Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University. / Includes tables. Typescript; issued also on microfilm. Sponsor: H. J. McNally. Dissertation Committee: K. D. Wann, E. E. Reutter, . Type C project. Includes bibliographical references (leaves 237-243).

No description available.

No description available.

The problems of this investigation are the content analyses of the art vocabulary, the art-term definitions, and the art-vocabulary objectives in seven sets of visual art curricula for the elementary grades. The hypotheses are that the formulators of three or more of the sources will agree on fifty per cent or more of the art terms and their definitions and will present art-vocabulary objectives. The findings are that the formulators of three or more of the sources agree on less than fifty per cent of the art terms and their definitions. Two sources include definite art-vocabulary objectives. The conclusion is that all three hypotheses are rejected.

Thesis (M.Ed.(Curriculum and Instructional Design and Development))-Universiteit van Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 9, 2006. Dissertation Committee: Dianne Ashby (chair), Jeffrey Hecht, Rodney Riegle, Glenn Schlichting. Includes bibliographical references (leaves 98-107) and abstract. Also available in print.

This dissertation (by publication) is concerned with the introduction of the haiku form of poetry to elementary schooling. Four publications examine a variety of phenomena regarding learning and becoming with haiku practice from multiple angles, drawing on various analytical methods from discourse analysis to conversational analysis, and beyond (towards transaction analysis). The first study examines the discourses of haiku and mindfulness through texts available online and articulates the potential integration of teaching these two practices in education. The second takes a more critical look at the teaching and learning haiku materials to understand the discursive resources of doing haiku. The third study moves to understanding the nature of learning to read haiku by looking at communication between teachers, students, and researchers in a haiku reading event. The fourth study examines emptiness embodied in the practice of writing haiku through examples of Basho’s life and poetry and articulates my personal experience as a teacher of reading and writing haiku. The research and understanding involved in these papers and this dissertation have been for me a journey, which I present here as a haibun. Haibun is a term first used by the Japanese haiku poet, Matsuo Basho, to refer to a poetic literary form combining prose and haiku and which recounts the various journeys of a haiku practitioner. As the title, A Haibun of Learning and Becoming with Haiku Practice, indicates, the following text describes a journey of learning and becoming with haiku practice, holding together and surrounding the four studies as a necklace holds precious stones. This dissertation links these four studies through a narrative of the flux of my research journey with haiku practice from text to life. Drawing on transactional perspectives underlining all four studies, I propose an alternative way of theorizing and understanding the experience of learning and becoming with the practice of haiku as event. The four studies function as four main events (steps) on my research trail and the dissertation presents itself as a lively story in a continuous conversation about researching, teaching, and learning with haiku practice. Finally, and as a last step recorded here, but far from a final step, I offer a haiga (haiku painting) and some haiku lyrics (songs I sing and poems I have written) as an invitation to look back along the path we have walked together to celebrate, and to continue our walk towards a spring of new beginnings in research and haiku reading and writing. / Graduate

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Mary Catherine (Katie) Kingery-Page / Recent development and adoption of Common Core State Standards has shifted academic emphasis within public and accredited schools. Consistent, national educational goals have standardized education and have resulted in a challenge to educators to assist all students in achieving maximum test scores. The curricular subjects of math, science, and literacy are the primary emphasis of instruction and achievement. Standardized testing is the dominant means to determine whether students are reaching acceptable achievement. “Integrated Common Core Curriculum: Environmental Education Through Landscape Architecture” explores the potential of incorporating basic landscape architectural knowledge into a fourth-grade curriculum while striving to achieve learning standards as determined by the Common Core and the Iowa Core Curriculum. Exploring the application of current educational criteria, the researcher developed an educational unit that utilizes the process of park design as a simplified version of a landscape architect’s approach in order to emphasize math, literature, science, creative thinking, and teamwork. Implementing environmental education through place-based education theory enhances unit strength by providing enhanced emotional, mental, and physical health benefits to children. Created during this study, an instructional unit was evaluated by a convenience sample of educators. Through the use of an open-ended questionnaire, preliminary review results indicate a strong potential for the unit to successfully demonstrate the basic process of landscape architecture design through the use of the local place simultaneously achieving academic standards. Review results identify a variety of limitations and challenges the unit would encounter for implementation including a current subject focused instructional philosophy within the school district verse the thematic focus of the unit. Additionally, ever-evolving standards would require regular unit updates, although school districts face perennial budget challenges and educators are limited on time. As a student of landscape architecture, I recognize that the profession offers a unique opportunity to model place-based, multi-subject practices realized in the practice of landscape architecture. Promoting the profession of landscape architecture through a curricular unit provides an environmental education tool and provides the opportunity for students to explore a career option within the classroom setting.