Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (MPhil) -- AUT University, 2008. / Includes bibliographical references. Also held in print (xxvii, 176 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 379.9623 PUN)

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xiv, 158 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 81-84).

Thesis (D. Ed.)--University of Texas at Austin, 2004. / Supervisors: James P. Duncan and Paul E. Resta. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--University of Wisconsin, Madison, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 348-358).

D.Ed. / This study is my account, as an educational psychologist and newly educated educational ethnographer, of how a school community experiences major social political change. I had ventured into a school to inquire into matters related to educational psychology and found a culture in flux- a school in crisis. The notion of an ethnographic inquiry was conceived at the time when I realised that broader systemic changes were impacting the school to the extent where the institution became a concert, to some degree a Bakhtinian medieval carnival -thus the style and format, or design type of the study. The research, which had commenced as a conventional qualitative inquiry, metamorphosed into something of a critical ethnography, written up as an integrated account of research, narrative and also, ultimately, as a way of doing school counselling. The study is thus presented as an illustrated account of what I observed, interpreted, and came to understand at some levels. My interaction with children experiencing learning and developmental barriers in my private practice, led me to the decision to interrogate the impact that change has on their behaviour and their emotional experience. In my initial assumption, I considered the policy change with regard to the 'national' curriculum to be the major change confronting school communities. My interaction as a participant observer in a predominant white, Afrikaans primary school on the East Rand during the course of 1999 introduced me to their experience of chaos in a rapidly changing world as reflected in a changing education system. Curriculum 2005 seemed of little consequence in their struggle against redeployment, uncertainty, poverty, crime and a general sense of futility and isolation. During the course of the year, their preparation for the school variety concert, known in these schools as a "revue", commanded specific attention, due to the amount of time, energy and money invested in presenting a concert of outstanding quality. Through the use of an ethnographic methodology, I tried to capture their story, using the songs sung in the concert to present the framework of the ethnographic stage on which I was planning to present the findings emanating from the inquiry.

Thesis (Ph. D.)--University of Toronto, 2005. / Includes bibliographical references (leaves 214-238).

Thesis (Ed. D.)--Faculty of Education and Social Work, University of Sydney, 2005. / Title from title screen (viewed 22 June 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Education to the Faculty of Education and Social Work. Includes bibliographical references. Also issued in print.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 108. Thesis director: Gary Galluzzo. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 95-107). Also issued in print.

published_or_final_version / Education / Doctoral / Doctor of Philosophy