In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education Association, the field's professional affiliation, each tried to advance a definition of art education practice. Rather than focusing on the contentious paradigms, this dissertation considers the Getty Center's activities on behalf of DBAE as an instance of professional challenge. Working from the sociological literature on professions and using a time series of selected Getty and NAEA documents published between 1985 and 1989, this study examines the dialectic between the Getty and the art education field and NAEA as each tries to garner sufficient legitimacy to establish its prescribed form of art education practice. The dissertation offers a new perspective for the art education field and refines professionalization literature by describing the process of professional challenge.

The primary purpose of the study was to determine if differences existed between two types of doctoral programs in nursing, the Doctor of Philosophy degree program with a major in nursing (Type I) and the Doctor of Nursing Science degree program (Type II), in terms of selected environmental input, curricular design, and outcome variables. A secondary purpose of the study was to determine the nature of any apparent differences. The study methodology was based on an exploratory design. Eight case examples were selected through the use of a double random sampling technique from the populations of Type I and Type II doctoral programs in nursing. Selected case examples were surveyed with a questionnaire designed for the study. Data analysis was directed at determining the presence and nature of differences between Type I and Type II case examples based upon reported data for three main categories of variables. Data analysis was accomplished through the use of descriptive statistical techniques of frequencies, ranges, and means. Major conclusions of the study were (1) differences were apparent for selected environmental input variables for respondent data, societal variables, selected institutional variables, and selected student variables; (2) differences were apparent for selected curricular design variables for the curricular content areas of program philosophical orientation, purposes, and objectives. Differences were also found in the curricular form areas of organizational orientation, locus of learning, type of instructional strategies, available areas of coursework, calendar systems, and available credit options; and (3) differences were apparent for selected outcome variables for educational outcome areas of total number of graduates since initial program approval, average number of graduates for the past five years, and diversity of post-graduation employment positions occupied by known graduates. A curricular outcome difference was found in the diversity of types of criteria utilized in the evaluation of the doctoral program.

Contextual teaching is emerging as an important concept in education reform efforts. This field study attempts to clarify the concept of contextual teaching by defining and identifying characteristics found in the research literature, experienced teacher observations and practices, and students' views of contextual teaching. The foundation for this field study was developed out of a larger project funded by the U.S. Department of Education known as the Oregon State University Contextual Learning Institute and Consortium. The purpose of this project was to conduct research in contextual teaching and learning in five Portland, Oregon, high schools involving 32 teachers and 350 students. This field study involved three, of the five high schools (7 teachers and 11 students) and five experienced teacher/consultants. Those involved in this study define contextual teaching in varying ways, but there was unanimous agreement that the basis for contextual teaching is making the connections between what a student is trying to learn and some aspect of a real world experience. A consensus of teachers participating in this study define contextual teaching as school experiences that provide meaning, relevance, real life experiences, and connections. The key characteristics of contextual teaching as identified by this study included: 1) Students learn more by combining knowing and doing wherever possible. 2) Students see that learning expectations have some connection to everyday life. 3) Students draw connections between different subject-matter disciplines bringing together content and context of application. 4) Students and teachers use teamwork and collaboration to solve real-life problems. 5) Emphasizes that active and involved students learn more, while requiring creative ways of dealing with school structure and calendar. 6) Contextual pedagogy stresses teaching knowledge and skills differently, not teaching different knowledge and skills. 7) The role of the teacher changes from expert to that of coach. Based upon findings of this field study, contextual teaching can be defined as an educational and instructional strategy focusing on enabling students to see meaning and relevance in their education. Knowledge and application of knowledge are deliberately tied together in the teaching act. Contextual teaching aims at helping all students make connections between subject-matter content and context of application. / Graduation date: 1998

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This study examined the relationship between active support of the breastfeeding mother and breastfeeding rates in the WIC population. The study consisted of two groups, a control group and an intervention group. Participants in the experimental group received scheduled contacts from a lactation educator in the form of home visitations, telephone calls, and written communication, while the control group participants were encouraged to seek breastfeeding support as needed. Demographic measures, duration of breastfeeding, number of breastfeeding support contacts, and formula supplementation were recorded for all subjects. Women in the experimental group received significantly more breastfeeding support contacts than those in the control group; however, breastfeeding duration was similar among women in both groups. Women who requested six or more cans of powdered formula breastfed for a significantly shorter time than those who requested lesser amounts of formula. These results suggest postpartum breastfeeding support, in isolation, may be inadequate to encourage sustained breastfeeding. / Department of Family and Consumer Sciences

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The purpose of this study was to investigate the team-taught United States history programs in six Indiana schools. The research was designed to obtain information that would apply to the following seven hypotheses:1. When team teaching is used, there will be evidence of joint-planning to implement instruction.2. Team teaching will result in technical aids being used fifty per cent of the time.3. Team teaching will restructure the course content upon the use of multi-texts and supplementary printed materials.4. Team teaching will utilize student groups that vary in size depending upon the learning activities.5. Team teaching will involve the utilization of special teacher skills as teachers perform their tasks in large group presentations, small group work and independent study.6. Team teaching will result in students who express a positive attitude toward the class activities.7. Team teaching will emphasize the mastery of basic study skills.The sample consisted of team-taught United States history programs found in six Indiana schools. Data was collected from five principals, twelve teachers and eight hundred and twenty-one students.One method used to collect data, consisted of interviewing the principals, teachers, and selected students. In addition to the interviews, the teachers checked a questionnaire, and all of the students marked an opinionnaire. The responses were classified according to the various hypotheses.A summarization of the findings in light of the responses follows:1. Team teaching did not assure that co-operative planning would occur either with other teachers or students.2. Team teachers did not use any of the technical aids fifty per cent of the time, but both teachers and students mentioned the use of technical aids during the interviews. The two aids most frequently used were the 16mm and overhead projectors.3. Team teaching did not assure that instruction would be changed from one that is textbook-centered in content.4. Student group size did vary in each school; however, the change in the number of students in the groups did not alter the teacher-centered instruction.5. Though team teaching advocates often state that teacher capability will be better utilized, there was no evidence that any school was making an effort to determine the most capable person for the tasks to be executed.6. The students did express a positive attitude toward most of the team program, particularly the small group activity.7. There was evidence of emphasis upon skill mastery in only one school, and in this school the activities were the result of teacher-assigned reports.Among the conclusions drawn from the study the writer states that team teaching, as practiced in the schools in the study, did not result in co-operative planning by students and teachers, student involvement in learning activities, student-centered instruction, or study skills being emphasized. Students did have a positive attitude toward the small group activities, and team teachers and students frequently mentioned the use of technical aids-especially the 16mm projector. The teams that seemed to function most smoothly were the ones in which the teachers had time for extensive planning prior to the actual beginning of the school year. Finally, the ability of teachers to work together with other teachers loomed highly significant to the apparent success of the team-taught program.

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