Thesis (M.A.)--Marshall University, 2001. / Title from document title page. Document formatted into pages; contains 25 p. Includes bibliographical references (p. 17-18).

Thesis (M.S.)--Florida State University, 2003. / Advisor: Ron Mullis, Florida State University, College of Human Sciences, Dept. of Family and Child Sciences. Title and description from dissertation home page (viewed Mar. 15, 2004). Includes bibliographical references.

Thesis (Ed. D.)--UCLA, 20089. / Vita. Description based on print version record. Includes bibliographical references (leaves 345-378).

Thesis (MTchLn)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (leaves 95-102). Also available via the World Wide Web

Thesis (Ph. D.)--University of Oklahoma, 1994. / Includes bibliographical references (leaves 148-173).

Not available / text

The goal of this thesis is a critical edition of the Secrets des femmes, a text attributed to Arnold de Vilanova. In the exegetic tradition, this attribution has been widely argued. Our preliminary findings lead to the same conclusions. The text composed in French couldn't have been written by Vilanova, who would have composed it in Latin, the language of the "clerks", or in Catalan, his first language. Critical tradition shows that the Secrets des femmes is based on three manuscripts. But we have demonstrated that the Mazarine's manuscript is not at the base of this work, but rather of a text entitled Les Termes et secrets des femmes. For the critical edition, which is the objective of our study, there is no doubt that the Arsenal's text is the basic manuscript, while the Vatican's manuscript is the Arsenal's metalanguage.

There is no abstract available for this dissertation. / Department of Elementary Education

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.

This predominantly qualitative study looks at the current changes in early childhood education in Ontario, Canada from an early childhood education leadership perspective. The analysis and recommendations resulting from my dissertation adds to the growing body of work examining the rapidly changing landscape of the early years. My dissertation utilizes a constructivist lens to reconstruct perspectives surrounding matters of importance in a field that is on the cusp of obtaining true professional recognition. With the advent of a self-regulating body (College of Early Childhood Educators) and a shift in management from the Ministry of Children and Youth Services to the Ministry of Education, the study highlights some of the changes occurring in the early years sector, both institutionally and professionally. The ensuing data was collected through 35 interviews of early years champions and 167 surveys from various early years teacher-educators and practitioners, revealing strong topics of discussion that add to the cacophony of voices heralding demands that the early childhood educator be perceived and treated as an equal participant in the education system. Of the 8 themes that emerged from the data analyzed, 3 were the focus of this study. The first theme focused on leadership, including characteristics of leaders and themes of emerging leadership; the second on professionalization of the early years sector (Feeney, 2012): for example, consistency in terminology, pay equity, universality, and issues regarding the current infrastructure; and the third theme investigated was intellectualization as part of the professional process: for instance, current curriculum focus, higher-learning demands, ongoing learning, the value of lab schools, faculty responsibilities, and specialization as a means of differentiated staffing (Zigler, Gilliam, & Barnett, 2011). This study also includes miniature profiles of the early years leaders interviewed, and a synopsis of their personal journeys to leadership. In the concluding chapter, the recommendations presented suggest various ways that current and emerging early years leaders can make positive impact within this transforming sector. Empowerment of self, recognition of professional status, and a view to the long-term visioning of education provides the impetus for change.