Social reform in the 1960's initiated growth in two seemingly separate educational movements in response to dissatisfaction with the traditional positivistic education system. These two movements, writing-across-the-curriculum (WAC) and homeschooling, share pedagogy and methodology based upon social epistemology, and they share two teaching techniques stemming from this methodology: collaboration and writing. While homeschooling was the successful method of education for centuries, the last two centuries have seen an evolution through the one-room schoolhouse to present day positivistic educational institutions. Language-centered teaching techniques have existed as long, beginning with such educators as Isocrates and continuing with such educators as Aristotle, Quintilian, Augustine, Erasmus, George Campbell, and Fred Newton Scott, and during the past two decades, WAC proponents have incorporated the use of collaboration and writing as instruments of learning in every discipline. Unfortunately, it is difficult to measure the effectiveness of these teaching techniques in existing WAC programs because of the number of variables involved. These techniques were measured in a homeschool situation, however, where the variables could be controlled. This ethnographic study, which took place during the Spring 1994 semester with three ninth-grade female students placed in a homeschool situation, used both quantitative and qualitative methods to measure the effectiveness of collaboration and writing in all disciplines. Pre-tests revealed that, at the beginning of this study, these three students performed at very different levels of ability ; regardless of ability, however, each experienced dramatic increases in learning. The quantitative measures, Wechsler Individual Achievement Test and Ennis-Weir Critical Thinking Essay Test, revealed unprecedented gains in math reasoning, reading comprehension, listening comprehension, oral expression, written expression, language composite, and critical thinking skills. These pre/ post-tests, triangulated with assessment of reading journals, daily journals, individual essays, collaborative essays, and video-taped sessions, produced a narrative which describes each student's characteristics, learning style and response to these learning/teaching methods. The results imply that homeschool education has been successful due to collaboration and writing. Furthermore, this study strongly suggests that collaboration and writing effect learning in all disciplines and recommends restructuring of traditional education to implement these teaching/learning techniques. / Department of English

This ethnographic study explores how assessments of literate learning are produced in cultural and institutional settings. Focusing on one student, Tony Mitchell, I situate assessments of his literate learning in the sociocultural contexts in which the assessments were embedded. I examine: 1) the assessments of Tony as "unable to read or write" produced in his fourth grade class; 2) the special education evaluation process in which Tony’s abilities were assessed as borderline; 3) the profile of Tony as an able, literate learner I constructed as I worked with him in and out of school between December 1992 and December 1993; and, 4) the assessment of Tony as a reader and writer produced in his fifth grade class. Data included documents, interviews, and fieldnotes accumulated over an extended period of time and from a wide range of perspectives. Analysis of the data was an ongoing process beginning with the formulation and clarification of my focus and continuing into the writing phase of the study. Different cultural and institutional contexts produced discrepant assessments of Tony’s literate learning. In instructional and testing environments emphasizing the accumulation of discrete facts, a linear progression of skills, and the transmission of knowledge, Tony was assessed aS a non-reader and non-writer with borderline ability. In settings that recognized literate learning as constructed by students as they work with others in supportive environments, Tony was assessed as an able, literate learner. Tony’s story makes visible the often invisible social processes of classroom life and the education policies in which assessments of students’ literate learning are embedded. It establishes that assessments of students’ literate learning are constructed. It illustrates the relationship between instructional, curricular, and testing practices and assessments of students’ learning. Through Tony’s story it is clear that to be adequately understood assessments of students’ literate learning must be examined in the sociocultural contexts in which they are produced. / Ph. D.

This thesis is an ethnographic analysis of a Continuing Care Retirement Community (CCRC) in the American Midwest. I examine salient aspects of American culture, and how persons in the American Midwest understand relationships and themselves in the context of eldercare, and particularly, how issues of personhood and kinship are conceptualised in a long-term care facility. Rather than focusing exclusively on just the labour of caregivers, or how the residents in the CCRC receive care, my study is grounded in the interaction and relations that obtain during specific regimes of caregiving. Because the exigencies of ageing are met with certain exigencies of care, this study touches upon three dominant themes that make sense of the tensions that emerge when principles and practices do not square up. The first theme deals with how ageing and care are constituted, and made relational to one other. Secondly, I demonstrate that in the CCRC where I conducted fieldwork, ageing is constructed as a process and institutionalised, resulting in a distinctive way in which space and time are dealt with and unravelled from their inextricability. The resulting consequences affect not just the older residents and the CCRC staff, but also impacts how caregiving takes on specific forms and meanings. Thirdly, I investigate how formal (professional) caregivers and care receivers produce a type of social relation, which cannot be understood alone by conventional studies of kinship and economic relations. Ultimately, this thesis sets the frame for future debate on the ontological commitments involved in eldercare, and how the segregation of care and of the elderly in society relate to wider social norms regarding ageing and marginality.

Three historic communities with varying levels of social, economic and historic preservation issues are studied in the following chapters to determine motivations for negotiating community benefits agreements (CBAs), and to determine motivations for the specific benefits outlined within each community’s respective CBA. The case study research examines the historic preservation language within each CBA as well as how the development itself and the other benefits prescribed in the CBAs will positively or negatively impact each community. The case study communities demonstrate that CBAs can be used as historic preservation planning and implementation tools. By including thoughtful and transparent community benefits language, a community will be able to use the tools – i.e. financing, technical assistance, advice and guidance, etc. – provided to them within the CBA to successfully carry out the benefits promised within the CBA. / Department of Architecture

The aim of this thesis is to investigate the current status of job descriptions at a Public School System, in [City], [State], USA, and to make recommendations for improvement in terms of job description content, format, and the creation and updated processes. This work covers job descriptions among classified employees and does not cover job descriptions for instructional staff (teachers, principals, etc.) or Executive Administrative Staff. The work begins by introducing the reader to the client and the current status of the client's job descriptions. The demographics of the subject population are discussed as well as the research methodologies. Findings are presented in light of research data and analyzed using Social Identity Theory, as well as business leadership principals. Finally deliverables are provided and recommendations are made. The thesis argues that application of Social Identity Theory and business leadership principals will support the ongoing job description processes by engaging employees in the process with supervisors leading the process

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This thesis uses data collected from a sample of thirty-nine Canadian and thirty-nine American manufacturing firms to provide an empirical foundation for the assessment of the performance of Canadian manufacturers through most of the twentieth century. The unbalanced panel of Canadian firms covers the years 1907-1990. The unbalanced panel of American firms covers the years 1902-1990. To quantify the performance of Canadian manufacturers I measure relative technical efficiency by calculating the total factor productivity (T.F.P.) and labour, capital and intermediate input partial factor productivities of the Canadian firms in my sample relative to the American firms. On average I find that the Canadian firms have had lower labour productivity and intermediate input productivities, but superior capital productivity. When measuring the productivity of the entire production process simultaneously there appears to have been no consistent and substantial T.F.P. difference between the Canadian and American firms, on average. To explain the variation in the partial factor productivities between my Canadian and American firms I disaggregate the total variation into differences due to domestically unique input prices, output levels, biased technology and neutral technology. In general the Canadian firms appear to have been responding to lower labour and intermediate input prices and higher capital costs by using the relatively expensive inputs conservatively and the relatively inexpensive inputs liberally. The Canadian firms also appear to have been adapting their technology in response to the unique input market conditions they faced. The evidence that the Canadian firms in my sample were choosing input combinations and technology which reflected the domestic input prices they faced indicates behaviour consistent with competent entrepreneur ship. Additional evidence illustrating the Canadian producers' responsiveness to idiosyncratic and continental changes in their input market conditions reinforces the partial factor productivity evidence: The performance of the Canadian manufacturers' in my sample of firms, with respect to total factor productivity and responsiveness to domestic input market conditions, suggests that on average Canadian manufacturers have traditionally performed at least as well as their American counterparts.

This thesis examines three case studies in presidential rhetoric in order to explore the genre of domestic crisis rhetoric as defined by Theodore O. Windt (1990). Windt (1986) notes the impressive scholarship on the rhetoric of war and international crises, but also laments the “neglect” of research into “equally significant speeches on domestic „crises,‟ especially those concerned with economic issues” (p. 104). Windt (1990) proposes a generic model that views domestic crisis rhetoric through a dialectic lens that explores how the discourse defines the president‟s policy and how it depicts the policy of the president‟s opponents. This study examines three of the most important presidential rhetorical texts on domestic issues of the last 50 years, each by a different president and each addressing a different domestic political issue – Barack Obama‟s September 9, 2009 address on health care reform, George W. Bush‟s September 19 and September 24, 2008 speeches on the financial crisis, and Lyndon Johnson‟s call for a “war on poverty” in his January 8, 1964 State of the Union address – with the goal of testing the generalizability of the genre across time and gaining a better understanding of how presidents respond to – and create – exigency through rhetoric. / Introduction and overview -- Literature review -- Method -- Barack Obama and health care reform -- George W. Bush and the financial crisis -- Lyndon Johnson and the "war on poverty" -- Conclusions. / Access to thesis permanently restricted to Ball State community only / Department of Communication Studies