This thesis represents the writer's belief that art possesses unique qualities which make it indispensable in general education. In the attempt to show that this view of art as a vital agent for learning is not new, he points to historical example. He claims that organized society has since antiquity given art a primary role in education, and that this concept is supported by the pronouncements of some of the greatest philosophers and educators in the history of mankind. In arguing the case for a re-appraisal of the aims of art education, the point is made that, in spite of its great potential as a dynamic force in our school curricula, art is barely tolerated as a "fringe" subject by today's administrators. Believing that the choice for art educators lies between the two conflicting positions of "integration or isolation," the writer declares his support for the principle of integration. He claims that important gains have been made in the past by those art educators who have, by interpreting the writings of Sir Herbert Read, followed a policy of education through art. In calling for a vigorous exposition of this policy, the view is advanced that the present-day ills which beset art education will need drastic treatment if art is to realize its full potential as a major component in education. Generalists, as well as specialist art teachers, will have to be convinced of the strong catalystic value of art in the learning process. One way in which teachers might be helped to educate through art, the writer suggests, would be through curriculum materials designed for that purpose and developed for use in teacher education programmes and school classrooms generally. With this central thesis of education through art in mind, the writer describes the development of a proto-type curriculum kit, "The Mask." Data is gathered through field-work in the public school system and in teacher education programmes, with the researcher directly involved as a participant/observer. Consisting of slides, taped music and teaching notes, the kit is aimed at an integrated approach to learning through art. Although the theme has the needs of elementary school social studies in view, the researcher stresses the flexibility of purpose which he intends for the materials. Despite the necessarily limited number of opinions he was able to gather, the encouraging response from student-teachers, art teachers, and teacher educators leads the researcher to the conclusion that there is a need for curriculum materials that will help teachers to educate through art. Ha further concludes that the need exists, not only at elementary level, but in secondary schools, as well as in teacher education programmes. In terms of future action, the main implication is that an attempt should be made to satisfy that need. This will involve the development of a series of curriculum packages, diverse of theme, but united in their underlying purpose of education through art. / Education, Faculty of / Graduate

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This qualitative multiple case study provides insight into how teachers make sense of the teaching of writing within the context of a prescriptive curriculum designed by Excellence Academies, a prominent no excuses charter management organization. Drawing from Ivanič’s discourses of writing (2004) and the tenets of culturally sustaining pedagogies (Alim & Paris, 2014), the study relies on multiple data sources to make sense of the discourses that teachers have access to: the teacher education curriculum, their school level writing curriculum, primary teacher interviews, and secondary administrative interviews. A critical curriculum content analysis reveals that while the genre and process discourses are present at the macro level in graduate coursework and institutional materials, these discourses are muted by an emphasis on literacy as a tool for college readiness. My analysis reveals how literacy as a primarily skills-based endeavor becomes entangled with a coherent instructional model aimed to achieve college readiness through the acquisition of high test scores. The objectification of students and their capacities to be literate only in the ways valued by direct writing assessment constrained teachers from accessing a robust understanding of discourses of writing. Findings also reveal a lack of teacher knowledge and training devoted to the teaching of writing which results in students being subjected to underprepared teachers who are more susceptible to and reliant on harmful prescriptive skills-based writing pedagogies, curricula, and assessment practices. Additionally, the study reveals the paradox of an Advanced Placement course that appears to be a rigorous college preparatory learning experience, highlighting meso and macro level discourses that work to restrict student opportunities for meaningful writing experiences and tangibly benefit the charter management organization’s expansion rather than students themselves. Recommendations for policy, practice, and research are provided.

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.

In order to avoid repeating the patterns of past failed technology initiatives, eschew various types of paralyzing blame cultures, capitalize on the momentum offered by outside stakeholder interest, and maintain the agency to stay consistent with our own techno-theories and pedagogies, this study develops a model writing program administrators (WPAs) can utilize in order to create sustainable programmatic technology inclusion (SPTI) in their First Year Composition (FYC) programs. In order to achieve this, this study uses a national survey of FYC stakeholders and interviews and focus groups with FYC directors, instructors, and students at three different institutional types to explore the comprehensiveness and usefulness of Dickie Selfe's framework of a three-step process and three additional complications from Sustainable Computer Environments. The findings from this research are then paired with Kristie Fleckenstein et al.'s "ecology of mind" from "A Portable Ecology" to create a sustainability-focused constellation of interrelated and interdependent ecologies that can serve as a model for WPAs to embed in their own institutional contexts and employ in their FYC programs. / A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / August 11, 2014. / Technology-inclusion, Writing Program Administration / Includes bibliographical references. / Michael Neal, Professor Directing Dissertation; Sherry Southerland, University Representative; Kathleen Blake Yancey, Committee Member; Leigh Edwards, Committee Member.

"The author, who is engaged in the supervision of health and physical education in Escambia County, has for his purposes in preparing this paper: (1) to study the scope of the school health program, (2) to examine and analyze good supervisory practices in school health, and (3) to make recommendations for improvement in the school health program of Escambia County"--Introduction. / Typescript. / "July 31, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 45-46).

"The fundamental aim of mathematics instruction is the teaching of problem solving. For the majority of people this means mathematics is a language with which they can express quantitative relationships. The meanings in this language must be understood; the language must be practiced and applied to life situations if mathematics is to serve its purpose in the school curriculum. To teach mathematics in this manner is a tremendous job. It requires a teacher not only with patience, understanding of the students, and an excellent mathematics background but also with a broader general background. He will need to be able to find varied functional relationships of mathematics to life and must have the skill to help the students understand these relationships, too. In summary, good mathematics instruction includes the proper proportions and the proper interweaving of meanings, drill, and applications at the appropriate level of the student"--Introduction. / "May, 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. C. Trimble, Professor Directing Paper. / Includes bibliographical references (leaves 17-19).

Research shows that quality teachers are the single most significant influence on the quality of education available to students. This recognition of the importance of quality teachers on quality education is reflected in goal 6 of the EFA: Quality Education. EFA proxies for quality, however, are dubious measures of the concept......What does the concept quality mean when applied to the work of teaching or to the business of education? How do we know quality when we see it? Is it the same from culture to culture or does it differ based on the educational aims of different societies? Despite EFA's emphasis on improving the quality of education, quality education remains elusive in many developing countries. Cambodia, for instance, has enjoyed considerable international assistance for more than four decades, yet the quality of Cambodian education remains low by both Cambodian and international standards. What might explain the failure of decades of assistance to improve education in Cambodia? This study argues that before this question can be answered and more effective steps taken in the development of Cambodian education we must have a clearer understanding of the conceptualization and operationalization of the concept "quality" in the constructs "quality teachers" and "quality education" in the Cambodian context to understand whether and how it differs from that implied in the theory and practice of Cambodia's international donors. Differences may help explain the difficulty encountered in improving the quality of education in Cambodia and point to more effective strategies to achieve this elusive goal. To this end, this inquiry deployed a hybrid methodology called philosophical ethnography to discover the conceptions of quality held by Khmer teacher training instructors and administrators. This discovery is guided by the idea of dialogue expressed by Jürgen Habermas and implemented by Paolo Freire. Findings indicate that there is a tension between traditional Khmer conceptions of quality and those emphasized in modern conceptions of quality education. Traditional Cambodian conceptions of quality reflect Buddhist social virtues including of ទាន (tian, generosity), មេត្តា (mey-ta, generosity), ករុណា (garunna, compassion), មូទិតា (mutita, empathetic joy), and ឧបេក្ខា (upeka, equanimity) to be a good person in a moral sense. This differs from modern conceptions of quality that emphasize equality, individual achievement, and economic drive for education to produce a person with the knowledge, skills, and abilities to do some job that supports the growth of the economic machine. The results of this study suggest that the introduction of modern ideas of quality in education beginning with the French in the 19th century and continuing today through foreign aid donations have permeated the education sector in Cambodia influence how Cambodian teacher trainers perceive quality education with respect to how day to day operations of education should function and influence contemporary policy decisions. Despite the push to change reform Cambodian education, participants indicate that being a good person (in the Buddhist sense) is still how quality should be measured and should be the primary objective of Cambodian education. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Doctor of Philosophy. / Spring Semester 2016. / February 24, 2016. / Cambodia, Teacher education / Includes bibliographical references. / Jeffrey Ayala Milligan, Professor Directing Dissertation; Michael Ruse, University Representative; Stacey Rutledge, Committee Member; Lara Perez-Felkner, Committee Member.

The purpose of this collective case study was to examine the different musical, social, and pedagogical factors that affected how piano repertoire is selected and programmed for the undergraduate degree recital. Additionally, this study investigated the existence of what is deemed “standard repertoire” for the piano, and the possible reasons why these works are performed more often than others. The research was guided by a three-part framework of inquiry that examined the recital planning process from a student and professor perspective. Additional focus was placed on the social dynamics of the collegiate private piano lesson, and the relationship that developed between professor and student. The data for this collective case study were obtained through a descriptive analysis of piano recital programs, a listening analysis of past student recital recordings, and semi-structured interviews with piano majors and professors (N=7) at a large Southeastern public university. Student case study participants were chosen through a purposive sampling method, and interviews were transcribed manually. Transcripts were then coded using a three-part process that analyzed individual and cross-case themes. These interview transcripts were used to craft case study participant profiles. The transcription and coding process yielded eight salient main themes regarding piano repertoire selection that emerged from a cross-case analysis: making connections within the repertoire; influence of the university curriculum; satisfaction through effective performance order; the audience experience; collaborative learning model/choice with set conditions; freshman year: the vital foundation; standard repertoire as “functional repertoire”; and “filling the gaps.” These themes were used to address the original research questions. In addition, themes unique to each case study participant were also discussed. Based on these individual and cross-case themes, it was suggested that further research is needed investigating the repertoire selection process in a variety of different pedagogical settings, such as the non-major student or graduate piano student. It was also suggested that additional research is needed to determine how a work achieves “standard repertoire” status, both for piano and other music fields. Finally, further research is needed investigating the role of the audience as active listeners and participants within the context of the collegiate piano recital. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2016. / May 13, 2016. / Collegiate piano lesson, Piano, Piano pedagogy, Piano recital, Recital program, Repertoire / Includes bibliographical references. / Alice-Ann Darrow, Professor Directing Dissertation; James Mathes, University Representative; David Kalhous, Committee Member; Sara Scott Shields, Committee Member; Kimberly VanWeelden, Committee Member.

Thong, Yan Yee. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 217-222). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese.