Recent studies of bassoon music in twentieth-century Russia have unearthed a rich trove of previously little-known repertoire. Despite the abundance of original Russian bassoon music, little of it approaches the sophistication of the bassoon writing within the late nineteenth- and early twentieth-century Russian symphonic tradition. One work which does come close to equaling those aesthetic standards is Lev Knipper’s Concerto for Bassoon and String Orchestra (1970), which confronts the bassoonist with far greater expressive and technical demands than previous Russian solo bassoon works. In order to facilitate this concerto’s incorporation into the standard bassoon repertoire, the present study has produced the first-available critical edition of the score, piano reduction and solo bassoon part to this concerto. The edition is framed by a concise biography of the composer, including an overview of his various compositional style periods, historical background on the concerto itself and an assessment of its musical contents.

Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored. To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

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Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored. To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 249-261).

Diss. : Linguistik : Marburg : 1982. - Bibliogr. p. 355-431. -

Inaugural-Dissertation--Münster, 1930. / Lebenslauf. "Literatur-Nachweis": p. 75-76.

Texte remanié de: Diss.--Philosophische Fakultät--Universität Bonn, 1996. / Bibliogr. p. 284-310. Index.

Diss.--Philosophische Fakultät--Düsseldorf--Heinrich Heine Universität. Titre de soutenance : Das Petrograder revolutionäre Militärkomitee in der Oktoberrevolution. / Bibliogr. p. 309-334.

Texte remanié de: Doctoral thesis--Saint Louis--Washington University. / Bibliogr. p. 137-145. Index.