Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2534. Includes bibliographical references (leaves 116-120).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Natalya Ivankova, Margaret Rice, Boyd Rogan, Linda Searby. Description based on contents viewed July 7, 2009; title from PDF t.p. Includes bibliographical references (p. 176-184).

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 147-153). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 132-139). Also available in print.

Thesis (Ph.D.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 206-219.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (p. 433-449).

This study investigates one teacher’s strategies and use of critical inquiry skills whilst teaching a senior art class about contemporary artworks. It has sought to identify the strengths and challenges one teacher faces whilst teaching contemporary artworks through a postmodern art curriculum. It looks at thinking and learning opportunities through critically responsive teaching and seeks to recognize the importance of an innovative and imaginative approach. / The research process comprised gathering information through a series of interviews and observations of one teacher over five consecutive theoretical lessons. The results of these recorded interviews as well as the observational notes and transcriptions provided me with ample data for analysis and discussion. The students’ responses were analysed in terms of the VCE art curriculum’s requirements using the interpretive frameworks and for the development of critical thinking in the study of postmodern list art. / The results indicate that developing thinking skills contributes to a students ability to problem solve and make decisions. Strategies for thinking and learning are enhanced in a quality learning environment which challenges students, promotes reflection and critical inquiry and involves students in meaningful learning opportunities. This study has shown how studying contemporary art contributes to overall development of the mind through innovative pedagogy. It has also shown that traditional teaching approaches to art curriculum design framed by postmodern perspectives have the ability provide students with comprehensive and interesting learning opportunities. / The significance of this study is that it has shown that the new curriculum with its emphasis on the interpretive frameworks can be taught with traditional methods. As the teacher gains confidence with the method he is also able to expand his approaches and adapt his teaching style to facilitate a productive outcome. This is seen in the growth of thinking skills and knowledge revealed by this small group of students in an outer metropolitan Victorian secondary school.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 67-71). Also available on the Internet.

Thesis (Ph. D.)--Oregon State University, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 105-108). Also available on the World Wide Web.