This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past.

<p> Racial disparities have been, and continue to be, a major obstacle facing post-secondary educational institutions throughout the United States. In response to the call for institutional and external accountability by stakeholders interested in higher education, the aim of this dissertation is to provide an historical analysis of race and diversity at the University of Colorado Boulder (UCB). UCB was chosen as the focus for the current study because it is the flagship public university in the state of Colorado and is recognized as such by the Colorado Commission on Higher Education (CCHE). In order to relay the history of UCB accurately, a wide variety of sources are utilized, some published and others unpublished, including information obtained from the university's archives. Data collected in this study provide evidence of the lower college admission, retention, and graduation rates of minority (African American and Hispanic) students when compared to White and Asian students at the University of Colorado Boulder. Factors that contribute to the success of minority students on college campuses in general provide a starting point from which efforts being made to rectify the racial disparities present today at UCB can be assessed and analyzed in hopes of creating a campus environment to which minority students are attracted, admitted, retained, and graduated. As the higher education community of scholars continues to embrace the crucial role of diversity on college campuses and as the use of race-conscious educational policy continues to be threatened, this study highlights the role universities play in the larger debate. As UCB has historically struggled to attract, retain, and graduate students of color, I expect that a thorough examination of the data included here will inspire educational stakeholders to find new ways to provide new opportunities for educational advancement for minorities and seek to erase all evidence of a racial achievement gap into the future.</p>

This dissertation is an analysis of the history of the modern bilingual education movement of the 1960s, the older bilingual tradition of schooling in this nation since the nineteenth century, and the early to middle years of the twentieth century when English-Only pedagogy appeared as a, dramatic aberration to the American bilingual tradition. The historiography and interpretive battles of this subject are examined and explained in the Introduction. Chapter One offers a brief historical sketch of bilingual schooling in Texas during the nineteenth century. Chapter Two evaluates the role of the Progressive Education Movement in Texas and the destruction of the long-held practice of bilingual schooling. Chapters Three through Five demonstrate the influence of the Americanization Movement in Texas, the practice of English-only pedagogy, and the role of intelligence testing in the education of Mexican Americans. Chapter Six examines the developments in language instruction during World War II and the post-war changes in pedagogy. Chapter Seven analyzes the Mexican American response to the English-only language policies of Texas and relates that response to the community's sense of cultural identity. Finally, Chapter Eight documents the birth in the 1960s of the official bilingual education movement. This study has several important implications for the controversial issue of bilingual education and the study of education in American history. Too often, the judgments of respected historians and the opinions of nativists virtually agree on the same assumptions and complaints regarding bilingual education. This is largely because historians have neglected to write the history of bilingual education and the development of public school language policy and pedagogy. This work, largely through the case study of Texas offers a glimpse of bilingual instruction that demonstrates its former rich acceptance and widely disseminated practice in everyday American life. The bilingual tradition was not an aberration; rather, the more recent practice of English-only is the true fluke in American education history. With this massive reorientation in historical conceptualization, perhaps attitudes regarding modern bilingual instruction can become more reflective and sophisticated, and less based on misinformation and passion. Also, the tolerance, spirit of democratic localism, and implicit multiculturalism inherent in the practice of bilingual instruction all offer new ways in which to view the American past, causing a re-evaluation of the validity of the American melting-pot metaphor, the traditional myth arguing for rapid and relatively painless immigrant assimilation.

The study describes the founding and growth of professional nursing at Indiana Wesleyan University in Marion, Indiana, from the program's initial planning in 1972 to 1992. The review of literature traces the historical development of professional nursing education schools in the United States from early 1800 training schools to teaching advanced nursing technology in 1992. A chronological approach involving both primary and secondary sources will be used to identify educational and developmental changes in administration, facilities, faculty positions and qualifications, curriculum, policies related to students and graduates, accreditation by the state of Indiana and the National League for Nursing, and the impact of religious-based program on student graduates.The historical research study will show the development of professional nursing education at Indiana Wesleyan University in Marion, Indiana. The development of the baccalaureate degree curriculum was facilitated by its founders with a goal to enable the school to meet accreditation requirements.The findings indicated that professional nursing education at Marion College/Indiana Wesleyan University in Marion, Indiana, followed the average trend in the development of a baccalaureate of science degree in nursing in the United States. A strength was Marion College/Indiana Wesleyan University developed a nursing program that had a strong Christian, multicultural foundation. This theme was interwoven throughout the curriculum, the uniqueness of the program lay in its development when compared to other nursing programs in Indiana and across the nation.The nursing directors and faculty members contributed to the quality of the education that was offered to nursing students. The nursing program expanded in 1981, and a graduate program in community health nursing was offered. / School of Nursing

<p> The current study tested the hypothesis that student spirituality would relate positively to the construct of calling and that these constructs together would lead toward career decidedness. To test this model, a sample consisting of 1139 students from a large Midwest university was surveyed. Results supported these hypotheses only in part. The results suggest the spirituality construct to consist of spiritual identity, spiritual quest, and equanimity consistent with the Astin, Astin, and Lindholm spirituality study. Both search for calling and presence of calling consisted of three parts consistent with Dik and Duffy's concept of calling: transcendent summons, purposeful work, and prosocial orientation. The career decidedness construct also consisted of three domains in accordance with Savickas' formulation: career path, academic major, and occupation. </p><p> Spirituality, in general, highly correlated with search for calling. Correlations were also high between search for calling and presence of calling. Because of this, search for calling was found to mediate an indirect influence of spirituality on presence of calling. However, the manner in which career decidedness related to the model was not expected. According to the data, career decidedness weakly but directly correlated with presence of calling and was determined to be a predicting influence, contrary to the hypothesis. Although no meaningful correlations were discovered between spirituality and career decidedness, equanimity was discovered to meaningfully associate with both spirituality and career decidedness. Theoretical and practical implications are explored.</p>

The purpose of this study is to explore the South Korean art education system in the context of history, culture and politics. This thesis provides further explanation on how history has impacted the South Korean art education system and affects current curriculum, theories and practices. Four highly qualified educators and professors from South Korea were interviewed to collect date relating to current practices in South Korean art education. The study focuses on Korean history, which affected the education policies, social perspective, art education theories and curriculum. This study also highlights the relationship of western art education theories and the traditional Korean theories. Understanding culture through history and policies can provide in-depth perspective on why and how South Korean art education has evolved to what it is today. This information may assist art teachers as they modify lessons to fit the needs of students who are immigrating from South Korea.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1938. Adviser: James D. Anderson. Includes bibliographical references (leaves 145-155) Available on microfilm from Pro Quest Information and Learning.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references. Also available in print.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A. Adviser: Gregory DeNardo. Includes bibliographical references (leaves 264-292) Available on microfilm from Pro Quest Information and Learning.