<p> The purpose of this research was to study the link between the Black Power Movement and changes that occurred in higher education between 1960 and 1980. The main research question study was, "What effect did the Black Power Movement have on changes in higher education from 1960 - 1980?" The intent of this historical research is to reconstruct knowledge on the complexity of the African American freedom struggle through the voices of thirteen Black Power activists, who were leaders of Black Power organizations, faculty in Black Studies programs, and students. </p><p> The study used an interview process to conduct the study. Data was collected through semi-structured interviews and a document analysis. The document analysis included primary documents, books, scholarly journals, and organizational websites. The sampling strategy was purposive because of the special knowledge of the participants. The findings were presented within organizations and across organizations. Lewins model of change was used to analyse the catalysts for change and the response of higher educational institutions. </p><p> There was a consensus among the participants interviewed and the literature reviewed that the Black Power Movement was a student-driven movement that was responsible for the formation of Black student organizations on campuses, particularly Black student unions, establishment of Black studies departments, an increase in African American faculty, and changes in curricula. The researcher discerned five major themes that describe the era, 1) the challenges of first-generation African American students on predominately White campuses, 2) the role of Black student unions in the success of African American students, 3) the lack of representation of Africans and African Americans in college courses, 4) the role of Black studies departments in providing information on Africans and African Americans, and 5) confusion between the accomplishments of the Civil Right Movement and the Black Power Movement. </p><p> The major findings of the study have implications for higher education institutions in 1) student affairs, 2) adragogy, 3) curricula, and 4) diversity education. Based on the findings, it is recommended that higher education institutions maintain and build on changes made in the past based on the lessons learned from the Black Power Movement.</p>

The books from which Victorian children learned to read last century held a variety of implicit social and moral values. To many children in isolated, pioneering districts of Victoria, the secular Reader was the principal source of information and ideas. The more advanced of the Irish and British Readers contained a huge variety of factual knowledge in combination with extracts from the best of English literature. Although these imported Readers underwent exclusions, adaptations and revisions, the content remained essentially foreign to colonial Australia, with a pervading moral stance originating in the high-minded intellectual and cultural traditions of Europe. Throughout the nineteenth century, there was undue emphasis on the mechanical aspects of grammar in the elementary school curriculum. In the minds of Victorian educators, the study of grammar was firmly linked with the cultivation of high ideals and an intellectual understanding of life. In reality, the grammar books were sensible and straightforward, but badly used by the poorly-educated teachers. The popularity and cheapness of the Irish and British grammar books prevented the adoption of a number of locally-produced texts. This thesis examines the changing content and use of school books during three distinct periods: the Irish monopoly, 1848-1877, the British phase, 1877-1896 and a National phase, 1896-1948. During the first phases, there were impressive local text-book publications, reflecting a desire for more local, relevant knowledge for Australian school children and a developing independence from the Home country. Most failed to secure official patronage and had limited circulation. The more successful ones attempted to meet the needs of new curriculum programmes, emphasising local knowledge relevant to colonial children.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2243. Adviser: Cara A. Finnegan. Includes bibliographical references (leaves 281-303) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2211. Adviser: Anne D. Hedeman. Includes bibliographical references (leaves 267-284) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2622. Advisers: Frederick Hoxie; Kathryn Oberdeck. Includes bibliographical references (leaves 275-293) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Germanic Studies, 2006. / Title from PDF t.p. (viewed Nov. 11, 2008). Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4197. Adviser: Fritz Breithaupt.

Thesis (Ph.D.)--The Pennsylvania State University, 2007. / (UMI)AAI3266198. Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 1921.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1705. Adviser: James D. Anderson. Includes bibliographical references (leaves 170-176) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4625. Adviser: George Kuh. Title from dissertation home page (viewed May 21, 2008).

Thesis (Ph. D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008. / Title from PDF t.p. (viewed Dec. 9, 2008). Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1706. Adviser: Andrea Walton.