Thesis (Ph. D.)--University of Wisconsin--Madison, 1928. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1953. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 179-184).

Thesis (M.Ed. (Education for Community Building)) -- University of Pretoria, 2005. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis--Bonn. / Includes bibliographical references (p. 262-277) and index.

Thesis (M.S.)--Tennessee Technological University, 2009. / Title from title page screen (viewed on Mar. 2, 2010). Bibliography: leaves 56-58.

No description available.

Readings from a Life: Rural Educators Read our Rural Selves is a cultural study of identity in place in Atlantic Canada. The study is developed based on hybrid methodology drawing on key elements of literary anthropology, self-study, autobiography, auto-ethnography, and geo-poetics. The literary landscape of rural Nova Scotia provides the principal site for the readings which are developed throughout in contrapuntal fashion, that is to say the readings move back and forth between global and local representations of rural space. Key to the development of each of the chapters is the concept of distance as a device for making the world strange and therefore knowable. The readings are contained within seven chapters based on the research question, 'What are you doing here?' This question is deconstructed first through establishing the literary landscape of rural Nova Scotia as a site for analysis, followed by a discussion of literary anthropology as method, which leads in turn to a close examination of how particular teachers read themselves through their engagement with the literary texts. These readings are followed by a critical examination of what kinds of reading count in official policy discourses when compared to the more literary representations. As self-study the readings are used to provide insight into a life lived for the most part in rural Nova Scotia and at the same time are used to highlight aspects of education and teacher identity in this place. The concluding chapter moves recursively in order to strengthen the insights contained in the previous chapters and at the same time articulates the ambivalent nature of the project as a whole. Policy implications, potential beneficiaries, limitations of the study, and future directions are indicated in the final chapter.

This study examines why excellent working class rural female teachers remain in teaching. Although the teachers of this study admit to having experienced disillusionment during their teaching careers, they have remained passionate and enthusiastic educators, and are the teachers most often cited when colleagues, students and parents are discussing "good" teachers. Thus, this study seeks to determine the factors that influence these women educators to remain in education and to remain passionate about education. The original supposition that an administrator was a determinative variable in influencing the rural female educators proved to be erroneous. For the women of this study, their working class backgrounds, their beliefs that teaching is a calling and an art form, and their belief that teaching is a socially constructed form of public service are important determinative factors in their continuing belief in their educational career. Additionally, the women of this study, through their stories and interactions, disproved the stereotypical image of the female teacher who works alone. The teachers of this study actively seek out collegial relationships and pursue professional development.