Develops a choreography course curriculum to be implemented and evaluated for inclusion in the Chaffey College (a community college in San Bernardino County, California) dance program. Identifies and evaluates four core developmental areas of a well-designed choreography class: (1) communicative skill development through dance composition; (2) group problem-solving creative work; (3) integration of other arts with dance; and, (4) critical evaluation skills.

In a small but growing number of adult literacy programs across the United States, adult beginning readers have begun to write about their lives and publish their work as individual books, newsletters and anthologies. The use of the writing process in adult literacy classrooms is part of a more general trend toward greater learner participation and has been initiated primarily at the grassroots level. Although this practice is spreading, to date no comprehensive studies of its history, nature or potential value to learners yet exist. This exploratory study begins by gathering together information about the history of writing and publishing by adult beginning readers in the U.S. and, to a lesser extent, England and Canada, based on expert interviews, a mail survey and collections of local publications. The second, central phase of the research involves a qualitative study of the experiences of authors in three literacy programs in New England. Eighteen authors were asked to describe their life histories with respect to literacy and how they had changed as a result of becoming an author. Specific indicators included: authors' purposes for writing, their audiences, their beliefs and self-concept in relationship to literacy, learning and knowledge, their beliefs about writing and how it is learned, changes in everyday literacy practices, and plans for the future. Factors which influenced these changes, including aspects of the writing context and people in the authors' lives who helped or got in the way of their literacy acquisition were also considered. Six authors' stories are presented as life history narratives. Findings indicate that authors used writing as a means to re-examine their life histories, reflect on the stigma of illiteracy, overcome internalized beliefs they are unable to learn and advise others. The writing process facilitated authors' growing ability to speak out and recognize the authority of their own knowledge. This was further validated by opportunities authorship provided for taking the role of teacher and expert. Finally, the wider implications and constraints to the entry of adult beginning readers into the public sphere are examined, along with the potential role of learners in the creation of knowledge about literacy.

Thesis (Ph. D. (Education)) -- University of Limpopo, 2016 / The purpose of this research was to investigate teachers’ professional proficiency in terms of geography as a subject and English as the language of learning and teaching, the level of difficulty of the textbooks in terms of their difficulty of terminologies and structure, and the impact of code-switching from LoLT into local African languages on learners’ growth in geographical terminologies and communicativeness in English thinking in geography. These issues were considered by the researcher as barriers to learning and teaching of geography in grade 12 in the Limpopo Province. For the investigation of the barriers, the researcher chose research design comprising qualitative, quantitative, explorative and descriptive approaches pertinent to the study. The central figure in the investigation was the learner; the study was underpinned by the constructivist approach. The researcher considered triangulation of methods when gathering data due to the comprehensiveness of the sought data. The method employed was to gather literature on similar studies conducted by scholars elsewhere to shed light to the researcher of the problem under investigation. Structured questionnaires, semi-structured interviews, participant observations were used to collect data on focal learning and teaching activities. The researcher was keen in determining how teachers employed their preferred methods of teaching geography and the attitudes and perceptions of the learners to the activities that were part of the lessons. The researcher involved (n=16) subject teachers, and administered a 20-item questionnaire to learners. (n=407) responded to a 15-item questionnaire. Curriculum teachers (n=10) were interviewed separately from the pool of the said (n=16), subject advisers (n=2) were interviewed to provide first-hand experience. The findings affirmed that there was poor professional proficiency; textbooks were a recognized learning barrier to second language English learners in terms of the difficulty of the language which was linked to geographical concepts coined in English, teachers’ lack of linguistic competence in LoLT to supplement the difficult textbooks. The result was that this led to resorting to code-switching that deprived learners of practice in the language to attain effective learning and good performance in examinations.

The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student use of the Internet.

At the heart of the archive lie the questions of what will be repeated and what comes first, questions that ripple through curriculum studies and qualitative research. Whether social media platforms like Facebook or the monuments of white supremacists, archives increasingly mediate relationships with the past and generate monumental controversies. Hung up on archival exclusions and surplus values—the anarchive—this study considered three different archives: a monument dedicated to Harriet Tubman, a prominent social media platform, and two reading groups dedicated to process philosophy and affect studies. Studying the anarchive involved a mixture of ethnographic methods and speculative practices, like fictocriticism, reading groups, and assemblage art. The way these archives came together affected what they did. Rather than static receptacles, they affected and were affected by novel assemblages. Thus, anarchiving—attunement and experimentation with the archive’s virtuality—entailed taking on responsibility for what those archives might yet become.

This thesis describes an exploratory research project initiated to facilitate curriculum planning for and evaluation of a social work training program in the field of community mental health. The literature concerning community mental health, the historical relationship of social work to this field, and current issues in social work manpower and education was reviewed as part of the thesis project. On the basis of the review, a study was undertaken to determine appropriate priorities for training Master ' s level social worker’s specializing in this field of practice. The researcher's decided that these priorities would be determined in terms of the future professional practice and educational needs of social workers in this field, as reflected in the five variable s of the roles, functions, and tasks they may be performing in ten years and the skills and knowledge they ma y be utilizing in this practice.

Professional schools have realized for some time that there is an uncomfortable gap between the requirements of their academic curriculum and the realities of a professional job. The skills required, performance level and final product, are noticeably different in the academic world than in the work world. This void between what is required in school and what is required on the job, has become of increasing concern as larger numbers of academically qualified students compete for a decreasingly smaller number of jobs. Additionally, institutes of higher education, caught in current day fiscal realities, are under pressure from both students and the community to produce programs that are relevant to the external world and practitioners who are trained to function in that world. With these realities in mind, the School of Social Work at Portland State University applied for and received a grant from the Social Rehabilitation Services of the Department of Health, Education and Welfare to begin to examine those skills which are required by middle management personnel in the human service field. The purpose of the project was to develop a curriculum for social work students whose career goals were in the areas of administration, management and planning and which would also include performance measures on which to test for competency. The project was thus entitled, “Performance in Management.”

It was the quest for answers to such questions which prompted this study. It is an effort to discover what young people in an out of school think about their training for family living. It is an effort to compare their opinions with those of adults and to evaluate them in terms of feasibility, goals, and sound learning experiences. It was expected that the material provided by this study would give direction to the development of a program of family life education in a community.

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