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This study asks 1) What is the relationship between art, creativity, and social justice? 2) How do the theories of John Dewey, Maxine Greene, and Jane Piirto inform our understanding of this relationship? 3) What is the role of the arts in contemporary curriculum? To answer these questions, the study chronicled the various roles of art in Western society, from Classical Greece through the present day, before exploring the aesthetic theories of Dewey, Greene, and Piirto. The findings suggest that the absence of an arts-integrated curriculum in most American public schools does not imply the absence of art programs in society. To the contrary, communities provide numerous opportunities for citizens to participate in the making of art. The existence and number of these non-school experiences demonstrate that the community does place importance on the artsa direct contrast from the dominant philosophies of aesthetics and education. These communal acts of making artacts of making democracy, at timesare frequently self-generating. That is, no formal sanctioning of art by the school as an institution is necessary for democratic acts of art to occur. While the philosophies of Dewey and Greene require one to possess conscious intent and engage in reflection to make meaningful, socially just art, these findings imply that art may also be enacted bodily, without the presence of mental reasoning. The author offers the term intuitive presence to describe this participation in community for the purpose of artistic creation and human understanding, to complement Greenes theory of wide-awakeness. The study compels researchers to revisit our current interpretation of an aesthetic experience, to assess what art should be included in curriculum, and to broaden our explanation of how art for social justice is created.

The purpose of this mixed -methods study was to investigate the educational aspirations of Turkish-American middle and high school students. For comparison purposes students from other ethnic groups were also included in the study. Factors related to family, school and the individual student were examined through survey data and interviews. In addition, possible barriers to educational goals, preferred area of study, and perceived parent support were explored. Interview with Turkish-American parents revealed types of parental supports and insights about their understanding of childrens experiences and performance. The results of the ordinal regression analyses revealed that parents expectations and school achievement were the most influential factors on educational aspirations of Turkish American middle and high school students. Parents expectations and generation level (immigrant status) were found most influential for the group of other ethnic students included in the study.

The current study investigated the relationship between burnout, wellness, and altruistic motivation of entry level, live in and live on residence life staff. The literature review consists of empirical research for each construct presented (burnout, wellness, and altruism). The study sampled utilized were live-in and live on full time, entry level residence life personnel employed at predominately white public and private institutions in the southeastern part of the United States. Multiple regression analysis was used answer specific research questions. Results confirmed that there was no relationship existed between constructs; however findings do suggest burnout of residence life staff. Results are thoroughly reviewed and compared to other research. Lastly implications are presented.

Many Black Greek-Letter organizations (BGLOs) were founded at historically black colleges and universities. However, subsequent chapters were chartered at various institutional types, including predominately White institutions (PWIs). Nine BGLOs make up the National Pan-Hellenic Council (NPHC), their umbrella organization. At PWIs, this council is typically housed in the same office as the predominately White fraternity and sorority councils. Still, there are many attributes of NPHC that make it unique from the others. To best direct this study, existing literature was reviewed. Few scholars examined NPHC specifically and little attention was given to institutional types. The purpose of this study is to better understand the experiences, struggles, and needs of National Pan-Hellenic Councils at large, public, predominately White institutions in the South. NPHC students were interviewed in regards to their personal Greek Life experiences. The findings identify struggles and needs of the Council and best practices were suggested for Greek Life and higher education professionals.

Too often, integration is a word only associated with the 1960s. The dominant narrative of education and integration in the South is simple and linear: African Americans were oppressed, then there was integration, then there was equality. However, in the case of New Orleans, the narrative is not so linear and not nearly so succinct. The conversation on integration began in New Orleans immediately following the Civil War, a century earlier than this conventional starting date, and yet despite generations of successes and drawbacks, the public schools of New Orleans continue to exist segregated today. Examining the narrative of school integration in New Orleans, along with the case study of Fazendeville, an African American community established in nearby St. Bernard Parish, reveals not a simple, linear narrative of school integration, but a complicated and cyclical one, with race central to this discourse. In addition to theorizing an historical narrative, this research also suggests that examining this narrative is a critical first step to developing a road map for the future to ensure that schools in New Orleans are able to serve all students equally.

ABSTRACT Qualitative research that explores and further examines the lived experiences of Native American women is an important, yet a frequently neglected, part of the history of the United States (US). This is an important avenue of investigation, as historians have traditionally marginalized many groups within U.S. society, including women and groups that can be viewed as part of the fabric of U.S. culture, yet exist as subcultures. Native Americans (indigenous peoples, Indians) should share a special place within U.S. society as First Americans; however, qualitative studies of Native American women, offered through a feminist lens as keepers of tradition and culture, are noticeably limited within studies of U.S. history. Case studies recorded in a narrative form give the researcher the opportunity to research, explore, examine, and engage appropriate participants. This method allows the researcher and the reader a view that may exist, but may be hidden from the mainstream. Storytelling through written narratives may create a story in relation to an individuals experiences and thoughts. The story may be an oral history if the focus of the research is to obtain an oral account of the individuals life. The purpose of this case study is to give three Native American women an opportunity to share their unique lived experiences and personal history. The researchers goal is to explore, interview, record, transcribe, analyze, and examine their lived experiences, expressed through the stories they tell.

The purposes of this study are to understand how community is built and residents are educated in the residence halls on college campuses as well as to design a method for social media to aid that process. To achieve this, documents were collected from 10 different institutions from across the country. The documents were analyzed to determine how community is built, residents are educated, and the use of social media in residence life. The results showed that none of the institutions were using social media in any form. It also showed that all of the institutions build community and educate residents through similar methods which led to the seven themes: 1. Community; 2. Intentional; 3. Academic Success; 4. Relationships; 5. Programing; 6. Resources; and 7. Inclusive. After understanding the methods used to build community and educate residents, a process to implement social media to aid in both areas was designed. The final piece is an example of specific features of social media to build community and educate residents within a residence hall on a college campus.

Learning occurs when content is accessed in a recursive process of awareness, exploration, reflection and resolution within ones social context. With the rapid adoption of mobile technologies, mobile learning (m-Learning) researchers should incorporate aspects of mobile human-computer interaction research into the instructional design process. Specifically, the most visible, current definitions of and current research in m-Learning provide overviews of the learning theory informing mobility and focus on device characteristics, but do not focus on how people interact with mobile devices in their every day lives. The purpose of this convergent study was to determine what effect does the incorporation of research in mobile user context have on student learning. Six mobile design principles were extracted from literature and applied to mobile apps. Using a true experimental design, the study had 60 participants randomly assigned to treatment and control conditions. Participants in the treatment group received a series of apps designed according to the mobile design principles. The control group received a placebo app that mimicked content from the learning management system for their course. The results of the analysis of covariance procedure indicated the treatment group scored a significantly higher mean score than that of the control group. Further analysis of event tracking data indicated a statistically significant correlation between content access events and posttest scores. Students in the treatment group used their apps for less time, but had more content access events and subsequently higher posttest scores. The data suggests that m-Learning is something more than just an extension of what already exist. It is not just a luggable form of Web based learning. Its more than a deep understanding of pedagogy or the delivery of course material to a mobile device. It requires the designer to understand instructional and software design, mobile human-computer usage patterns, and learning theory.