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You searched for +publisher:"University of Colorado" +contributor:("Paul Beale"). Showing records 1 – 2 of 2 total matches.

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University of Colorado

1. Forsyth, David. Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park.

Degree: PhD, History, 2012, University of Colorado

This dissertation explores the history of Lakeside Amusement Park, built in 1908 in Denver, Colorado, through the context of Denver’s social, economic, and political development over the course of a century. Originally constructed by Denver brewer Adolph Zang as an elite amusement park with fairly tame attractions, Denver quickly adopted the park as part of its City Beautiful program. The City Beautiful movement, which provided a blueprint for beautifying ugly and hastily built cities, was developed from the architectural design of the 1893 Columbian Exposition in Chicago. Lakeside’s story is an important addition to amusement park history because it proves that an amusement park, despite what some historians have argued, could in fact play a role in City Beautiful programs. The story of Lakeside is also an important addition to the story of Denver’s City Beautiful period because of the large role it played during that time. However, Denver’s changing political climate and economic and social development changed the environment in which the park operated, forcing it to become less elite and more working class. Studying how the park adapted to such change offers a unique perspective from which to view Denver’s development over the span of a century. Lakeside’s history also offers a view on larger changes in society and the amusement park industry itself. Lakeside Amusement Park is an excellent mirror of a growing Western town’s society between 1908 and 2008, and as such, it offers a unique perspective from which to view Denver’s development during that time. The story of Lakeside comes from the pages of Denver’s newspapers, Denver’s official City Beautiful publication entitled Municipal Facts, Billboard magazine, and interviews with people who were connected to the park from its earliest days until modern times. Advisors/Committee Members: Thomas Zeiler, Ralph Mann, Robert Ferry, Robert Schulzinger, Paul Beale.

Subjects/Keywords: Amusement Park; Colorado; Denver; Lakeside; American Studies; Recreation, Parks and Tourism Administration; Regional Sociology; Urban Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Forsyth, D. (2012). Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/hist_gradetds/14

Chicago Manual of Style (16th Edition):

Forsyth, David. “Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park.” 2012. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/hist_gradetds/14.

MLA Handbook (7th Edition):

Forsyth, David. “Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park.” 2012. Web. 29 Nov 2020.

Vancouver:

Forsyth D. Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/hist_gradetds/14.

Council of Science Editors:

Forsyth D. Life is a Roller Coaster: A History of Denver’s Lakeside Amusement Park. [Doctoral Dissertation]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/hist_gradetds/14


University of Colorado

2. Wilcox, Bethany Rae. New Tools for Investigating Student Learning in Upper-division Electrostatics.

Degree: PhD, Physics, 2015, University of Colorado

Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area  – upper-division electrostatics  – this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level. Advisors/Committee Members: Steven J. Pollock, Noah Finkelstein, Heather Lewandowski, Paul Beale, Eric Stade.

Subjects/Keywords: ACER Framework; Assessment development; Mathematics; Multiple-response CUE; Physics Education; Student learning; Higher Education; Physics; Science and Mathematics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wilcox, B. R. (2015). New Tools for Investigating Student Learning in Upper-division Electrostatics. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/phys_gradetds/135

Chicago Manual of Style (16th Edition):

Wilcox, Bethany Rae. “New Tools for Investigating Student Learning in Upper-division Electrostatics.” 2015. Doctoral Dissertation, University of Colorado. Accessed November 29, 2020. https://scholar.colorado.edu/phys_gradetds/135.

MLA Handbook (7th Edition):

Wilcox, Bethany Rae. “New Tools for Investigating Student Learning in Upper-division Electrostatics.” 2015. Web. 29 Nov 2020.

Vancouver:

Wilcox BR. New Tools for Investigating Student Learning in Upper-division Electrostatics. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Nov 29]. Available from: https://scholar.colorado.edu/phys_gradetds/135.

Council of Science Editors:

Wilcox BR. New Tools for Investigating Student Learning in Upper-division Electrostatics. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/phys_gradetds/135

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