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This thesis examines the influence the educational theories of John Dewey have had on the development of modern movement education in American schools. / It does this in three parts. Firstly through an examination of the educational writings of John Dewey within the general context of his philosophical writings and as they are directly related to pedagogical principles. Secondly through an examination of the development of movement education with particular reference to the theories of Rudolf Laban. Thirdly by tracing modern American Movement education historically and developmentally. / The third aspect examines the strong theoretical relationship between Laban and Dewey. It also illustrates the link between them as developed by the current theorists and practitioners of movement education.

Previous research on academic dishonesty in colleges and universities has consistently shown unacceptable rates of cheating, yet inconsistent reports of sex differences in cheating. Sex differences in cheating were studied in relation to sex role orientation and attitudes towards cheating, and in light of a distinction between two types of cheating; cheating to benefit oneself and cheating to benefit another. 256 undergraduate students completed anonymous surveys to tap their sex role orientation, attitudes towards cheating, and reported frequency of cheating. Although females reported having more disapproving attitudes towards cheating than males, they reported engaging in cheating just as much as males. Sex role orientation was not directly related to cheating, but female-associated characteristics were related to attitudes towards cheating, which, in turn, were strongly related to cheating behavior. It was also found that participants reported engaging in more cheating to benefit another person than cheating to benefit themselves. / Department of Psychological Science

Using Kinder zhurnal, an American Yiddish children's literary magazine, as the focus for this thesis, the intimate relationships between the Yiddish cultural movement which began in East Europe and the Yiddish secular school movement in America are explored. As a product of and for the Sholom Aleichem Folk Institute, a now defunct educational organization, Kinder zhurnal demonstrated the key philosophical tenets of the Yiddishist education movement as it evolved. / In an analysis of the Yiddishist philosophy of education parallels are drawn between modern Yiddish secular education and that of John Dewey in their humanistic emphasis and underlying pragmatism. Utilizing the parameters of the Yiddishist/Deweyian theory, an assessment to determine the practical viability of the Yiddishist concepts is made. Kinder zhurnal, as representative of Yiddishist philosophy and educational methodology, provides the microcosmic source for much of this discussion. Its close affiliation with the unique educational philosophy of the Sholom Aleichem Folk Institute provides the opportunity to examine the educational implications of teaching Yiddish as part of Jewish education.

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The problem of this study was to identify the perceived characteristics and administrative skills of women administrators in vocational education in the United States. The purpose of this study was to determine the perceived characteristics and administrative skills of women employed as vocational administrators in the United States. Additional sub-purposes were 1. To develop a profile of women administrators in vocational education; 2. To assist institutions of higher learning in preparing prospective women administrators in vocational education; 3. To assist local education agencies in the selection of women administrators in vocational education; 4. To provide information for women who aspire to become vocational administrators.

The purpose of this study is to compare the perceptions of two groups of student personnel administrators (chief student affairs officers or deans of students and directors of student activities) with respect to current and expected student activity fee policies and procedures in four-year public institutions of higher education in the United States. The comparison is based on the demographic variables of position held, number of years experience in student personnel administration, and geographical location of the institutions by region.