Music in democratic education: an evaluation of publications of committees, councils, and commissions of the National Education Association of the United StatesKent, Richard Layton January 1961 (has links)
Thesis (D.M.A.)--Boston University.
Adult education as revealed in the Proceedings and addresses of the National education association from 1921 to 1941Unknown Date (has links)
The aim of this study is to trace the history of the development of adult education in the United States from the close of World War I to the beginning of World War II as it is revealed in the Proceedings and Addresses of the National Education Association for this period. The treatment of the data was thorough reading of the source materials and supplementary materials to discover the origin of the programs, why they were advocated and instituted, and when and if they were changed and for what reasons. It was found that there were three definite stages of development. Each reflected the economic, political, social, and intellectual characteristics of the nation at that time. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Nita K. Pyburn, Professor Directing Study. / Includes bibliographical references (leaves 60-77).
Dewing, Rolland L.
There is no abstract available for this dissertation.
Thesis (M.S.)--University of Wisconsin--Madison, 1962. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves -118).
To Determine to What Extent Extra-Curricular Activities and Regular School Activities Participated in by the Class A High Schools in Van Zandt County Texas in 1937-1938 Proposed to Contribute to the Consummation of the Ten Social-Economic GoalsParks, Lucile 08 1900 (has links)
This study was made with the hope that the findings may encourage the administration and teachers in Van Zandt county Texas to analyze the Ten Social-Economic Goals set up by a committee on the National Education Association.
An Analysis of Teacher Militancy and Its Impact on the National Education Association and the American Federation of TeachersShamblin, Joe D. 01 1900 (has links)
The present study has several purposes in mind. First, the increasing teacher militancy from January, 1940, to July, 1968, will be delineated. Second, possible causes of increasing militancy since World War II will be evaluated. Special emphasis will be given to the current period of teacher strikes. Third, the historical roles of the NEA and AFT, with emphasis on their respective positions with respect to the improvement of teacher welfare, will be surveyed. Fourth, the impact of increasing teacher militancy on the NEA and AFT, will be investigated.
Sanford, Amy Aldridge.
Thesis (Ph. D.)--University of Iowa, 2006. / Supervisors: Randy Y. Hirokawa, David B. Hingstman. Includes bibliographical references (leaves 130-141).
Baker, Robert Buckner
The purpose of this study is to point out the accomplishments and various benefits gained through teacher cooperation, with special emphasis placed upon the American Federation of Teachers and the National Education Association.
Reddy, Richard G.
The purpose of this study is (1) to determine the fundamental differences in the American Federation of Teachers and the National Education Association and (2) to evaluate these organizations in terms of criteria basic to the organization of any group. It is hoped that a microscopic analysis and evaluation of these two teacher organizations, representing both union and non-union groups, will cast some beneficial light upon weaknesses and strong points of both groups and result in recommendations which will be of benefit in the work of individual teachers as well as to the organizations.
An issue of "special opportunity": the politicalization of education in presidential election campaigns, 1968-2012Grove, DeeAnn 01 December 2014 (has links)
This interdisciplinary study examines the issue of education in presidential election campaigns from 1968 through 2012. Historians of education have argued that the public's embrace of The National Commission on Excellence in Education report A Nation at Risk: The Imperative for Educational Reform (ANAR), in 1983 forced education onto the national agenda because political elites had to respond to voters' concerns about educational quality. Yet, historians of education have largely overlooked presidential election campaigns in their analysis of how education became a prominent political issue. In contrast, political scientists have focused a great deal on presidential election campaigns in seeking to understand the interaction between political elites and voters but have given little attention to the issue of education. This study integrates these two lines of inquiry to provide a better understanding of how education became a top-tier political issue and to better reveal the interactions between political elites and voters in that process. This study makes use of source materials that have received little scholarly examination. Internal campaign strategy documents reveal how political elites understood public opinion about education and how they sought to make use of that understanding to win elections. These underutilized sources reveal that historians have overemphasized the role of ANAR in the rise of education on the national political agenda. Long before education appeared in public opinion data as a top voter concern, strategists from both major political parties already wanted to push education onto the national political agenda. Yet, candidates were largely constrained from using education during the 1970s because they wanted to avoid engaging the controversial issue of de facto school desegregation. White voters were inconsistent on the issue: they claimed to support desegregation but took actions indicating they actually opposed desegregation. This made it difficult to craft an effective education message. When forced to discuss school desegregation, candidates of both parties employed a "quality education for all students" frame that deracialized the school desegregation debate and made education a safe issue to prime by the end of the decade. Beginning in the 1980s, Republicans used education for two electoral ends. First, they sought to use the recent transformation of the National Education Association (NEA) into a labor union and its endorsement of Democratic candidates to convince voters that the Democratic Party was beholden to radical special interest groups. Republican candidates also increased their priming of education in an attempt to close the gender gap arguing that women voters had a particular concern for the issue of education. Between 1990 and 2012, both parties wanted to use education to appeal to white voters. Republican candidates had long been committed to using education to soften their image. Now they began framing education as a civil rights issue in order to reassure white voters of their racial sensitivity. Meanwhile, Democratic candidates began framing education as an economic issue to reassure middle class white voters anxious about their children's future in the emerging global economy. A primary element in these electoral strategies was the idea that education was a "special" political issue. The "special" status rested on political elites' perceptions of voters' strong personal commitment to education and their nonpartisan attitudes toward specific policy positions. The lack of partisan correlation presented challenges for both parties but also unique opportunities to address campaign concerns related to a candidate's image, targeted voting blocs, and possible attacks on their opponents. The rise of the issue of education on the national agenda was often less about voters' concerns with educational quality and more about campaign strategy.
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