2003." Accompany video shows Appendices 7.4 to 7.13 of thesis. References: leaves 290 - 325.

Thesis (M.S.P.H.)--University of Michigan, 1942.

Thesis (M.S.P.H.)--University of Michigan, 1942.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. [80]-82.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 244-261). Available also in a digital version from Dissertation Abstracts.

It is the purpose of this thesis to determine the function of marionette, puppet and shadow plays as a tool for learning in the elementary school.

The writer purposes to discover the types of stories that appeal to the interest and imagination of children of the third grade, and to determine whether the literary qualities and the dramatic possibilities of the stories are within the understanding and ability of the group.

The primary purpose of this study was to use some of the action methods of playback theatre to facilitate the acquisition of knowledge through the experience of building community. The impact of action methods on group dynamics and the relationship among methods, individual perceptions, and the acquisition of knowledge were analyzed. The researcher suggested that playback theatre action methods provided a climate in which groups can improve the quality of their interactions. The Hill Interaction Matrix (HIM) formed the basis for the study's analysis of interactions. Since the researcher concluded there were significantly more interactions coded in the "power quadrant" after training, the researcher assumed that playback theatre action methods are a catalyst for keeping the focus on persons in the group, encouraging risk-taking behaviors, and producing constructive feedback between members. Based on session summaries, individual interviews, and an analysis of the Group Environment Scale (GES), the training group became more cohesive, became more expressive, promoted independence, encouraged self-discovery, and adapted in innovative ways. The experience of an interconnected community created a space where positive growth could occur. The researcher concluded that the process of community building is intricately connected with a person's ability to make meaning out of experiences. Participants in the study noted several processes by which they acquired new knowledge: (a) knowledge through internal processes, (b) knowledge through modeling, (c) knowledge through experiences, (d) knowledge through acknowledgment and application. Acknowledging and applying knowledge were behaviors identified as risk-taking, communication and active listening, acceptance of diverse cultures and opinions, and building community relations. The study suggested further research in the effects of these methods compared to other learning methods, the effects of these methods on other types of groups, the effects of the leader's relationship to the group, and the long-term effects on group dynamics.

The main objective before us is to determine how the drama, in its several forms, may be so utilized as to bring about and further Americanization. In attempting to make this theory clear to those who may be more or less unfamiliar with the idea, it will be necessary to consider the definition of Americanization, and to make some decision as to who may be Americanized. It will also be necessary to review, rather briefly, the origin and development of the drama, that it may be seen why drama has been elected as our medium. There have been several difficulties encountered in the search for material to aid in reaching the stated objective. It has been found that definitions and opinions vary as to the meaning of Americanization, and agree very little concerning who may be Americanized. While the value of the drama as an educational factor is easily recognized, its specific application to Americanization, as herein attempted, has been extremely limited. To choose a medium which would include all of those who come within the scope of Americanization, one that entailed a simple method of procedure and would appeal to all, was not so easy as it might appear. A large proportion of our population is unreached by the school; a relatively large number is not influenced by the press because of lack of educational advantage. According to President Coolidge: “It is not alone the youth of the land which needs and seeks education, but we have a large adult population requiring assistance in this direction.” This made it very evident that no medium that required an extended basic education could be used. Some means of transference of values which could be understood by all people, not dependent entirely upon education or upon language was sought. After a somewhat extended search, it was found that drama may be made a most effective means for Americanization. Some forms of the drama speak a universal language and because of this they appeal both to the native and to the foreign born in America. As a medium for showing the contributions of cultural values to America by the foreign born, the drama has no equal, and it is quite as effective when used to show to the foreign born the American values which they should accept. Drama can be used to influence the native-born, adults and children, to accept cultural values from foreign lands, and it can be a most effective means of disseminating American values to the native-born. It is sincerely hoped that the conclusion arrived at here may influence communities to do more work along dramatic lines. It is also hoped that the material gathered here may help teachers to formulate definite plans for the use of drama in schools; that it may assist committees in placing dramatic programs in Americanization departments, as a regular part of the work, and that it may help them in planning such programs.