This study describes the evolution and range of goals attributed to the College of Micronesia in the Federated States of Micronesia (FSM). In doing so, it traces the transformation of education from community-based, traditional Micronesian activities, to missionary and Japanese schools, to American formal education, and finally, to the public school system that exists in the FSM today. It tracks the evolution of the College of Micronesia--FSM from its earliest roots in the 1950s to the present. The study includes an interview and questionnaire process that identifies numerous College roles and then asks representative student and staff groups, to evaluate each role in terms of importance. The process allowed comparisons of student and staff perceptions and examined, in-depth, the ramifications of following the eight most-highly valued College roles from each group. Although the College of Micronesia was originally conceived as a teacher education institution, it has evolved into a liberal arts institution, which by having an unclear mission, appears to fill the expectations of its different stakeholders. In all, the College was found to have 25 distinct missions; ranging from teaching English to providing manpower for national development. Two groups, students and staff, were found to view all but one of the missions as important. On the whole, student and staff were found to be in general agreement about the various missions of the College, but for different reasons. Whereas staff tended to see the College a nation-building institution, students tended to see the degrees the College offered, as a vehicle for obtaining government jobs and a higher living standard. Both groups were found to have broad ranges of expectations. The argument was made that in light of decreasing resources, the College should begin to focus its mission. In final analysis, the study sheds light on similarities and contrasts of Micronesian and American educational goals and values and illuminates difficulties of managing colleges in developing micro-states. It presents a detailed look at one of the world's least known national colleges so that its future can be plotted more systematically.

No description available.

<p> By the end of the nineteenth century, the momentum for the idea of a more practical education better suited to life in a modern, technological world brought the first educational reform movements in the nation. Concurrent reform efforts at the state and national levels influenced both the historical development of Earth science education and the status of the Earth sciences in New York State&rsquo;s secondary schools. Three themes received increasing attention: 1) the nature and college acceptance of the subjects in the secondary courses of study, 2) the time allocation for the subjects, and 3) the emergence and expectation of the incorporation of laboratory and fieldwork. These themes were also prevalent in discussions within the national committees that were meeting at the time. </p><p> The historical richness of educational reform efforts during the late 1800s and the early 1900s establishes an important foundation upon which the Earth sciences are grounded. To understand the influences that shaped the Earth science syllabus into its present form, and to establish a framework upon which recommendations for future curricular development can be made, an analysis of the origin and evolution of secondary Earth science is warranted. The research presented in this thesis explores the historical framework of the individual core Earth science topics (physical geography, geology, astronomy, and meteorology), beginning in 1865 with the introduction of the intermediate level physical geography Regents examination and ending in 1910 with the loss of astronomy and geology as accepted high school graduation courses. The chronological structure of this study is intended to establish a set of specific historical events that contributed to the present curricular structure of New York State&rsquo;s Earth science course.</p><p>

published_or_final_version / Chinese / Doctoral / Doctor of Philosophy

published_or_final_version / Comparative Asian Studies / Master / Master of Arts

published_or_final_version / Education / Master / Master of Education

published_or_final_version / History / Master / Master of Arts

<p> This study examines the South Side Community Art Center in Chicago, its history, educational mission, and the ways in which its collection of primarily African American art can be used as an art education resource. The data collection for this qualitative case study included questionnaires focusing on the collection and the Center&rsquo;s history and mission, in-depth interviews with three Center administrators and one visual artist, informal personal communication, and observational notes. All data was examined using content analysis. Respondents indications concluded that the mission and goals of the Center grew out of its WPA beginnings and was primarily to support the artists and to educate the community about the value of African American art; that the Center&rsquo;s education mission revolved around its educational programming; that the art collection had been used in the past to teach about the Black Power Movement and makes references to important events in history; and that the Center&rsquo;s relationship to the community was multi-faceted and included outreach to local schools in after-school art programs. </p><p> The center&rsquo;s art collection, because of the themes inherent in many of the works, make important connections to key events in American history such as the WPA, WWII, the Great Depression and the Black migration that facilitates meaning making across the life span. The study&rsquo;s results provided evidence of the South Side Community Art Center&rsquo;s role as not only a repository for regional and national African American art and artists, but also as an educational hub for visual culture, art study and relevance for contemporary life themes.</p>

No description available.

As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This study finds evidences of a reciprocal relationship between the changing curricula of Indonesian Islamic schools and the changing social and political circumstances.