Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 158-169). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 158-169). Also available on the Internet.

Thesis (Ph. D.)--University of Pennsylvania, 1936. / Bibliography: p. 117-121.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 122 p.; also includes graphics Includes bibliographical references (p. 103-107). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Education." Includes bibliographical references (p. 131-142).

Thesis (M.S.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

The purpose of this dissertation, a year-long qualitative study involving action research, was to record and analyze the behavior of both a teacher/researcher and her tenth grade students when she eliminated judgmental language, grades, and punishment in a high school English class. Instead, she provided specific feed-back, engaged students in dialogue concerning their work, and used verbal strategies which did not allow development of the usual classroom roles of "teacher as Rescuer and Persecutor," and "student as powerless Victim." The study describes the initial debilitating anxiety the students experienced as they created their own rules, examined qualities of excellence in writing and speaking, evaluated their own work, engaged in daily class discussion and performed a variety of cooperative learning tasks. The study further describes teacher responses to the students' behaviors, parental and administrative concerns, and the extensive time commitments involved. It concludes that most of the participating students did not know how to take responsibility for their learning, and that the teacher's primary role was to guide them through a process for learning to do so.

In this study, identity is conceptualised as a joint accomplishment between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts (Gee, 2000; Holland et al., 1998; and Wenger, 1998). From this stance, this research is within a situative approach which aims to understand motives and engagement of people as they participate in formal and informal learning contexts. This is accumulated from experiences (Dewey, 1934) which are processed and retained. From this state of being, the individual's identity is in the process of becoming; affected by personal circumstances and experiences gathered throughout the life course. In response to this, this research views identity not as a thing but as a process of being and becoming. (Beijaard, 2003). Through the process of living, individuals come into constant interaction with different contexts and cultures which inform their personalised identities. Individuals live in the world and, in so doing, create a 'meshwork' (Ingold, 2011) in which individuals do not exist in one location but move along paths acknowledging the role of other people and places in the formation of identity. Transitions throughout the individually lived life course (Elder, 1994) and the emotional experiences (Dutton and Heaphy, 2003) of these transitions aid in the identity formation of the artist teacher. The artist teacher is in a constant state of 'negotiating' between the identities of the artist and the artist teacher. The theoretical framework guiding this study merges Urie Bronfenbrenner's theory of ecological systems (1979)- the micro-, meso-, and macro- levels of human development with Barbara Rogoff's three planes of analysis (1995) - the personal, interpersonal and community levels of development. Data were built with the participation of six artist teachers living and working in North East Scotland, Aberdeen. Findings revealed fascinating ways in which the six artist teachers negotiated their artist and artist teacher identities in/through: art practice and pedagogy, collaborations with others in processes of dialogue and joint activity, and both solo and collaborative participation across persons in-contexts (Nolen et al., 2015).This study contributes to knowledge in exploring both psychological and sociological emotional experiences of the artist teacher to provide a more comprehensive and thorough examination of identity formation from a situative perspective.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university. Contributions to education, no. 490. Bibliography: p. 58.