This dissertation explores the changing apprenticeship environment within the Dāphā Khalaḥ from Kirtipur Newar communities. The Dāphā music tradition comes from Nepal and is one of the oldest music traditions in South Asia.  This tradition has been practiced for centuries by the Newars, the indigenous people of Kathmandu. The purpose of this study is to assess how the Dāphā music tradition presumably is changing through apprenticeships, which are increasingly separated from their traditional contexts in various ways or degrees, a process that I characterize as a shift from apprenticeship to performance. In addition, the study explores the relationship between traditional apprenticeship and modern styles that incorporate the Newar music tradition. Reviewing socio-political influences and motivations behind musical changes, I argue that the Dāphā music tradition presumably is changing due to changed apprenticeships. Through the statistical analysis, a survey in Kirtipur revealed that Dāphā music was significantly affected by modernization and globalization. Furthermore, the study contributes to the ethnographic literature on musical tradition and change with a particular focus on modernity, as well as to discourses on ethnic and indigenous identity. This study was conducted in TDK (Tahnani Dāphā Khalaḥ, Kirtipur), where the Dāphā group adapted to new types of apprenticeship in order to preserve their culture, thereby fostering a revival of their once endangered music tradition. Today interested member of the community is allowed to participate in Dāphā music apprenticeship regardless of caste or gender.

In this dissertation, the researcher examined teachers' understandings and attitudes about the teaching of argument and how professional development (PD) affected those understandings and attitudes. The teaching of argument is important because argument promotes critical thinking skills, authentic learning opportunities, increased conceptual development, and meaningful discussions about topics that are important to students. The researcher gathered data about 14 teachers’ understandings and attitudes and looked at them as a qualitative case study bounded by their common experience in a PD opportunity during the summer with return visits to PD in the fall and the following spring. The findings include: (1) teachers had little to no previous experience with argument in their own learning or teaching, (2) the teaching of a new strategy, like argument, requires ongoing, systematic PD, and (3) after PD the teachers developed more complex, nuanced understanding of and value for the teaching of argument. These findings were significant in that preservice teacher programs, district PD opportunities, and teacher-led PD learning communities must strategically and intentionally address argument for its power in the 21st century classroom.

The purpose of this quasi-experimental study was to compare the effects of literature instruction using traditional methods to literature instruction using Reading Apprenticeship (RA) to determine if outcomes of attitude and achievement of students enrolled in World Literature courses are changed. Participants included 104 students from 1 junior college in a southeastern state. Of these 104 students, 68 were taught using a traditional method of instruction, and 36 were taught using the RA method of instruction. Students were administered the Rhody Secondary Reading Attitude Survey to determine attitude scores at the beginning of the semester and attitude scores at the end of the semester. In addition, the Accuplacer-Reading Comprehension Test was administered to assess students‘ reading achievement at both the beginning of the semester and at the end of the semester. To analyze the data, a repeated-measures MANOVA was used to determine if statistically significant differences were present in students‘ attitudes and achievement scores based on instruction type. Also, the repeated measures MANOVA was used to determine if there was an interaction between attitude and achievement scores. After analyzing the data that was collected, the results indicated a statistically significant difference between the attitude scores of students taught literature using traditional instruction and students taught literature using RA instruction. The attitudes of students who were taught World Literature through traditional instructional methods experienced little change, and the attitudes of students who were taught World Literature using the RA method significantly increased. The results of the achievement tests and the interaction were not statistically significant.

No description available.

No description available.

STEM (Science, Technology, Engineering and Mathematics) education for youth can lead to the development of skills to design technologies, innovate tools, optimize work processes, and solve problems to improve society. The public high schools in Senegal are reported to have a low enrollment of students in STEM-related subjects. Youth are taught to memorize theories, with limited opportunities for hands-on STEM activities. However, there are other opportunities for Senegalese youth to engage in STEM education outside the formal school system. This research used case studies to explore the experiences of Senegalese youth learners and educators engaged in hands-on STEM education within non-formal learning settings in Dakar, Senegal. The first case involved six youth and six educators from wood carpentry and metal joinery apprenticeships. The second case involved seven youth and five educators from Go4STEAM, an all-girls out-of-school STEM program. The Ecological Systems Theory was used as a theoretical framework to situate the youth and educators in their learning context and consider ways in which their self and environment influences their STEM learning and teaching experience. An asset-based analytical approach was used in both cases to identify and describe positive influences and educational practices related to learning STEM. Results of the study indicated that educators in the apprenticeship setting display elements of cultural-based education as they not only teach the youth learners engineering through guided instructions, but also help raise them into adulthood. The youth learners in this setting have dropped out of school, thus recommendations for this learning setting include leveraging apps, mobile training, and competitions to promote engineering education as well as ensuring a strong foundation in reading, writing, and math. The Go4STEAM learning setting was found to offer activities that were interesting and responsive for their youth learners, and their learning environment emphasized peer collaboration. Recommendations for this learning setting include encouraging youth to take leadership of their learning whilst positioning the educators as co-learners, and offering the youth opportunities to engage in STEM with various partners and settings around the community. By recognizing and valuing the strengths of non-formal learning settings, this study identifies opportunities to strengthen the Senegalese STEM Learning Ecosystem. The additional support can lead to opportunities for Senegalese youth to become innovators and problem solvers that use their skills for educational and career advancement, upward economic mobility, and improved community development. / Doctor of Philosophy / STEM (Science, Technology, Engineering and Mathematics) Education can be beneficial for the youth because it gives them useful skills for their jobs and their community. There are many factors that influence how youth learn STEM, and youth are able to learn in school and out of school. In Senegal, there are a low number of students enrolled in STEM-related subjects in high school, and the schools do not offer hands-on STEM activities. This research uses case studies to investigate STEM education for youth in non-formal, out-of-school settings, in Dakar, Senegal. Six youth and six educators from the wood carpentry and metal joinery apprenticeships, and seven youth and five educators from the Go4STEAM all-girls program, participated in this study. For each case, the Ecological Systems Theory was used to help consider the various influences that may directly or indirectly impact the youth's STEM education. An asset-based approach was used to identify positive influences and educational practices from the two cases. The study determined that the educators in apprenticeships use cultural norms and values to teach the youth learners engineering and raise them to become adults. The learners do not go to school so they can potentially benefit from apps, mobile training, and competitions that facilitate learning engineering, and the basics of reading, writing and math. At Go4STEM, the study determined that the learning environment was fun for the youth and encourages teamwork. The learners at Go4STEAM may benefit from deciding what STEM topics they want explore and the educators support as co-learners. Also, the educators can help facilitate STEM activities that engage community resources. This study identifies the strengths of non-formal, out-of-school-learning, and identifies opportunities to improve the Senegalese STEM Learning Ecosystem. With the additional support, Senegalese youth can become innovators and problem solvers that use their skills to benefit themselves, their families, and their communities.

This is a study of trade education and apprentice training in the United States with special reference to certain corporation training programs.

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

Text in Afrikaans / Hierdie navorsing getiteld 'n Ontwikkelingsperspektief van vakleerlingskappe in Suid-Afrika: implikasies vir die onderwysstelsel ondersoek die wortels van die vakleerlingskap stelsel sedert antieke tye, deur die koloniale tydperk in Suid-Afrika, die "armblankevraagstuk"1922-1960, voor-demokrasie 1950-1980, 1980-1993 en post-demokrasie 1994-2014. Die studie konsentreer op die kronologiese verloop van gebeure wat gelei het tot die formalisering van die vakleerlingskapstelsel in Suid-Afrika in 1922 asook die evolusie tot in sy huidige vorm. Spesifieke aandag is geskenk aan wetgewing, beide provinsiaal en nasionaal, wat bygedra het tot die vorming van die stelsels. Die vakleerlingskapstelsel van Amerika is ook ondersoek vanaf sy wortels tot die huidige era met al sy vorme van tegniese beroepsonderwys asook vakleerlingopleiding. Daar is gekyk na al die verskillende Amerikaanse kolleges en tegniese skoolstelsel. ‘n Vergelykende studie tussen Amerika en Suid-Afrika se vakleerlingskapstelsel is gemaak met spesifieke aanbevelings vir die Suid-Afrikaanse stelsel. / This research, entitled A developmental perspective of apprenticeships in South Africa: Implications for the education system, examined the origins of the apprenticeship system from its roots in pre-history, through colonial time in South Africa, the "armblanke-vraagstuk" 1922-1960, pre-democracy 1950-1980, 1980-1993 and postdemocracy 1994-2014. This study concentrated on chronicling the events leading to the establishment of formalized apprenticeship training in South Africa in 1922 and its evolution to its present form. Particular attention was paid to the legislation, both provincial and national, that provided for the establishment of the present system. The apprenticeship system of the USA was also examined from its roots up to the present time in all its forms of technical, vocational and artisan training. Looking at the different college systems and technical training schools of the USA. Comparisons between USA and South Africa‘s apprenticeship systems was made with specific recommendations for South Africa‘s system. / Educational Foundations / M. Ed. (Vergelykende Opvoedkunde)

In this dissertation, research was undertaken to trace the development of technical, . education in Zimbabwe and evaluate its role in community upliftment. The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this connection. This involved, inter alia, analysing findings and recommendations of commissions of inquiry, and provisions of national development plans. Empirical analysis of the status and role of technical education in community upliftment was also undertaken. Finally, on the basis of the historical data, findings and conclusions regarding the history of technical education, as well as its role in community upliftment in Zimbabwe were made. As a way forward, some recommendations were made which would, if implemented, enhance the role of technical education in the individual's attainment of meaningful adulthood and improvement of society's quality of life. / Educational Studies / M. Ed. (History of Education)