Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (9/22/2008). Includes bibliographical references (leaves 102-108).

Thesis Ph.D. -- University of Canberra, 2008. / Includes bibliography (p. 84-97) Also available online.

Thesis (EdD)--Open University.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-111). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024535.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 205-233). Available also in a digital version from Dissertation Abstracts.

Thesis (M.S.)--University of North Carolina at Wilmington, 2003. / Includes bibliographical references ([57]-60).

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 179-191).

The boundaries of art education are growing and encompassing new artistic practices and contemporary discourses. Many art educators are advocating for the inclusion of popular visual culture into the school curriculums. This study investigates what might be learned from the effects of adding a unit of instruction on popular visual culture, in the form of comic book art, into a beginning level high school art curriculum. / text

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24–minute video of a classroom lecture, students received various numbers of related–to–lecture (“Is consistent use of the eye contact method necessary for success?”) versus not–related–to lecture (“Have you ever missed class because you couldn't find parking?”) instant messages in addition to note taking vs. no note taking. Student self–rating for multitasking ability, typical and maximum instant messaging activity, and classroom computer use were also measured. Contrary to cognitive models of information processing that suggest instant messages will disrupt student retention of lecture information, no effects were found for number of interruptions, presence or absence of notes, or relatedness of interruption on lecture retention. Students’ multitasking self–rating was negatively related to lecture retention. The implications of these results for classroom practice and future research are explored. / text

This dissertation examines the content of a required classroom management course to determine how preservice teachers are prepared for managing problem behaviors. Qualitative content analysis of interviews with four adjunct classroom management course instructors, their course syllabi, textbooks, assignments and projects, ancillary course materials, fieldwork, and formative assessment revealed how the topic of problem behaviors is incorporated and implemented in the design of the course and how the topic is addressed in the textbooks and other course materials selected for the course. The complexities of scholarly research, individual course instructors’ personal beliefs about classroom and behavior management and problem behaviors, and the implications of those personal beliefs upon text selection and course content that guide the preservice teacher’s developing philosophies to meet the challenges of today’s diverse educational settings provide the foundation for this interpretive analysis. Findings suggest that, regardless of the documented need for additional preservice teacher preparation in managing student behavior in general and problem behavior specifically, course content on problem behaviors in the classroom management course depends upon the course instructors’ personal beliefs about classroom and behavior management that developed through their personal knowledge, experience, and preferences. Academic freedom serves as a centerpiece of university professor and student rights. Academic freedom must support academic responsibility in the design, implementation, and evaluation of curriculum, preparation of course materials, complementary course offerings, and a competent and judicious treatment of the subject. Findings of this study reveal that the university’s academic responsibility for providing a “competent and judicious treatment of the subject” relies upon the personal beliefs of the individual course instructor. / text