The watershed of music education in the United States originated with tributaries from Puritan families, churches and communities of the 1630s. For more than three hundred years, Dickinson family members have been influenced by music educators. In turn, the Dickinsons, as ministers, educators and music educators, influenced innumerable students and communities. The purpose of this narrative case study was to describe the influence of music educators on students' lifelong learning and musicianship. Utilizing a nested case study approach focusing on two individual cases within a larger family case, this inquiry examined the ways music educators addressed critical issues in music education in Dickinson communities prior to 1860. Further, this study investigated the ways music educators influenced the lives and relationships of Martha Dickinson Bond and Clarence Dickinson and the ways the Dickinsons were influential in their students' lives. Sources of data were drawn from the Clarence Dickinson Collection of Sacred Music at William Carey College; private collections from the estate of Martha Dickinson Bond; and collections from libraries, churches, historical societies, and archives in former Dickinson communities. Data sources included interviews with students of the Dickinsons, artifacts, records, diaries, letters, recorded and written music, photographs, participant-observations, and direct observations. Content analysis involved developing chronologies and case profiles; identifying and coding patterns from data; utilizing matrix displays for within-case and between-case analysis; synthesizing emergent constructs and themes; and illustrating themes with examples from data. Data analysis revealed themes about the influence of music educators holistically over three centuries (1630s-1930s): Religion; Relationships; Character Development; Literacy; Musical Development; Community Contributions; and Inspiration . Recommendations for music educators, music therapists, and teacher educators were organized by five identified stages of musical development over the human lifespan. Recommendations for further study corresponded to guiding research questions.

Call number: LD2668 .T4 1956 M86 / Master of Science

published_or_final_version / History / Doctoral / Doctor of Philosophy

This study seeks to capture the professional ideology of student affairs administration through an examination of national policy statements published between 1937 and 1987. Both professionalization and deconstruction analytical frameworks are employed to identify the assumptions that underlie that ideology and the powerful social structures those assumptions represent. To explore how the student affairs ideology has been reflected in public expression of professional practice, national conference programs of the American College Personnel Association and the National Association of Student Personnel Administrators are examined. The conference texts from years immediately succeeding and, in one case, preceding publication of the policy statements serve as the foundation for investigating the linkages between professional ideology and professional practice in student affairs. By defining the professional ideology of student affairs administration and demonstrating how the assumptions that underlie that philosophy have been manifested in practice, I reveal how the profession has been shaped and constrained by serving and protecting certain powerful social interests.

This essay focuses on the development and early activism of the Association for Women Faculty, an organization created by and for women faculty and professionals at the University of Arizona. Emphasizing the pay equity struggle engaged by AWF in the early 1980s, this work analyzes the methods used to challenge salary inequities and evaluates the overall outcome of these efforts. Salary inequity in academia has functioned as a mobilizing issue since it affects nearly all women working in higher education. This essay details how the Association for Women Faculty (AWF) at the University of Arizona challenged these inequities and the methods they used to contest institutional discrimination. Through the use of primary historical documents, salary studies, and oral histories, this essay recreates AWF's history and situates this history within the feminist economic theory of the period.

When contemporary Native American education in the United States with its historical legacy of ideological management and vocational training, is grafted upon the broader context of modern public education, an ominous threat appears for indigenous communities. What happens to the nature of public education when two principal homogenizing forces--the corporation and the public school--become partners, involving business and industry directly in the education of native youth? This thesis examines the history and philosophy behind the corporate presence in United States public education, the nature and extent of contemporary corporate sponsorship in mainstream education, and the implications of such sponsorship for Navajo students in one public school district in northern New Mexico. The research presented finds that the various forms and objectives of corporate-sponsored education, invariably carrying latent marketing agendas, homogenizing forces, and consumerist values, constitute another potential instrument of assimilation of indigenous students.

<p> Akiba Hebrew Academy was founded in Philadelphia in 1946 as the first community Jewish secondary day school in America. Akiba was a drastic departure and in effect, counter-cultural: an all-day secondary school program defined as community (not attached to a denomination and certainly not Orthodox), integrative (general and Jewish studies), and progressive, a term that carried weight in the Philadelphia marketplace, drawing talented faculty and skeptical parents to this yet unknown entity. Most Jewish parents were committed to public school education, favoring denominational supplemental religious schooling. </p><p> Despite Akiba&rsquo;s status as the first of its kind in American Jewish educational history, little has been written about it as a progressive school or about its leadership. Even less is known of the influence of the curriculum or the faculty on its graduates. Using archival material, this study examines the nature of the school&rsquo;s curriculum and especially the leadership of its visionary curricular architect, Louis Newman, from his selection as principal in 1951 until 1963, when he left the school for an appointment to a national curriculum initiative. It specifically explores to what degree the overt and hidden curriculum followed the founders&rsquo; initial intent. Through the use of narrative inquiry methodology, the use of participant interviews and the examination of archival material such as personal letters and communication, the study also investigates the impact of those decisions on administration, parents, faculty and early graduates in an effort to understand the influence of the school on the community and especially its students&rsquo; identities.</p>

The Confederate veterans represent the only example in American history where a defeated army of rebellion had to rehabilitate and function under the government it previously fought. By the turn of the century, the former Confederate soldiers were beloved members of American society. / The actions that lifted the Confederate veteran from a status of defeated traitor to societal patriarch included organizing, caring for their less fortunate comrades, and convincing their Union counterparts that their loyalty was above question. They emphasized the value of reunification and built monuments to their Confederate heroes without inciting Northern anger. / The culmination of their efforts coincided with changes underway in American society that caused anxiety. The image of blue and gray reunions provided reassurance to Americans, and the public grew to treasure the Civil War veterans. / Confederate veterans played a significant role in changing national attitudes and their success in becoming valued members of society serves as a positive example to any group that feels ostracized from the American social, political, and economic spectrums. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4568. / Major Professor: Edward F. Keuchel. / Thesis (Ph.D.)--The Florida State University, 1993.

As soon as they were emancipated, freedmen established schools. Their resources were limited and assistance came from the North. When representatives of the American Missionary Association (AMA) arrived in Macon, Georgia, in December 1865, they quickly established a teachers "Home" and arranged to continue the Lincoln Schools that had recently been established in black churches. / The AMA's educational program at Macon emphasized "religion, patriotism, morality, and an industrious black citizenry." To increase the number of black teachers, in 1868 the AMA instituted a normal curriculum at its newly opened Lewis High, which soon became a model teacher training school. / The Macon School Board designated Lewis High a public school for blacks in 1872, but in 1875 the AMA resumed control. In 1888 the AMA built a new, larger facility, renamed Ballard Normal School. The purpose of this dissertation is to trace the history of Ballard until 1949 and to determine its effectiveness in educating African Americans in Central Georgia. / Until the 1940s Ballard was one of few secondary schools for blacks in Georgia. Led by principals such as George Burrage and Raymond von Tobel, students thrived and the school not only survived but excelled. Public schools for black students in Bibb County ended at grade six, and fully-accredited Ballard offered the only opportunity for a high school education. After completing Ballard's four-year college-preparatory course, many students pursued higher education. Those completing the normal program became teachers. Ballard graduates went on to make significant contributions to their professions, their communities, and society at large. / Source: Dissertation Abstracts International, Volume: 57-01, Section: A, page: 0402. / Major Professor: Joe Richardson. / Thesis (Ph.D.)--The Florida State University, 1995.

This study will chronicle the contributions of Irene Olivia Colbert Edmonds (1908-1968) to the field of educational theatre. The study will focus on her years as an educator at Florida Agricultural and Mechanical University (FAMU) during the years 1947-1968. / The dissertation is organized into six chapters. Chapter one establishes the historical importance of Edmonds before examining her family heritage and her place in the socio-political context of the time. Specifically, it provides background information on the woman and on her career prior to her arrival at FAMU. / Chapter Two, involving the years 1947-1960, deals with Edmonds' initial years at FAMU and her place in the historical development of educational children's theatre from an African-American context. Additionally, the chapter will discuss Edmonds' position as a cultural role model within the black community. / Chapter Three focuses on Edmonds' varied essays in literary criticism and politics. Edmonds' writings speak symbolically, eloquently and directly to the racism that permeated the United States during her lifetime. / Chapter Four examines the role that Edmonds played in the 1958 continental tour of Africa by the FAMU Playmakers Guild. This group was the fourth university group and significantly, the first entourage from an historically black college or university (HBCU) to be selected by the federal government to represent the nation under President Dwight D. Eisenhower's Special International Cultural Exchange Program. / Chapter Five discusses the final decade of Edmonds' life, and focuses on her work with the FAMU Playmakers Verse Choir. The group demonstrates Edmonds' continuing experimentation with dramatic presentations until the time of her death. / Chapter Six presents the summary and conclusions derived from the study and suggestions for further research. This dissertation documents an American original, a pioneer within the American theatre who was uniquely qualified to leave her mark on the history of educational theatre. / Source: Dissertation Abstracts International, Volume: 56-11, Section: A, page: 4207. / Major Professor: John A. Degen. / Thesis (Ph.D.)--The Florida State University, 1995.