Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 37-38).

Thesis (Doctoral)--Göteborgs universitet, 1995. / Includes bibliographical references (p. 196-206).

Thesis (doctoral)--Göteborgs universitet, 1996. / Extra t.p. with thesis statement and English abstract inserted. Includes bibliographical references (p. 191-203).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Theses (Ed. D.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 277, [278-326]. Bibliography: p. [278-304]

Thesis (Ph.D.)--University of Delaware, 2005 . / Principal faculty advisor: Brian P. Ackerman, Dept. of Psychology. Includes bibliographical references.

This thesis provides an analysis of video recordings and written observations of four preschool-aged children as they spontaneously explored art materials within a group setting. The focus of analysis is the extent to which subjects interacted with other children and adults during art material use, and the effect of interaction on the subjects' uses of materials. For each subject, data are categorized and presented according to location, type, and approximate length of activity; presence or absence of others; and types of interactive behavior: watching, verbal interaction; imitation; and distraction from the activity. Descriptive passages are presented which detail specific episodes of interaction, and behaviors of adults interacting with subjects are also described. The conclusions argue for heightened awareness of social interaction as a factor in children's art experiences. / Education, Faculty of / Graduate

These collective case studies highlight the experiences of the preservice teachers, mentor teachers, university facilitators and other participants in three teacher training programs. The meaning that the participants make of their professional development in teaching, alongside the ways in which they describe their experiences as developing professionals, provides the framework for an exploration of what contributions professional development makes to the capacity of teachers and schools to reform. In essence this dissertation is a window into how all the participants who are currently working in a reform active environment are affected, in their practice, in their professional growth, and in their commitment to the profession. Key themes that were extracted from the data include the impact of working in a culture of collegiality; the importance of connectedness between schools and universities, practice and theory; the validity and value of practioners' voices and views on educational renewal and change; and the importance of building understandings of teaching as a learning profession. Prompted by the current standards based reforms and high stakes assessments being implemented in schools and teacher training programs across the country, this dissertation seeks to highlight the importance of teacher agency and ownership across the professional lifespan. It asserts that teachers who assume an inquiry stance (Cochran-Smith & Lytle, 1993, 1998, 1999, 2000, 2001) will be best able to meet the current demands of students in classrooms, schools as learning communities and teacher training as preparation for lifelong learning. The data suggests that if the rhetoric of reform that pushes for changes in standards and assessments, new modes of school organization and decision making, and revised curriculum are to become a reality, teachers' professional development across the lifespan from preservice training to lifelong learning needs to become a central focus in the process and implementation of educational change.

Authorities in early childhood education and child development point out the importance of the early years of a child's life in the development of habits and attitudes which are important as the basis of his mental and emotional health. / Typescript. / "January, 1960." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaves 39-40).

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