Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--York University, 2001. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 142-161). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71710.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves 145-149. / xiii, 149 leaves

Thesis (Ph.D.)--Auburn University, 2005. / Abstract. Includes bibliographic references (ℓ. 188-206)

Thesis (M.A.)--Saint Mary's University, 2007. / Includes abstract. Supervisor: John G. Reid. Includes bibliographical references (leaves 633-722).

Frederick Jackson Turner was a prominent American Historian who lived during America's Progressive Movement of the early twentieth century. Turner's most seminal piece, The Significance of the Frontier in American History, commonly referred to as The Frontier Thesis, challenged the accepted assumption that American culture stemmed from European ancestors. Turner resisted conventional wisdom that did not take into account the struggles and advances of the pioneers of the West. Turner believed the experiences of the pioneers forced them to adapt and modify their European roots, thus developing a distinct and separate culture from Europe. As a university professor, training a plethora of doctoral students in the field of history, Turner embraced the changes in educational thought of the time; including the importance of lifelong learning and the need to continually re-evaluate previously held beliefs. To Turner, a university professor's priority was to facilitate learning experiences that helped develop students into independent and competent critical thinkers. One way Turner differed from his contemporaries was the way he studied and wrote about history. Turner subscribed to the ideal that all aspects of historical events, incorporating information that set a complete context of the event itself was essential. The historiography Turner employed is considered a standard today. The Progressive Era also brought a wave of reformation in political, social and educational thought. Adult education programs began to develop throughout the nation. Adults for the first time had low cost opportunities outside of collegial studies to expand their professional expertise, literacy skills, and appreciation for art and entertainment. Adult education thinkers also began to systematically research and study ways in which adults best learn. The impetus of this study was to examine Turner's educational and career efforts juxtaposed with adult learning theory, principles and practices as an embedded university elite and active planner and participant of alternative adult education programs. As such, this study investigated Turner as an educator outside the field of adult education, who emulated the principles, practices and value structure of adult learning theory. / Ph. D.

This thesis examines the rise of image culture in the 1920’s and its impact on American national identity. I demonstrate that, perhaps surprisingly, the central figure in these debates was not a past or present prominent American but instead an indeterminate Other which is read in ambivalent ways and for varied purposes. It is the central claim of this project that in order to trace the modern American subject that emerges from the 1920s national rift, one must attend to the ways in which a felt need to view and position oneself in relation to “the Other” was essential to defining the nature and future of the nation. More specifically, I argue that the film Grass: A Nation’s Battle for Life (1925) offers a solution to this national divide by providing viewers a popular culture form of “evidence” of the Westerner’s capacity to exhibit both premodern and modern qualities. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection