Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Dwayne Huebner. Dissertation Committee: Jonas Soltis. Includes bibliographical references.

Thesis (EdD)--Open University.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Maxine Greene. Dissertation Committee: Dwayne Huebner. Bibliography: leaves 265-269.

The practice of displaying young children’s visual artwork in early childhood classrooms poses a number of questions about the child and his or her work. Following Giorgi’s approach to phenomenological research, this thesis focused on children’s lived experiences of art display. 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) disclosed their experiences of seeing their artwork on display. Dr Boone’s study revealed that, despite clear evidence of children’s strong views, decisions about the display of artwork continue to rest with adults.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2018-02-23T18:38:06Z No. of bitstreams: 1 WESLEY DOURADO.pdf: 5073788 bytes, checksum: 2bebe78f72b9c5fdcbb552cf66b661d6 (MD5) / Made available in DSpace on 2018-02-23T18:38:06Z (GMT). No. of bitstreams: 1 WESLEY DOURADO.pdf: 5073788 bytes, checksum: 2bebe78f72b9c5fdcbb552cf66b661d6 (MD5) Previous issue date: 2017-09-27 / This is a philosophical-poetic reflection about the education that intends to identify the relationships between body, quotidian and education. This research was made under the inspiration of “own body” and “lived world” ideas, as conceived by Maurice Merleau-Ponty; the meaning of philosophizing, especially its inevitable relation to the admiration which is present in Josef Pieper thoughts and the way that the body and the quotidian appear in the Adélia Prado work. Guided by my educational and teaching experience, I ask what is the meaning of an education that have as a principle the admiration; by the implications of an education that acknowledges that it must be for the bodies and that it should be always rooted in a situated human experience; by the unfolding of an education that shall rather be a contemplation of quotidian. These questions retake the provocations of the educator Paulo Freire, insisting with them on an education that, in order to constitute itself as an experience, as a possibility of "being more", of "going further" needs to be felt, full of meaning, situated, available for the world’s admiration and by the totality for the life lived here / Trata-se de uma reflexão filosófico-poética sobre a educação que procura identificar as relações entre corpo, cotidiano e educação. A pesquisa foi realizada sob a inspiração da noção de corpo próprio e mundo vivido, tal como as concebe Maurice Merleau-Ponty; o sentido do filosofar, especialmente, a sua inevitável relação com a admiração presente no pensamento de Josef Pieper e, o modo como o corpo e o cotidiano aparecem na obra de Adélia Prado. Enredados com a minha experiência educativa e docente pergunto pelo sentido de uma educação que tenha como princípio a admiração; pelas implicações de uma educação que reconheça que ela deve ser para os corpos e que sempre está enraizada numa experiência humana situada; pelos desdobramentos de uma educação que seja antes contemplação do cotidiano. Tais perguntas retomam as provocações do educador Paulo Freire insistindo, com elas, numa educação que, para se constituir como experiência, como possibilidade de “ser mais”, de “ir mais longe” precisa ser sentida, cheia de sentido, situada, disponível para a admiração do mundo e a totalidade da vida que se vive aqui.

This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.