George Whitefield Chadwick (1854-1931) was an American composer of the Second New England School who, along with his contemporaries, gave shape to an "American" musical style. Although his symphonic music and stage works are beginning to be recorded and valued for the integrity of their construction and pioneering spirit they occupy in the history of American music, this is not true of his body of chamber music. While the number of chamber pieces is not large, their quality is high. They are certainly among the best which the New Englanders produced, yet they have been largely ignored. Chadwick's chamber works include five string quartets, one piano quintet, and two short pieces scored for 'cello (or violin) and piano. It is the purpose of this dissertation to discuss this music against the backdrop of the other composers writing chamber music in the Boston-New England area at the turn of the century, to analyze its form and structure from a theoretical perspective, to discuss the prominent techniques used by Chadwick in the composition of his music, to analyze what musical influences shaped the style of Chadwick, and to look at his role as a music educator in America. This dissertation will also analyze the place which Chadwick occupies in the movement toward a truly American style, free from the subservience to European music, which occurred later in the twentieth century.

In this qualitative research study, I examined the autobiographies, oral narratives and life stories of twelve African American scholar-activists (including myself) who have used higher education as a vehicle for teaching and learning, as a tool for personal transformation and as an ingredient for social change. The research questions that the study was designed to address were: How have African Americans used scholarship as a means for personal and social transformation? What is the role and responsibility of scholar-activists who choose to root their genius in the academy? What lessons can be learned about how to use higher education for the purposes of transformation? Through a contextual analysis involving the personal lives of selected scholar-activists, I learned about the power that higher education has to shape identity and influence actions. This study also highlights how African American culture and spirit are components of research, teaching and activism; celebrates some of the contributions that African Americans have made to higher education; identifies five dimensions of teaching and transformation; and posits seven ways that higher education can contribute to the process of transformation.

The purpose of this study was to critically examine three different approaches to educational provision in Zimbabwe during the pre-colonial, colonial and post-colonial periods. It was the intention of the researcher to then select certain features of the pre-colonial, which is also known as the traditional approach, and adopt them into the present practices in order to improve the later. To this end, two methods were employed, literary works and interviews. The major form of obtaining information here was through literary works. Various documents on the history of education in Zimbabwe during the colonial and post-colonial periods were examined and those relevant to this study were selected. Those of the current practices were also used. It was determined that both in the colonial and postcolonial eras, governments were using education as a tool to realize their political objectives. The concerns over political security led colonial governments to provide and withhold education provision as they saw fit. This was their way of checking and controlling the rate of African advancement. Current efforts in the provision of education by the government are a way of cementing the ruling party's administration of society around its own political ideology. This study has found that in both the colonial and the post-colonial periods, the African children were subjected to very strange experiences in the form of the school curriculum. The type of thinking and activities children did at school was not supported with the experiences that they had at home. The worlds of traditional Shona and thought (home) and that of the West (school) in many cases were found to be diametrically opposite. This study argues that these opposite worlds can be bridged if certain aspects of traditional thought and practice was allowed into schools. This would be done by providing a curriculum at school, which incorporated some of those experiences that are highly valued at home. That would make the students' experiences at home continuous with and complementary to those at school.

This dissertation explores the high water mark of southern resistance to the U.S. Supreme Court's 1954 decision in Brown v. Board of Education: the five-year abolition of public education in Prince Edward County, Virginia. Through interrogating the "culture of civility" that guided this bureaucratic, legalistic strategy of defiance, it argues that both massive resistance and the unique trajectory of events in Prince Edward County are not the anomalies in Virginia history that state boosters suggest, but rather logically consistent outgrowths of a coherent political tradition known as "the Virginia Way." When blacks chose to step outside of the traditional channels of "managed race relations," white Virginians struck back in a manner consistent with their determination to maintain white supremacy without condoning a rise in vigilantism that might have threatened elites' control over the mechanisms of political power. It highlights the important role played by the American Friends Service Committee (AFSC) in bolstering community institutions, lobbying for federal intervention in the crisis, serving the educational and social needs of the out-of-school children, and building the capacity of local community members to take on leadership roles in the struggle. It characterizes the Friends' work as providing the institutional framework for indigenous protest. By following the trajectory of AFSC involvement in the county, it weaves together the diverse narratives of massive resistance, community organizing and school desegregation into one multi-faceted struggle to control the terms of the future. Ultimately, however, the study explores the long-range consequences of abandoning, starving, or compromising public education. In tracing the Prince Edward story up to the present, it reveals the flimsiness of the safeguards guaranteed to keep private education accessible, the difficulty of reconstructing a gutted public system, and the multi-generational psychological, social, and economic impact of educational deprivation. It demonstrates the centrality of equal educational opportunities to every phase of the local freedom struggle, challenging the assumption that the school desegregation phase of the civil rights movement passed into history after 1960 without sparking sustained community campaigns for change or significantly contributing to the development of local cultures of protest.

Major decisions for public universities are often shaped by the political dynamics which function continuously inside the institution and within the larger external community. A persistent problem in the study of higher education is the need to better understand this complex external environment and to build adequate consideration of it into the planning and decision making process. This study examined a particular instance of planning and decision making for an urban public university; the site selection process for the Boston campus of The University of Massachusetts. It identified the major components and dynamics of this prolonged search and developed recommendations which can be generalized to similar institutions. Study methods included review of University archives and contemporary news media, interviews, and review of public records. The researcher first sought to describe the broader context in which Massachusetts public higher education developed during the decades prior to the sudden decision to create a Boston campus for the University of Massachusetts in 1964. Then a chronology was constructed describing major events and decisions reached during the site selection process. A particular effort was made to determine the nature and methodology of the University's planning process. The study then examined the internal organizational structure and political environment within the university and the broader political and economic environment in the external community in order to assess their impact on the final outcome. A key finding was that the immediate local political and economic context surrounding an urban public university will have a profound impact upon policy decision making for the university. Since the near neighbors of such an institution will tend to view its presence in terms of its immediate impact on their daily lives and not in terms of its broader long term benefit to society, this local context must be known and understood by the university's decision makers. Lack of adequate state-wide coordination of the development of public higher education in Massachusetts during the 1960's and the lack of an adequate public relations effort on the part of the University were major contributing factors which hampered the site selection process.

This study is a narrative history with a biographical focus that traces the evolution of the Shady Hill School from a neighborhood cooperative school to a thriving independent school with a national reputation for innovative curriculum, excellent classroom teaching, and a distinctive teacher training program. Three theses guide the narrative: (1) Katharine Taylor's leadership, her personal characteristics and her vision of school as a unified community of teachers and learners were primary forces in the transformation of the Shady Hill School. (2) Katharine Taylor's commitment to faculty development and her corresponding interest in teacher education programs were crucial factors in the evolution of the Shady Hill School; moreover, these commitments and interests were important factors in the development of Taylor's personal identity. (3) Katharine Taylor's personal values, motivations and professional concerns indicate the influence of her formative life experiences within the progressive social and educational reform networks in Chicago during the early years of the twentieth century. The study contributes to research in the field of American educational history with respect to the following issues: first, the study adds to the documentation of the diversity of educational experiments in the progressive era of American education; second, it illustrates how examining the social, political and philosophical influences upon individuals associated with the development of schools adds to our understanding of reactions to conventional pedagogy in the progressive era; third, the study calls attention to the relevance of Taylor's ideas, leadership style and innovate programs for educational policy and practice today. These issues are introduced in the first chapter of the study and they are developed in chapters two through four; then the major points of the study are reviewed in the last chapter for the purpose of recommending directions for further research based on the conclusions of this study.

The study was undertaken to analyze the historical relationship between the Commonwealth of Massachusetts and its state colleges. In 1838, the Commonwealth of Massachusetts established the first normal school in the nation, with a specific mission to train individuals to become teachers in the common schools of the state. Over the past 150 years, much has happened to shape the present design of the Massachusetts State Colleges as they are known today. These institutions have evolved from single purpose institutions into liberal arts oriented state colleges. During the development of the state colleges, the Commonwealth has consistently neglected to support the colleges. As a result, the state colleges have, in many ways, become the weakest segment of the Massachusetts system of public higher education. This study attempts to show that where a history of ambivalence and neglect meets a period of uncertainty, in a time of declining resources, the dependent organizations are in serious trouble. Given the lack of support shown towards the state colleges as a result of political issues, changes in demographics, and the predominant role of private higher education in the state, the state colleges' mission, funding, and future are clouded in uncertainty. Research on this subject specifically centered on state archives, reports, and texts on the Massachusetts State Colleges and the history of higher education in the Commonwealth. Personal interviews with prominent Massachusetts political and educational leaders were also used to gain present perceptions of the Massachusetts higher education system and the role of the state colleges within that system. Conclusions were drawn from the data collected and recommendations were made on possible ways to enhance the role of the state colleges within the Massachusetts system of public higher education.

The purpose of this study was to obtain a realistic portrait of National History Day (NHD)--a secondary school, history related program in which students research and develop presentations on a topic related to an annual theme. My goal was to determine: whether the positive claims for NHD were realistic; why and how the program grew from a local program with 129 students in 1974 to over 500,000 students in 48 states in 1991; and what implications there were for educational processes. For this ethnohistorical case study, which combined ethnographic and historiographic methods, I collected historical data through documentary material and interviews; perspectives of teachers and students through interviews and observations; and supplementary and validating data through interviews with state coordinators and former students. The study participants were the "founding fathers" and Executive and Associate Directors of NHD, 13 students and 4 teachers from 3 schools in different states, and 3 state coordinators and 6 former NHD students from corresponding states and schools. The data support the claims of superior cognitive, affective, and skill development through student participation in NHD. The data also show that the teachers and students in this study participated mainly because NHD provided opportunities for self-determination, self-comparison, close student-teacher relationships, community contribution, receiving recognition, and having fun. Furthermore, results indicate that these motivational dynamics account, at least in part, for the program's phenomenal growth. Additionally, findings suggest that for these participants competition was the driving force behind the level of involvement and calibre of work. While all study participants claimed major benefits and few drawbacks to the competition format, most considered the judging process to be inconsistent and a weakness in the program. Implications for educational practice revolve around how to incorporate the motivational components of the NHD process into the curriculum. The implications for the teaching and learning of history relate to methodology. The participants indicated that through the NHD process students gained a deeper comprehension of historical content and concepts and a greater ability to think critically and to develop their own knowledge than was possible in a traditional, teacher-dominated classroom.

This project explores the emergence and development of researched-writing in first-year composition as it is represented in English Journal, College English, and Indiana University Archives circa 1912-1962. By analyzing this corpus according to instructors' purposes for, problems with, and approaches to researched-writing, this thesis offers a more nuanced perspective on early researched-writing instruction that challenges the dominant current-traditional narrative and considers how this history might be used to inform and shape other historical investigations into classroom genres, as well as current research on and approaches to researched-writing instruction in first-year composition. / A Thesis submitted to the Department of English in partial fulfillment of the requirements for the degree of Master of Arts. / Summer Semester 2015. / July 1, 2015. / Composition, Current-traditionalism, English Journal, Genre, Indiana University, Research Paper / Includes bibliographical references. / Tarez Samra Graban, Professor Directing Thesis; Kristie Fleckenstein, Committee Member; Michael Neal, Committee Member.

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