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This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care.

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The purpose of this study was to understand the differences of conscious constructive responses and shifting strategies with the goal of understanding reading comprehension while reading nonfiction, fiction, and poetry texts. This naturalistic diagnostic study uses a think-aloud methodology. The study examines verbal, retrospective, and recall reports from fifteen seventh-graders of varying reading abilities; good, average, and weaker from one private school in the Midwest. After collecting a total of ninety verbal reports in three sessions, verbal reports were scored according to level of conscious constructive responses. Retrospective reports were scored for shifting utilization. Recall reports were scored to identify a reading comprehension score that was correlated with strategies. Based on these results, it was evident that conscious constructive responses existed with seventh-grade readers regardless of ability and text type. There were differences between utilization with text type, but little differences with ability level. Shifting strategies were evident with seventh graders, but there were no significant differences when text type and ability level were taken into consideration. Two conscious constructive responses, relating text to text and relating text to prior knowledge, correlated with recall scores demonstrating an increase in reading comprehension. Two shifting strategies, making liberal interpretations and looking for useful information significantly improved reading comprehension. Findings support the model of constructively responsive reading (Pressley & Afflerbach, 1995). / Department of Elementary Education

The purpose of this study is to show, through the development of the American apprenticeship, certain factors and influences that have contributed to the growth of industrial arts in the public schools of the United States. It has been made to give the prospective industrial arts teacher and student some idea of the history and the importance of their work now and in the future.

Advances in technology have made globalization and internationalization a reality in the world. National borders are becoming more permeable and migration of goods, services, and health care workers takes place more readily. Higher Education Institutions (HEIs) have become competitors and vendors in the global knowledge economy and are expected to develop job seekers that are responsible and engaged global citizens and employees. Offering study abroad programmes is one of the ways that HEIs achieve this goal. It is estimated that in 2010, 4.7 million people studied abroad (OECD, 2012:360), and it is anticipated that this number will grow to 15 million by the year 2025 (Altbach & Knight, 2006:9). South Africa is emerging as a regional hub for study and research in sub-Saharan Africa (UNESCO: 2012b). Many organizations that train nurses are internationalizing their curriculum which effectively means that Schools of Nursing are seeking placement for students to study, gain insight into other cultures and practices, and to gain clinical experience in other countries. Students, the customers of the Higher Education Institutions, often pay large sums of money to undertake these study abroad programmes and therefore expect good quality learning experiences in return. The aim of this qualitative, contextual, exploratory, and descriptive study was to explore and describe the expectations and experiences of international nursing students and faculty members at a Higher Educational Institution in South Africa in order to develop standards that will enable HEIs to optimize the experiences of short-term study abroad nursing students. An in-depth contextual investigation was conducted on globalization and internationalization, as well as the higher education and health systems of three countries to understand the context of the study abroad programmes. Qualitative data was gathered from students and faculty members using focus groups and individual interviews to establish their expectations and experiences of the programme. Thematic synthesis was carried out on the contextual data and the qualitative data. Thereafter, thematic synthesis analysis was conducted using both sets of results to develop standards that can be used to optimize the experience of short-term study abroad nursing students at a HEI. A total of 35 standards were developed around the following main themes: the objectives of study abroad programmes should be stated clearly before arrival and include the expectations of the global, national, and local communities, the higher education institution and the staff and students; study abroad programmes should be managed in an ethical manner and in an enabling environment, as part of their strategic goals and plans of a HEI; students should be exposed to a variety of experiences and differences between the sending and hosting countries during their study abroad programmes; Standards to Facilitate Optimal Experiences of Short-term Study Abroad Nursing Students at a HEI; study abroad programmes should be evaluated at different intervals and levels to ensure quality of the programmes and to ensure that the objectives/outcomes are met. A limitation of the study was the sampling of the clinical mentors which did not include representatives from the overseas universities. It is recommended that the standards that were developed in this study be introduced and tested in HEIs and that more research be conducted on different levels and groups with regard to study abroad programmes in future.

This study partially replicates and re-explores specific dimensions of a textbook analysis of the presentation and use of specific grammatical elements and sociolinguistic variants in textbooks published in the United States for learners of French. Authenticity is situated as a central construct in the analysis of interrogatives, relative pronouns, and the negative particle ne in selected textbooks and ancillary materials. The findings reveal that little progress has been made over the past twenty years in integrating authentic representations of discourse into French-as-a-foreign-language textbooks.