The purpose of this study was to examine the impact of disciplinary background on the leadership styles of academic deans. The researcher conducted a nation-wide survey of academic deans from a wide range of disciplines. Specifically, the study sought to determine whether the disciplinary backgrounds of university deans are reflected in their self-reported actions, decision-making, and role perceptions. Subjects’ disciplines were categorized according to high-consensus and low-consensus fields as well as the pure/applied dichotomy. Four dimensions of organizational leadership (bureaucratic, collegial, political and symbolic) were utilized to define the subjects’ potential cognitive frames. The subjects’ use of cognitive frames were classified into predominantly single-, paired-, or multi-framed approaches. Descriptive statistics, mean comparisons, and logistic regression were utilized to analyze the behaviors and motivations of subjects in the study.

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This project focuses on the way that new graduate teaching assistants (GTAs) in English develop both their professional identity as teachers and their view of Composition as a field. Drawing on social theories of disciplines (Prior, 1998; Hyland, 2004; Carter, 2007), disciplinary enculturation (Hasrati, 2005; Bazerman and Prior, 2005; Thaiss and Zawacki, 2006), and legitimate peripheral participation (Lave and Wenger, 1991; Wenger 1998), this dissertation examines the transition that composition GTAs undergo during their first year of graduate school. Many of these GTAs move from little or no knowledge of Composition as a discipline to teaching their own writing courses. I focus on GTAs from MA and MFA programs at a large research university in their first year of teaching composition. Using multiple types of data, including in-depth interviews, observations of practicum and mentoring sessions, and teaching genres written by the GTAs, I construct a narrative that shows the role that teaching composition plays in the overall identity construction of graduate students as professionals. This wide data set has allowed me to see the various ways (and various genres) in which Composition is constructed in the lives of new GTAs. Teacher preparation programs offer a variety of assistance, including experience shadowing current teachers, practicum courses and individual or group mentoring. I study the ways these activities help GTAs in one first-year writing program move toward a fuller understanding of and participation in Composition, and how these experiences relate to the overall graduate student experience. Each of these experiences helps move GTAs toward participation as composition teachers. However, the degree to which these GTAs participate in Composition as a discipline has to do with their relationships with mentors and the connections they make between the multiple communities of practice that they must continually navigate. / Ph. D.

This thesis seeks to demonstrate that the new facilities of Web of Science (WoS) online can be used in new ways to enhance understanding of scholarly communication. It investigates four aspects of scholarly communication: characteristics of highly cited articles, citation levels of collaborative articles, citation levels of multi-disciplinary articles, and patterns of annual citation of highly cited articles. For the first two topics it investigates the WoS category of ‘Information Science & Library Science’ (IS&LS), whereas for the other topics it compares diverse WoS categories in science and social science. Although its main data source is WoS, its investigation of disciplinarity also uses Scopus. The thesis finds: (a) Highly cited IS&LS articles tend to be multidisciplinary and cited late, but are not necessarily first-authored by influential IS&LS researchers, (b) Amongst un-cite IS&LS articles the proportion of collaborative articles has remained almost constant over the past three decades whereas for higher cited articles it has grown steadily with time, (C) In social science subjects the level of citation of multi-disciplinary research are generally similar to that of mono-disciplinary research, whereas in science the citations levels for multi-disciplinary research are substantially lower than that of mono-disciplinary research, and (d) In both science and social science many very highly cited articles continue to be heavily cited more than twenty years after publication. This thesis also introduces and uses an indicator for measuring the extent of collaboration called ‘average partner scores’ and indicates a way in which the subject categories of WoS can be investigated without requiring a licence for the WoS database. Finally, it identifies and addresses some of the technical problems of using WoS online to investigate scholarly communication.

Les curriculums de sciences donnent aujourd’hui une place croissante aux démarches d’investigation, impliquant des professeurs de différentes disciplines scientifiques. La mise en œuvre de telles démarches suppose que les professeurs conçoivent des situations d’enseignement engageant les élèves dans l’élaboration d’hypothèses ou de conjectures.Nous articulons des approches épistémologique, didactique et ergonomique pour étudier les connaissances qui permettent à ces professeurs de concevoir de telles situations. Pour cette étude, nous faisons deux choix critiques : le choix du moment de la conception, en privilégiant celui de la préparation des situations ; le choix du contexte de conception, en privilégiant le cadre d’un collectif de professeurs de mathématiques, de sciences physiques et de sciences de la vie et de la Terre.Nous étudions les interactions à l’intérieur du collectif et leurs effets sur des évolutions des connaissances qui permettent la préparation des situations d’enseignement. Les interactions étudiées sont les interactions sociales entre les professeurs et les interactions entre les professeurs et les ressources partagées par le collectif.L’analyse de ces interactions met en évidence l’influence de deux leviers sur les évolutions des connaissances étudiées. Le premier est la conception de ressources spécifiques que nous appelons métaressources : les métaressources sont des ressources suscitant une posture réflexive sur l’activité à conduire ou sur ses effets. Le deuxième est la codisciplinarité comme forme de travail collectif. La codisciplinarité privilégie la coopération entre les disciplines, en respectant et en articulant les épistémologies de chacune d’entre elles / Sciences curricula give nowadays an increasing place to enquiry based learning methods involving teachers of different disciplines. The implementation of such approaches supposes that teachers develop teaching situations that engage students in a process of elaborating hypotheses and conjectures. We articulate epistemological, didactical and ergonomic approaches in order to study the knowledge that allows teachers to design such learning situations. We make two crucial choices in this study : the choice of the design period, focusing on the time of learning situations design; the choice of the design context, focusing on a collective of teachers in mathematics, physics and sciences of life and Earth.We study within this group the interactions between teachers and their consequences, in term of evolution of knowledge, that allows teaching situations to develop. The interactions that the study focuses on are social interactions between teachers and interactions between teachers and shared resources within the group. The analysis of these interactions show evidence about the influence of two levers that concern the evolution of studied knowledge. The first is the conception of specific resources that we call metaresources: metaresources are resources that lean to a reflexive position regarding the activity itself or its effects. The second is the concept of co-disciplinarity as a form of collective work. Co-disciplinarity favours cooperation between disciplines, keeping and articulating each particular epistemology

A presente Tese defende que o processo de construção histórica da disciplina hodiernamente conhecida como Direito Tributário no Brasil pode ser visualizada sob diferentes formatações ou reformulações históricas, decorrentes diretamente de fatores internos e externos ao processo de construção jurídica da disciplina, identificados em etapas ou configurações mais ou menos definidas, mas nem por isso impermeáveis. Ao mesmo tempo, fundamentado em sólida investigação sobre a formação histórica da disciplina, defende também que o processo histórico disciplinar do Direito Tributário Brasileiro liga-se ao processo identificado na epistemologia (e pedagogia) denominado especialização disciplinar, caracterizado pela prevalência da especialização disciplinar pautada na sucessiva redução do objeto de estudo e na tendência ao isolamento disciplinar, o que se confirma também pelo histórico tratamento concedido entre o Direito Tributário e a Ciência das Finanças, bem como pela natural elevação da autonomia. Contudo, o reconhecimento preliminar da autonomia do Direito Tributário também revela importância estratégia ao presente estudo, pois concentrado na premissa de diferentes aspectos dessa autonomia, e que levam a diferentes modos de enxergar o processo histórico-disciplinar do Direito Tributário no Brasil. Em qualquer perspectiva analisada, e observando eventual predomínio epistemológico da especialização disciplinar, chega-se à conclusão de que o processo histórico disciplinar do Direito Tributário Brasileiro não assume plenamente essa tendência, pois fatores históricos peculiares da disciplina favorecem uma adoção ponderada, ainda que determinadas linhas de estudo sejam favorecidas por esse contexto epistemológico prevalecente nas ciências do século XX. No mesmo passo, a prevalência, ainda que com ponderações, do processo de especialização disciplinar pode ser comprovada pelo tímido tratamento tradicionalmente concedido pela doutrina ao que se convencionou denominar por interdisciplinaridade (que não é simplesmente a busca de conhecimentos extraídos de outras disciplinas para simples aplicação ao Direito Tributário, e nem se identifica com o diálogo entre disciplinas jurídicas constantemente operadas no âmbito disciplinar da Ciência do Direito). Tais reflexões oportunizam também a elaboração de breves observações orientadas ao passado recente, ao presente e ao futuro da disciplina, seja pela consideração de fatores contemporâneos (internos e externos) que influenciam a construção recente do direito tributário (e a disciplina dedicada a estudá-la), seja pela perspectiva de estudos interdisciplinares do qual o Direito Tributário, enquanto disciplina jurídica, pode tomar parte. / This Thesis argues that the historical process of construction of the nowadays known as Tax Law discipline in Brazil can be viewed under different formats or historical restatements, arising directly from internal and external factors to the legal construction process of this discipline, identified in different steps or more or less defined settings - but not so incommunicables. At the same time, also based on solid research on the historical development of the discipline, this Thesis also argues that the disciplinary historical process of Brazilian Tax Law binds to the process identified in epistemology (and pedagogy) as \"disciplinary specialization\", characterized by the prevalence of disciplinary expertise guided on the successive reduction of the research matter and on tendency to disciplinary isolation, which is confirmed also by the historical treatment accorded between the Tax Law and the Science of Finance, as well as the natural elevation of its autonomy. However, the preliminary recognition of the autonomy of Tax Law also reveals the strategic importance to this research, because it\'s concentrated on the premise of different aspects of autonomy, that lead to different ways of seeing the historical and disciplinary procedures of the Tax Law in Brazil. In any analyzed perspective, and observing any epistemological dominance of disciplinary specialization, one comes to the conclusion that the disciplinary historical process of Brazilian Tax Law does not fully take this trend, because peculiar historical factors of discipline favor a weighted adoption, though certain lines study are favored by this epistemological context prevailing in the sciences of the twentieth century. In this perspective, the prevalence of the disciplinary specialization process can be proven by the timid treatment traditionally given by the doctrine to what is conventionally called as \"interdisciplinary\" (which is not simply the pursuit of knowledge drawn from other disciplines for simple application to the Tax Law, and that not identifies with the dialogue between legal constraints constantly operated in the disciplinary scope of the Law Science). Such reflections also allow the development of brief remarks directed to the recent past, the present and the future of the discipline, by the consideration of contemporary factors (internal and external) that influence the recent construction of the Tax Law (and the discipline dedicated to studying it), or by the perspective of interdisciplinary studies which the Tax Law, as a legal discipline, can take part.

The preparation of new college teachers of composition has been a disciplinary topic of interest as well as an institutional concern since the establishment in the late 1800s of the modern English department. In this project, I offer a critical history of the treatment of the topic of the preparation of teachers of college composition by the three most historically significant organizations to English as a discipline and Composition as a field of study within that discipline: the Modern Language Association, the National Council of Teachers of English, and the Conference on College Composition and Communication. By analyzing the treatment of the topic of the preparation college teachers of composition by the major publications of these three organizations during their formative years, I provide a topic specific history of the marginalization of composition within the discipline and its organizations. This project expands on the work of individuals such as James Berlin, Albert Kitzhaber, Stephen North, Robert Connors, and others who have written on the historical marginalization of composition within the discipline and Academy and offers a more specific interrogation of the position of composition within the discipline and the Academy in general. In my work, I argue that the contemporaneous founding of the modern English department and the Modern Language Association allowed for the institutionalized relegation to a low status of composition and teachers of composition. That institutionalized low status eventually led to the marginalization, fractionalization, and specialization of a group of composition scholars who believed teaching to be a central concern for the discipline, as well as to the development of NCTE and CCCC. I further argue that a similar fractionalization and specialization within these smaller groups has left intact the institutionalized notions of status that led to their formation in the first place. I conclude by suggesting that in order to raise the status of composition in the discipline and the Academy, it is necessary to address the sources of marginalization directly as opposed to fractionalizing and specializing in reaction to it.

This research investigates the formation of visual as discursive practice. Discourses that celebrate, denigrate and omit visual are examined with a particular focus on discourses of the child and technology in art education. This thesis applies poststructural methodologies of discourse analysis to disrupt traditional accounts of discipline configurations determined in histories of art education. With a particular focus on Michel Foucault???s methods of history, archaeology and genealogy, art education as discipline is mapped through an investigation of visual as concept and practice. This research contends that the emergence of current practices in visual culture, as configured within the constraints of art education amplifies the conditions of visual to define art education as a field. It examines the mobilisation of discourse, verified by discipline formations in art education, and the way in which such formations distribute and categorise knowledge that is sequenced within power structures. Therefore, visual, as a discursive practice is one way through which to trace the conditions of the field, including the structure of discipline as knowledge and subject in art education.

Name Art as a starting point in the process of a class educational program for preschool children Abstract This work in its theoretical part specifies the definition of art education, work and art techniques at kindergartens. It describes both the historical and the current ideas on changes of art creation of pre-school children. It goes into the solutions, competency, preparations and the actual creation of a class curriculum for pre-school children at contemporary kindergartens. The empirical part describes experience of my colleagues in the creation of a class curriculum with a focus on the global view, motivation and integrated programmes. The practical part illustrates the class curriculum based on a year-round project which comes out of art activities. There is a motivational theme that goes through the whole project and motivates children in other spheres of education as well. There is an offer of activities and a close relation to other subjects which are based on the art creation of children or lead to the creation by art works. The whole project culminates with a theatre performance which is made by children themselves. Key Words Art activities, pre-school age, class educational program, pre-school education, art techniques, art, kindergarten, fairy tale, educational conception,...