Thesis (Ph. D.)--Columbia University. / Vita.

Thesis (Ph. D.)--Columbia University. / Vita.

No description available.

This study is to assemble the available information from the various sources pertaining to the habitat, properties, physical characteristics, uses, and supply of the hardwoods and softwoods available to industry and to industrial arts shops, and to determine the various types used for projects in the industrial arts shops.

The primary purpose of the study is twofold: first, to develop a set of criteria that can be used effectively to evaluate projects that will develop in students those skills and concepts emphasized in the goals and objectives of industrial arts; and second, to evaluate these projects by using evaluative criteria developed for that purpose. After the completion of the study, a convenient source book of projects for teachers will be compiled.

Between 1899 and 1910 Sir William Macdonald, tobacco millionaire and educational philanthropist and James W. Robertson, agriculturalist and educator, conducted a seed grain competition across Canada to teach new agricultural practices, and founded manual training centres to teach physical skills and aid moral development. Through the Macdonald Rural School Fund, Macdonald and Robertson established school gardens and supported nature study in eastern Canada, combining with manual training to make a useful elementary curriculum for rural children. To support these pedagogical ideas they pressed, with limited success, for rural school consolidations. Finally, they established an agricultural and teacher training college in connection with McGill University. The Macdonald-Robertson movement drew on borrowed ideas, but also trained teachers, . persuaded school boards, managed costs, and held to a consistent pedagogy through specialized object lessons. Because it treats the Macdonald-Robertson reforms together, this thesis provides a viable explanation why these two men took up the cause of reform and why the various elements of the movement succeeded or failed. I claim the reforms grew up in the first place because the Macdonald-Robertson pedagogical ideas were in the wider interest of social reformers and of the two founders. The ease with which each reform could be controlled by central administrators and implemented in a standard way from one district to the next meant Robertson would achieve "success" on some publicly believable criterion, however variable in extent, yet maintain central control. Robertson found it necessary to dedicate time and energy in persuading local districts and teachers to take up the work. Yet were it not for local autonomy, schools would have been an even easier target for a parade of politically-motivated programmes. Macdonald and Robertson's experience shows that reform must be popular and workable at the local level. Administrative talent and sound pedagogy cannot overcome local resistance if school boards, parents or teachers do not value, or cannot afford, reform. The inherent paradox of standardization and autonomy deserves to remain a hypothesis in research on educational reform. My account shows how Macdonald and Robertson sought to standardize autonomous school districts and teachers, in order to preserve the rural lifestyle, in order to help Canada on her way to economic growth and social order in the face of immigration and urbanization, and the varying extent to which regions benefited economically from industrialization.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).

Thesis (Ed. D.)--Teacherss College, Columbia University, 1971. / Typescript; issued also on microfilm. Sponsor: William J. Mahoney. Dissertation Committee: Joseph G. Shannon. Includes bibliographical references (leaves 105-107).

Thesis (Ed.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008. / Title from home page (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4693.

Thesis (Ph. D.)--University of Chicago, 1902. / Book without thesis note.