Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals who teach leadership training and development. Many of these professionals prepared for this aspect of their roles while on the job via campus-based professional education and development and at conferences hosted by professional organizations. Historically, these professional associations have played a key role in establishing leadership education as a priority in student affairs, informing professionals' knowledge and understanding of leadership concepts and theories, and advancing the emerging profession of leadership education. The purpose of this study is to document the role student affairs professional organizations played in the latter half of the 20th century to advance collegiate student leadership education programs. The historical narrative relies on sources from the National Student Affairs Archives located in Bowling Green, Ohio and interviews with key individuals active during the timeframe investigated. Understanding the formalization of student affairs practitioner as leadership educators offers the opportunity to recognize individuals and organizations significant in the process, to identify gaps in the scholarship, inform academic preparation programs, shape the efforts of professional organizations, and mold the programmatic efforts facilitated daily on college campuses. This historical investigation attempts to demonstrate how student affairs professional organizations and key individuals across the profession shaped student leadership training, education, and development in higher education in the late twentieth century. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / March 29, 2018. / ACPA- College Student Educators International, Higher Education, History of Leadership Education, Leadership Education, Student Affairs, William A. Overholt / Includes bibliographical references. / Robert A. Schwartz, Professor Directing Dissertation; Maxine Jones, University Representative; Kathy Guthrie, Committee Member; Tamara Bertrand Jones, Committee Member.

Orientador: Maria Rosa Rodrigues Martins de Camargo / Banca: Wagner Montagnini / Banca: Marilena Aparecida Jorge Guedes de Camargo / Resumo: A presente pesquisa pauta-se pela reflexão da importância da História, enquanto campo de conhecimento e disciplina, para os alunos que estão em fase inicial de alfabetização, em classes de Educação de Jovens e Adultos (EJA). Alguns instrumentos dessa reflexão são buscados em suas práticas de leitura e escrita. A proposta deste estudo partiu de questionamentos que se fizeram presente desde os primeiros anos de minha vida escolar, momento em que, ao me deparar com uma disciplina chamada História, me perguntava em que lugar e onde estariam as muitas Histórias que ouvira na minha infância e que eram contadas pelas minhas avós. Levando em conta esses questionamentos, que foram se ampliando e ganhando força no decorrer do tempo, procurei desenvolver uma reflexão apoiada numa revisão bibliográfica que abarcasse os diferentes significados que a História foi assumindo na minha trajetória de formação, e que marcam, ainda hoje, minha atuação como professora, de História, na rede pública de ensino. Tal atuação tem me levado a perceber que a dificuldade de muitos alunos no processo ensino-aprendizagem da História estava, de certa forma, relacionada à ausência ou carência de atividades mais expressivas de leitura e escrita. Seguir alguns caminhos que a abordagem da História Cultural aponta, atentar para algumas noções que a embasam, como por exemplo, as noções de práticas cotidianas disseminadas, tem me possibilitado ampliar o horizonte de visão, num contínuo puxar de fios; tais fios, aos poucos vão constituindo a tessitura da História, como parte indissolúvel do objeto de conhecimento e como aporte metodológico, levando ao deslocamento de olhares e a outras "perspectivas", dentro da própria História, campo de saberes ou disciplina. A partir de um estudo das trajetórias de vida e escolares de alunos, de uma... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research guideline for the reflection of the importance of History, while field of knowledge and disciplines, to students in initial phase the teaching of recinding, in classrooms of Education of Young and Adults (EJA).Some instruments of this reflection are research in its reading and writing practical. The proposal of this study it left of questionings that if had made gift since the first years of my pertaining to school life, moment where, to coming across me with one it disciplines called History, and I asked myself where place and where would de many Histories that hear in the my infancy and that they were counted for my grandmothers .Taking in account these questionings, that were extending and winning power in elapsing of the time, I tried to develop the reflection supported in a bibliographical review that accumulated of stocks the different meanings that the History was doing parte in my trajectory of formation, and that they mark, still today, my performance as teacher, of History, at public net of education. Such performance has taken to perceive me that the difficult of many students in the learning process-education of History was, of certain form, related to the at falts or careny of activities more expressive of reading and writing. To follow some ways that the boarding of the Cultural History points, to a to attempt against for some the practical slight knowledge bases that it, as for example, spread slight knowledge of daily, has made possible me to extend the vision horizon, in a continuous to pull of wires; such wires, to little go constituting the tessitura of History, as indissolvable part of the knowledge object and as it arrives in port methodological, leading to the displacement of looks and other "perspectives", inside of proper History, field to know or it disciplines. From a study of the trajectories of life and pertaining... (Complete abstract click electronic access below) / Mestre

Seven idealistic young artists, determined to depart from current academic practices and reform contemporary art, formed the Pre-Raphaelite Brotherhood. Adopting the tenet, "Truth to Nature," they used models whose appearance resembled their subject, employed luminous, bright color throughout their work, and rendered every detail with almost photographic accuracy. Their models included friends, relatives, and likely-looking strangers. They repeatedly sought out working class women as models and then formed intimate relationships. The women benefited from association with the artists and functioned with relative independence from current Victorian mores at the same time as functioning within society in an elevated status. In addition, these women adopted individual forms of dress and a characteristic appearance. / As the Brotherhood dissolved, an ever-growing group of adherents embraced Pre-Raphaelite techniques. Also, forms of dress depicted earlier by the Brotherhood and worn by their models developed enough common features to become known as Pre-Raphaelite dress. Dante Gabriel Rossetti emerged as impetus and leader of the second wave of Pre-Raphaelitism. He idealized and perpetuated depictions of beautiful women in Pre-Raphaelite dress. The Rossettian ideal became an iconographic image which changed the prevailing standard of beauty and endured throughout the rest of the era. / Succeeding art movements incorporated Pre-Raphaelite/Rossettian influences and fostered the emergence of aesthetic (artistic) dress and lifestyle which comprised various stylistic features based on common principles. As practices of successive movements impacted on the representation of women in art, artistic dress evolved from an expression of allegiance to a group and its ideals to one of self-expression. As the sphere of activity widened for Victorian women, the forms of fashionable and artistic dress changed. Regardless of affiliation, however, women were still constrained within the context of gender/sex role relationships and Victorian "respectability." Pre-Raphaelite influence on dress evolved in stages--as dress depicted by artists and worn by their models, wives, and lovers; dress expressing of allegiance to particular aesthetic tenets; and dress expressing individuality which emerged in fashionable dress as identification with the current femme fatale/mature sophisticated woman that became the new standard of beauty. / Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0433. / Major Professor: Carol E. Avery. / Thesis (Ph.D.)--The Florida State University, 1990.

This legal-historical study proposed to determine the current legal status of American postsecondary education in terms of academic autonomy and freedom by examining the development of the common-law doctrine of academic abstention. The traditional model for studying the judicial process was the conceptual framework. Combining traditionalist elements of philosophy, law, and history with a normative perspective that jurists attempt to balance issues of order and justice, the study focused on specific court cases, judicial opinions, statutory law, and secondary sources since 1800 to distinguish the doctrine of academic abstention. / An analysis of over 700 state and federal decisions revealed that the term "academic abstention" did not appear in any reported decision but originated in the secondary literature. Judges employed a variety of synonymous phrases to denote a historical judicial deference to the special knowledge and expertise of academic officials. This traditional judicial deference was partially shaped by the law of specific equitable remedies, particularly the writ of mandamus, and was derived from a customary judicial respect for the discretionary authority of public officials. / Jurists applied other legal theories to justify abstention, including in loco parentis, discretionary authority, state-federal comity, the law of private associations, and contract law. These theories have little to do with academic abstention in its purest context, and the doctrine of special expertise emerged as the pre-eminent rationale for abstention. / The exercise of judicial abstention is a situational phenomenon. Applying interpretations appropriate to the factual aspects of each controversy and focusing on procedural, nonacademic issues, the courts have balanced the elements of order and justice without substituting their judgment for that of academicians. So long as academicians conduct their affairs without bad faith, arbitrary or capricious intent, impermissible discrimination, or abuse of authority, the judiciary will continue to defer to their discretionary judgment and special expertise. Thus, the doctrine of academic abstention is best defined in terms of the American judiciary's deference toward the substantive aspects of academe. / Source: Dissertation Abstracts International, Volume: 50-12, Section: A, page: 3863. / Major Professor: Joseph Carl Beckham. / Thesis (Ph.D.)--The Florida State University, 1989.

The purpose of this study was to present an evolutionary history of the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) for the years from 1970 to 1985. This study, together with a 1970 dissertation chronicling the history of the Council from its conception through 1969 provides a comprehensive history of accreditation for journalism education. / Between 1970 and 1985 ACEJMC underwent major changes in personnel, policy and procedure, with most of the changes occurring in 1983 and 1984. Therefore, the primary focus of this study was the years 1983 and 1984. This study identified the changes that occurred, the catalysts for the changes, the key figures who effected the changes and how the changes affected ACEJMC. / Changes included modifications in the agency's name, voting policy, appeals procedure, accrediting standards, organizational structure and financial management, / Catalysts were external pressure from the U.S. Department of Education, changing trends in journalism education and in the marketplace, a demand for more openness in Council matters and the get-things-done leadership style of ACEJMC President Joseph Shoquist. / Among the many key figures who affected the changes were Council presidents Don Carter and Joseph Shoquist, as well as Executive Director Roger Gafke. Transcripts of oral interviews with each of these men are included as appendices to this study. / The changes that occurred in ACEJMC's personnel, policy and procedures from 1970-1985 put the Council in a position to administer journalism accreditation throughout the end of the twentieth century. / Source: Dissertation Abstracts International, Volume: 49-12, Section: A, page: 3538. / Major Professor: Joseph Beckham. / Thesis (Ph.D.)--The Florida State University, 1988.

陳志超. / Thesis (M.A.)--香港中文大學敎育學院. / Reprint of manuscript. / Includes bibliographical references (leaves 202-217). / Chen Zhichao. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 一 --- 研究問題及目的 --- p.1 / Chapter 二 --- 有關文獻的評論 --- p.22 / Chapter 三 --- 研究方法及資料 --- p.41 / Chapter 四 --- 晚清教育改革所導致的教育轉變 --- p.52 / Chapter 五 --- 前述研究的一個個案：劉坤一教育改革的研究 --- p.157 / Chapter 六 --- 結論 --- p.196 / Chapter 七 --- 參考書目 --- p.202

葉國洪. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 170-[188]). / Ye Guohong. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 --- p.1 / Chapter 〈一〉 --- 研究目的及問題 --- p.1 / Chapter 〈二〉 --- 研究方法　 --- p.3 / Chapter 第二章 --- 資料舉隅 --- p.14 / Chapter 第三章 --- 學部成立之背景 --- p.23 / Chapter 〈一〉 --- 新教育萌芽的背景 --- p.23 / Chapter 〈二〉 --- 新教育的醞釀 --- p.24 / Chapter 〈三〉 --- 新學制的形成 --- p.26 / Chapter 〈四〉 --- 新學制的內容及評論 --- p.33 / Chapter 〈五〉 --- 科舉制度的廢止 --- p.44 / Chapter 第四章 --- 學部之成立 / Chapter 〈一〉 --- 學部成立前新教育的中央教育行政機構 --- p.68 / Chapter 〈二〉 --- 學部成立的經過 --- p.72 / Chapter 〈三〉 --- 學部的組織 --- p.83 / Chapter 〈四〉 --- 學部的職權與財政 --- p.90 / Chapter 〈五〉 --- 學部人事 --- p.100 / Chapter 〈六〉 --- 學部與地方新教育行政機關 --- p.105 / Chapter 第五章 --- 學部成立後對新式教育的貢獻 --- p.126 / Chapter 〈一〉 --- 頒布教育宗旨 --- p.126 / Chapter 〈二〉 --- 女子教育之推廣 --- p.133 / Chapter 〈三〉 --- 小學教育之革新 --- p.134 / Chapter 〈四〉 --- 中學教育之改革 --- p.135 / Chapter 〈五〉 --- 高等教育之改革 --- p.136 / Chapter 〈六〉 --- 普及教育之推廣 --- p.137 / Chapter 〈七〉 --- 師範教育之推廣 --- p.137 / Chapter 〈八〉 --- 留學教育之管理 --- p.137 / Chapter 〈九〉 --- 簡易識字學塾之設立 --- p.139 / Chapter 〈十〉 --- 中央教育會之設立　 --- p.142 / Chapter 第六章 --- 結論 --- p.159 / 參考書目 --- p.170

The United States Naval Academy, located in Annapolis, Maryland, has trained officers for the U.S. Navy since 1845 and for the U.S. Marine Corps since 1887. This dissertation examines cultural and social changes at the Academy since 1949, and connects transformations at Annapolis to social trends in the larger American society. Through the use of a variety of source material, including archival research, oral history, and participatory observation at the Naval Academy, this manuscript presents thematic case studies related to gender, pranks, race, recruiting, religion, and midshipmen activism.

This study provides an analysis of the historical events that shaped the public school education of Mexican American children in Arizona in the first half of the twentieth century. This study also examines how segregation was established in two cities in northern Arizona and how schooling affected the feelings and emotions of former students. From about 1900 to 1950 Mexican American children were required to attend segregated schools or were segregated in different classrooms even though there were no laws that mandated segregation. Segregation was established under the guise of providing special accommodations for Spanish-speakers. However, it was clear that the education policies of Arizona in the 1930s and 1940s were to prepare Mexican children for "Mexican" occupations. These educational programs had their roots in Americanization policies implemented earlier in the twentieth century. At the root of the Americanization policies in the Southwest was the notion that the Mexican immigrant was culturally inferior and could not be assimilated into the American mainstream until the Mexican culture and language were eradicated. Included in these policies were Mexican Americans, although they were United States citizens. Mexican children in school were publicly humiliated, physically and verbally abused for speaking Spanish on school grounds. The high school dropout rates for Mexican Americans in those years were very high. Mexican students were not encouraged to go to college by educators because they felt that the students did not have the mental skills to achieve academic success and because they did not need a higher education for the "Mexican" jobs they would be working. Most people are unaware of the extent of public school segregation of Mexican Americans in the state of Arizona. The public is generally aware of the segregation of African Americans in public schools and to some degree of the segregation of Native Americans in boarding schools. Segregation of Mexican Americans in the public schools is an important chapter in Arizona history that must be told to illustrate the struggle in the daily lives of past generations of Mexican Americans to overcome the numerous racial and discriminatory practices they experienced.

<p> The purpose of this historical narrative study was to discover how the World's Fair of 1876 advanced the kindergarten movement in the United States. Historical documents, photographs, and drawings were used as data sources. The following questions guided this study: "What were the purposes of the kindergarten exhibits at the World's Fair?" "Who were the individuals that demonstrated the kindergarten at the first Centennial World's Fair and how did they influence the kindergarten exhibits at the next fair in 1893?" and "How did commercialism associated with the fair affect the kindergarten movement?" </p><p> The kindergarten exhibits at the Centennial World's Fair had a profound effect on the way in which Americans viewed the kindergarten. At once viewed as a foreign import, the kindergarten became Americanized and more accepted by the majority of visitors. The fair exhibits also united the kindergarten pioneers in an effort to present an organized exhibit at the World's Fair of 1893. Even though the proliferation of commercialized kindergarten materials exhibited at the Centennial World's Fair often distorted the Froebelian kindergarten pedagogy, these materials increased the public's awareness of the kindergarten movement and all of its benefits.</p><p> Keywords: kindergarten, Froebel, Centennial World's Fair, feminism</p>