The purpose of this study was to make an appraisal of the educational philosophies, pragmatism and essentialism, and their effects upon the aims, methods, and curriculum of education. No effective effort was made to branch off into the many philosophical ramifications of the question, but the practical aspects of each philosophy were studied in order to determine how it has influenced education.

The purpose of this problem is to make a comparative study of the philosophy of the formal discipline concept of the traditional school of thought and the modern progressive movement in order to determine their relative contributions to our present educational system.

This study proposes to (1) set forth, in a brief way, the gradual evolution of pragmatism from about 1905 down to the present, (2) to clearly define pragmatism and to differentiate between it and some other "isms" having philosophical significance, (3) and to show how pragmatism has made for itself a place in the modern school curriculum.

This thesis is a study of Plato as an absolutist and his influence on modern education.

The problem involved in this research was a comparative study of the educational philosophy of the 1943 Child Development Workshop at the North Texas State Teachers College, as expressed by consultants and participants, and John Dewey's principles of education.

The purpose of this study is three-fold: 1. To make a study of modern philosophy and modern psychology of education. 2. To show by comparison how well the Gainesville elementary schools comply in a modern philosophy and a modern psychology of education. 3. To make recommendations for changes that could be made for the improvement of the Gainesville elementary school system.

高莘. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 229-254). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 229-254). / Gao Xin.

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Master of Arts / Department of Communications / Timothy R. Steffensmeier / This thesis examines the production of identity within post web 2.0 virtual communities. Second Life, the community which this study focuses on, is a growing home of educational institutions. To better understand the process of constructing identity and community in the hyper-mediated future, this thesis grapples with the complicated process of creating oneself through analyzing the avatar as self and the home as community. Identity appears to continue to be both a liberating and constraining force, and creating oneself is not as simple as buying a new skin. Through a self-reflexive post-colonial virtual ethnographic exploration of the thesis writers experiences in the virtual world, light will be shed on the ways that identity is being shaped in relation to race and gender.

Doctor of Philosophy / Curriculum and Instruction Programs / Lawrence C. Scharmann / This research examines the impact of the “No Child Left Behind” (NCLB) Act on elementary science education in the states of Colorado, Kansas, Missouri, Nebraska, and Oklahoma. Elementary teachers (n=928 total for all states) responded to an online survey, which included both closed-ended and open-ended questions pertaining to the time spent on science instruction and any changes made in science instruction since the implementation of NCLB. More than half of these teachers indicated they have cut time from science instruction since NCLB became law. Follow-up questions with regard to why changes were made in science instruction were also included in the survey. The need to increase time for math and reading instruction was a belief expressed by many of the respondents with other respondents stating a member of their administration mandated changes. This research also examines results from the National Assessment of Educational Progress (NAEP) for each of these states to determine if the changes made in response to NCLB helped meet the goal of closing the achievement gap between the disaggregated subgroups of gender, race, and socioeconomic status (SES). The data from the NAEP shows only a few significant changes occurred; however, some included a significant increase in the achievement gap.