The purpose of this project was to develop an environmental education program guidebook for use by the Episcopal Church.

D.Ed. / Man is dependant on the environment for his essential requirements and welfare. In the current technological era our world is being irreversibly damaged through the lack of long term vision, due mainly to ignorance of the surroundings man finds himself in. This research focuses on the feasibility of Environmental Education as a perspective on the content of General Science of the compulsory school phase. The researcher feels confident that Environmental Education would indeed add a positive dimension to the future teaching of General Science. The researcher points out that Environmental Education is essential to future generations. Research is directed towards the attainability of Environmental Education in formal Education. A new-found demand faces the General Science teacher. The researcher points out that change is irrevocably due to the technological advances and development together with the adjoining dynamic expectations and demands of society. Mankind's and environment's history has clearly shown that the environment is secondary to progress. The environment must satisfy man's ever growing demands. The contrary hasn't been proven up to date. Man is insensitive to and ignorant about the demands of the environment. The corruption of a once healthy interaction between man and environment is unfortudately a result of man's impetance, insensitivity and ignorance of the environment. Therefore man must take the initiative to restore the environment to a sustainable system where man and his environment can flourish. This research proves a lack of legislation in the necessary nationwide Environmental Education. Environmental Education is far removed from its rightful place in education, not featuring in General Science but through the inclusion of the biophysical surroundings. General Science finds its roots in the biophysical dimension of the environment. The researcher has found that the total environment is only casually referred to in its political, economical and social dimensions.

The purpose of this study was to determine the role of teacher teaming in school improvement efforts as reflected by teachers' expressions of their sense of efficacy and collaborative efforts. The exploratory, descriptive study involves 37 teachers in a Southwestern elementary school. Three instruments were used to gather data on teachers' sense of efficacy, team planning activities, and teacher perceptions and attitudes about collaboration in the major site: Teacher Efficacy Survey, a collaboration questionnaire, and voluntary interviews. The major findings show that: (1) Teachers express fairly high confidence in efficacy, especially with regard to their potential to impact student progress. (2) Teachers disagree with statements that the home is the sole determiner of student learning and progress. (3) Teachers report a high frequency of collaboration. This tendency was especially strong in the area of communication with other teachers and actual planning/teaching activities. (4) Variations in satisfaction levels are expressed by teachers in relation to collaborative team planning. (5) Teachers express a medium satisfaction level toward collaborative team planning. (6) Teachers perceive a feeling of empowerment based on involvement in decision making and communication. (7) Teachers do not perceive a positive or negative relationship with the district's organizational demands for teaming and express feelings of powerlessness and irrelevancy. (8) Teachers' perceptions toward student learning are positively influenced by collaborative team planning. (9) The evolution of the collaborative team planning project at the major site has progressed in four distinct phases. The major implication of this study is that it is necessary to foster and promote teacher collaboration in collegial activities to enhance their sense of efficacy toward student learning during school improvement or restructuring processes.

Responding to recent calls throughout the field for more studies of teaching, I present case studies of four elementary teachers--two fourth grade, two fifth grade--implementing process pedagogy in writers' workshops. Specifically, I examine how they teach, why they succeed and fail, and what they need to teach more effectively. Chapter 1 provides a brief overview of the study, explaining my purpose and rationale. Chapter 2 builds a knowledge base by presenting a survey of the recent literature on elementary school writing teaching. Focusing primarily on the works of Donald Graves, Lucy Calkins, and Nancie Atwell--the prime movers in the field--it details the major principles and components of the writing-process movement. Chapter 3 lays out the concrete particulars and theoretical bases of my research, explaining context, methodology, and presentation. Chapters 4 through 7 present individual case studies of the teachers I studied. Each chapter includes four sections: (1) Teacher Profile, (2) Classroom Observations, (3) Interview, and (4) Interpretation. Chapter 8 analyzes why these teachers teach writing as they do, re-evaluates the revolution in elementary writing, and speculates on the future of writing instruction at this school. In line with the experimental movement in contemporary ethnography, I have written this dissertation in a conversational tone and confessional voice. Through alternative text-building strategies, I attempt to make my epistemology visible and to represent this teaching community completely.

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The focus of this treatise is pedagogical material and solo literature for the E-flat clarinet. Despite the E-flat clarinet's inclusion in many pieces for orchestra and wind band, the instrument is rarely incorporated into an applied clarinet curriculum. Perceptions of the instrument as piercing, shrill, and out of tune only perpetuate the discomfort and apprehension many clarinetists experience when faced with situations in which they must perform or teach E-flat clarinet. Discussion of the instrument's development, along with its treatment in large ensembles, serves to demonstrate how the stereotypes associated with the E-flat clarinet may have evolved. Several excerpts from orchestral and wind band literature are included as examples of the instrument's typical functions in ensemble writing. Since there is limited pedagogical material available for E-flat clarinet besides orchestral excerpts, the second half of this treatise provides suggestions for teaching methods and solo repertoire to be used in private lesson or practice settings. Conceptual exercises adapted from B-flat clarinet etude and method books, as well as recommendations by several performers and educators who specialize in playing the E-flat clarinet are presented. Standard excerpts are also adapted as examples of potential fundamental exercises. The final chapter of this treatise includes descriptions of six pieces for E-flat clarinet and piano, along with performance and teaching considerations. This material is intended to aid clarinetists in their teaching and practice of E-flat clarinet, and to highlight selected repertoire of an instrument that does not often receive attention in lesson or recital settings. / A Treatise submitted to the College of Music in partial fulfillment of the Doctor of Music. / Fall Semester 2015. / October 30, 2015. / clarinet, E-flat clarinet, excerpts, music performance, pedagogy / Includes bibliographical references. / Jonathan Holden, Professor Directing Treatise; Clifton Callender, University Representative; Deborah Bish, Committee Member; Jeffery Keesecker, Committee Member.

The goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to supplementing the undergraduate classical lesson experience. I have provided suggestions for adapting and implementing these methods, with examples of supplemental exercises that may be incorporated by classical teachers included at the end of each section. The aspects of pedagogy that were chosen for this research were aural skills, harmonic awareness and application, and improvisation. More specific topics relevant to each to each of these are discussed within each chapter. All of the above are areas in which jazz musicians typically excel, so I studied their pedagogical methods to see what could be applied to the classical lesson structure for undergraduates. I conducted the research for this project primarily through interviews with pedagogues and performers of each style. Further evidence was gathered through lesson observations and examination of syllabi, articles, dissertations, and books. / A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music. / Summer Semester 2018. / May 1, 2018. / Clarinet, Classical, Jazz, Lessons, Pedagogy / Includes bibliographical references. / Jonathan Holden, Professor Directing Treatise; William Fredrickson, University Representative; Deborah Bish, Committee Member; Jeffrey Keesecker, Committee Member.

The goal of this treatise is to examine elements of jazz pedagogy that can be applied to improve musicianship in the undergraduate classical lesson setting. I have identified areas of classical pedagogy that would benefit most from these elements and have corroborated them with information from respected classical pedagogues. These concepts are addressed by examining both the classical and jazz pedagogical traditions and determining which approaches from the jazz methodology are conducive to supplementing the undergraduate classical lesson experience. I have provided suggestions for adapting and implementing these methods, with examples of supplemental exercises that may be incorporated by classical teachers included at the end of each section. The aspects of pedagogy that were chosen for this research were aural skills, harmonic awareness and application, and improvisation. More specific topics relevant to each to each of these are discussed within each chapter. All of the above are areas in which jazz musicians typically excel, so I studied their pedagogical methods to see what could be applied to the classical lesson structure for undergraduates. I conducted the research for this project primarily through interviews with pedagogues and performers of each style. Further evidence was gathered through lesson observations and examination of syllabi, articles, dissertations, and books. / A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music. / Summer Semester 2018. / May 1, 2018. / Clarinet, Classical, Jazz, Lessons, Pedagogy / Includes bibliographical references. / Jonathan Holden, Professor Directing Treatise; William Fredrickson, University Representative; Deborah Bish, Committee Member; Jeffrey Keesecker, Committee Member.

This dissertation addresses a common, but troubling, educational interaction: when a facilitator (whether teacher, professor, or organizer) announces that a discussion will take place about some subject or question, but proceeds to speak at length and field questions regarding that subject. In this case, a controlled and unequal form of interaction known as recitation has occurred, though the interaction was called a "discussion" at the outset. Since discussion, as a form of interaction, connotes democracy, equality, and freedom, this interaction (where recitation passes for discussion) is distorted. After a survey of discussion's many pedagogical meanings, a Marxist theoretical approach--primarily drawing from Louis Althusser and Valentin Voloshinov--is used to critique the distortion of discussion. From the Voloshinovian perspective, the aforementioned distortion composes and iterates the social formation known as neoliberal capitalism. A psychoanalytic theoretical approach is then used to propose a new concept of discussion that works against this neoliberal distortion, one founded on Jacques Lacan's early concept of dehiscence. The dissertation concludes with suggestions for dehiscent facilitation practices, calling for greater emphasis on the form of interaction (as opposed to content) when working for social and political change.

Geometry is an essential branch in mathematics that helps students learn to grasp their environment and leverage that grasp into abstract understanding and reasoning. There has been an observable decrease in geometrical content in secondary education curricula, and particularly a “puzzling scarcity” in three-dimensional geometry, which has led to a decline in students’ geometrical abilities, spatial thinking and deductive reasoning abilities. This study addresses this issue by scrutinizing the enacted curriculum standards and the most influential textbooks related to three-dimensional geometry in two prominent countries, the US and China, both of which embrace the interplay of both conventional and innovative practices. This qualitative study used both content analysis and cross-cultural comparison methods to inquire about and to understand the current situation of three-dimensional geometry in high school. I focused on probing the communication types, objects, concepts, and spatial thinking abilities related to three-dimensional geometry in the standards and texts. To understand spatial abilities, I synthesized a spatial thinking abilities framework with six attributes and used this framework to exam the affordance of these abilities in the texts and requirements in the standards. The result and analysis reveal the details of each text and standards individually and offer an examination of the alignment between the standards and texts. The comparison of the two countries’ different approaches also sharpens the understanding of the issue. I also worked to unveil students’ multiple ways of making sense of geometry concepts by two geometry learning models, Piaget’s model and van Hiele’s model, as well as spatial thinking abilities.