Thesis (M.S.)--Brigham Young University. School of Technology, 2007. / Includes bibliographical references (p. 87-89).

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis--Judge Advocate General's School, Charlottesville, Va., 1975. / Title from PDF t.p. (LLMC Digital, viewed on June 1, 2010). "April 1975". Includes bibliographical references (p. 82-98).

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: Katherine C. Grier, Winterthur Program in Early American Culture. Includes bibliographical references.

Thesis (M.A.)--Miami University, Dept. of History, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 57-63).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 197-207).

No description available.

My research explores the concept of visual art as a form of critical inquiry and the gallery as a site for critical dialogue and social change. I argue that art galleries can be spaces of change and can be used to mount a critique of contemporary society’s dominant narrative of neoliberalism that is being incorporated into our public and private lives. Art galleries are public spheres for civil society that offer citizens opportunities to engage in debate on contemporary issues, where we can expose ourselves to new ideas, stimulate our minds, and explore other ways of knowing and becoming agents of change. My investigation takes the form of researching, developing, and presenting an exhibition of selected photographs as part of the exhibition, Open Conversations. This exhibition explored the art practice of Canadian photographers Carole Condé and Karl Beveridge, who have developed an artistic process that involves direct collaboration in the production of art employing a participatory, socially engaged framework. I claim the role of “insurgent curator” (a person who challenges the current state of affairs) through my attempt to locate my inquiry within my current praxis as curator, that is, within a critical form of creative inquiry. As an insurgent curator, I attempt to insert alternative histories and perspectives in a public art gallery as a means of offering different ways of knowing contemporary society. The concept of critical inquiry and the use of dialogical aesthetics underlie my concept of insurgent curatorial practice. I propose that the use of dialogue has important implications in helping to situate art galleries as public spaces that invite participation, dialogue, and community, and thereby have a profound impact on visitors’ meaning making. Through the use of critical creative inquiry, I ask how this research can generate individual transformation and help create progressive forms of social action. / Graduate / scottmarsden@haidagwaii.ca

abstract: This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and post-course surveys on reasoning skills, impressions of biology, science and the course, and microbiology knowledge. Students subjected to Anglicized instruction performed significantly better on exams that assessed their abilities to apply and analyze knowledge from the course, and gained similar amounts of knowledge during the course when compared to peers instructed with standard vocabulary. Their performance in upper-level courses was also better than that of their traditionally educated peers. Hypotheses related to the effect are presented and evaluated; implications for instruction are discussed. / Dissertation/Thesis / Ph.D. Biology 2011

abstract: The purpose of this practitioner inquiry was to explore the use of Guided Critical Reflection (GCR) in preparing preservice teachers for English learners (ELs). As a teacher researcher, I documented, analyzed, and discussed the ways in which students in my course used the process of GCR to transform their passively held understandings about ELs. Specifically, the research questions were: 1) What are preservice teachers' common sense about teaching and learning related to ELs? 2) How does GCR transform preservice teachers' common sense about ELs? 3) What is my role as an educator in creating opportunities for GCR? I utilized methods for data collection that fit my teaching practices. Data sources included three types of observations (self-reflective field notes, audio recordings of each class, and notes documented by an outside observer), student-work artifacts, and my audio reflection journal. I analyzed data inductively and deductively using a modified analytic induction approach. Building on previous research concerning the use of reflection in teacher preparation, I define GCR as the process in which I guided preservice teachers to acknowledge and examine their common sense about ELs, reframe what they know in light of course learning, and transform their understandings. Five major findings emerged from this study. First, preservice teachers entered the course with common sense notions about ELs rooted in their educational and life experiences. Students felt comfortable sharing what they knew about ELs, but needed to be scaffolded to examine how their life experiences shaped their common sense. Within the course, preservice teachers framed and reframed their common sense in different ways. Through the process of GCR, students evidenced a renewed sense about ELs. Finally, my role as a teacher involved establishing a comfortable learning environment, valuing my students' common sense as the catalyst for course learning, and guiding students through their reflective work. Ultimately, I was able to create opportunities for GCR because I too was reflecting on my practices, just as I was asking my students to reflect on their common sense about ELs. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011