Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 121-126). Also available online.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1938. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 656-677).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1962. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 241-252).

Inaug.-Diss.--Königsberg i. Pr. / "Literatur": p. 42-[45]; additional bibliographical references in text.

Thesis (Ph. D.)--University of California, Santa Cruz, 2000. / Typescript. Includes bibliographical references (leaves 194-200).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Iowa, 2007. / Supervisor: Carolyn Colvin. Includes bibliographical references (leaves 204-209).

Thesis (Ed.D.)--Boston University. Missing page 28

A Confucian-Socratic framework provides a structure for analyzing culture-influenced aspects of academic learning. It is argued that these ancient exemplars model approaches to learning that continue to differentiate students within a modern Canadian postsecondary context. Specifically, it is argued that Chinese cultural influence increases the likelihood that a student will report Confucian learning beliefs and behaviors and that Western cultural influence increases the likelihood that a student will report Socratic learning beliefs and behaviors. Socrates valued private and public questioning of widely accepted knowledge and expected students to evaluate others' beliefs and to generate and consider their own hypotheses. Confucius valued effortful and pragmatic acquisition of essential knowledge. Confucius also valued poetic summary and behavioral reform. Two self-report studies, one (pilot) expert study, and one work sample study assess the utility of this framework in a Canadian context. The self-report studies provide evidence that the framework is reflective of modern cultural differences as expressed in a Western postsecondary context; however, the work sample study produced mainly null results. Consequences of cultural differences in Western postsecondary contexts are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

Review of Recent Music Scholarship: The Music of Multicultural America: Performance, Identity, and Community in the United States, 2nd edition. Ed. Kip Lornell and Anne K. Rasmussen. (Jackson: University Press of Mississippi, 2016. Pp. 425, website and acknowledgments, introduction, notes, references cited, additional sources, audiographies, videographies, index.) Country Boys and Redneck Women: New Essays in Gender and Country Music. Ed. Diane Pecknold and Kristine M. McCusker. (Jackson: University Press of Mississippi, 2016. Pp. xviii + 280, introduction, notes, index.) Sing Me Back Home: Southern Roots and Country Music. By Bill C. Malone. (Norman: University of Oklahoma Press, 2017. Pp. x + 355, credits and acknowledgments, introduction, notes, index.)