subject:(Authentic dissertation)

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University of Alabama

1. Cain, Shelly Anderton. Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms.

Degree: 2011, University of Alabama

URL: http://purl.lib.ua.edu/54190

This study uses a 3x3x3 Latin square design to investigate the idea that understanding may be taught by means of biofunctionally embodied (BE) classroom practice. Three levels of biofunctional embodiment were manipulated as a within-subjects factor. The other two variables were three scenes from Shakespeare and three lessons each taught in the first, second, or third position with scene and lesson serving as between-subjects factors. The nine between-subjects conditions were first randomly assigned to nine different 9th grade classes. Then, each class was taught three lessons in counterbalanced order in order to manipulate levels of embodiment using a three phase educational model. The first phase in this model, teaching, and the third phase, testing, were identical across all lessons. The second phase, biofunctionally embodied rehearsal, was different across the three within-subjects level of biofunctional embodiment in presentation material (audio, traditional film, and modern film) and the student rehearsal (silent, verbal, and enacted) of the Shakespeare scene Dependent measures completed by students during the testing phase include an interest activity, a "modified recall of understanding" (MRU) multiple-choice activity, and an open-ended "remembering your own understanding" (RYOU) task. A series of ANOVA procedures was used to analyze effects of each of the independent variables on student performance. The prediction of interest is that the higher the level of embodiment, the higher the level of understanding and interest. (Published By University of Alabama Libraries) Advisors/Committee Members: Iran-Nejad, Asghar, Erevelles, Nirmala, Petrovic, John, Thoma, Steve, Giesen, Judy, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational psychology; Educational leadership; Literature; authentic learning; biofunctionalism; embodiment; metaphor; Shakespeare; teaching

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APA (6^th Edition):

Cain, S. A. (2011). Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/54190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cain, Shelly Anderton. “Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms.” 2011. Thesis, University of Alabama. Accessed December 15, 2019. http://purl.lib.ua.edu/54190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cain, Shelly Anderton. “Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms.” 2011. Web. 15 Dec 2019.

Vancouver:

Cain SA. Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms. [Internet] [Thesis]. University of Alabama; 2011. [cited 2019 Dec 15]. Available from: http://purl.lib.ua.edu/54190.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cain SA. Levels of biofunctional embodiment of authentic understanding in the classroom: Shakespeare in secondary english classrooms. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/54190

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas State University – San Marcos

2. Rocha, Patricia A. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.

Degree: PhD, School Improvement, 2016, Texas State University – San Marcos

URL: https://digital.library.txstate.edu/handle/10877/6031

This qualitative study explored the storied lives of three Latina/o elementary Principals. The research partners included two individuals and the author of this dissertation. The study employed a narrative inquiry approach and is rooted in an epistemological notion of narrative inquiry and Chicana/o Ways of Knowing. The purpose of this narrative inquiry was to understand not only stories of schools, but the social, cultural, and familial stories that shape and inform Latina/o school principals’ leadership, as well. A further purpose was to understand how their social, cultural, familial, and institutional stories conflicted with the research partners’ story of school and how they negotiated conflicts. Through a narrative inquiry approach, field texts of their narratives were collected using a variety of strategies. Field texts were composed from extensive conversations between the researcher and the two partners. The research partners were invited to tell and retell stories of their own experience of schools both as students and as elementary school principals. Field texts were then analyzed by applying a framework of analysis that included: (a) the notions of three dimensional space (e.g. time, space, and sociality); (b) chronology, epiphanies, and pivotal moments; and (c) tenets of Chicana/o Ways of Knowing. From the analysis, poetic transcriptions were created to represent the stories related by the research partners. Their shared stories highlight a politic of pasión that informed their leadership. Implications for further research are presented within in the framework of the ecologies of knowing. Advisors/Committee Members: Guajardo, Miguel A. (advisor), Byrne-Jimenez, Monica (committee member), Martinez, Melissa A. (committee member), Oliver, John (committee member).

Subjects/Keywords: Latina/o elementary principals; Narrative inquiry; School leadership; Storied lives; Stories of school; Chicana Ways of Knowing; Politic of pasión; Chicana feminism; Authentic dissertation; Poetic transcription; Hispanic American school principals; Elementary school principals; Educational leadership

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

APA (6^th Edition):

Rocha, P. A. (2016). Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6031

Chicago Manual of Style (16^th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 15, 2019. https://digital.library.txstate.edu/handle/10877/6031.

MLA Handbook (7^th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Web. 15 Dec 2019.

Vancouver:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Dec 15]. Available from: https://digital.library.txstate.edu/handle/10877/6031.

Council of Science Editors:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6031

3. Steele, Margaret. Health As Embodied Authenticity.

Degree: 2015, Marquette University

URL: https://epublications.marquette.edu/dissertations_mu/517

This dissertation offers a phenomenological and existential account of health. It considers the model of health that is dominant in the contemporary USA. Using the example of fatness, this dissertation argues that the dominant model of health is deeply flawed, because of its largely unexamined commitment to naturalism and positivism (in the Husserlian senses of these terms). It concludes that purported alternatives to the dominant model, such as the Foucault-influenced constructivist approach to health, fail to respond adequately to the problems posed by naturalism and positivism. Instead, this dissertation proposes a model of health as embodied authenticity. This model is developed on the basis of Edmund Husserl's account of embodiment and Simone de Beauvoir's account of action. The central tenet of this model is that health is the embodied aspect of authentic action. That is, health is a feature not of bodies but of actions. A person is acting healthily – and thus, can be said to `be healthy' – to the extent that she or he is engaged in physical action in pursuit of goals which are themselves conducive to the freedom of the agent her or himself and to the freedom of other persons. The goals themselves and the likelihood of the actions to be conducive to these goals must be capable of standing up to intersubjective critique in order for the person's action to be authentic and thus healthy. This model of health is then applied to the case of fatness, in order to show that it squares better with lived experience than the previously available models of health. This dissertation concludes with a discussion of freedom as central to health. Advisors/Committee Members: Monahan, Michael, Luft, Sebastian, Tobin, Theresa.

Subjects/Keywords: This dissertation offers a phenomenological and existential account of health. It considers the model of health that is dominant in the contemporary USA. Using the example of fatness; this dissertation argues that the dominant model of health is deeply flawed; because of its largely unexamined commitment to naturalism and positivism (in the Husserlian senses of these terms). It concludes that purported alternatives to the dominant model; such as the Foucault-influenced constructivist approach to health; fail to respond adequately to the problems posed by naturalism and positivism. Instead; this dissertation proposes a model of health as embodied authenticity. This model is developed on the basis of Edmund Husserl's account of embodiment and Simone de Beauvoir's account of action. The central tenet of this model is that health is the embodied aspect of authentic action. That is; health is a feature not of bodies but of actions. A person is acting healthily – and thus; can be said to `be healthy' – to the extent that she or he is engaged in physical action in pursuit of goals which are themselves conducive to the freedom of the agent her or himself and to the freedom of other persons. The goals themselves and the likelihood of the actions to be conducive to these goals must be capable of standing up to intersubjective critique in order for the person's action to be authentic and thus healthy. This model of health is then applied to the case of fatness; in order to show that it squares better with lived experience than the previously available models of health. This dissertation concludes with a discussion of freedom as central to health; Philosophy

…extent that my body is facilitating my authentic, ethical life. Since I am studying the topic… …identity categories. If these intersections are not central to this dissertation, that is only… …because each of them warrants a dissertation unto itself, not because I see them as less than… …center my discussion of health in this dissertation. There are many phenomena that are… …dissertation. However, using fatness in this way, focusing on its impact on health, I am obliged to…

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

APA (6^th Edition):

Steele, M. (2015). Health As Embodied Authenticity. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Steele, Margaret. “Health As Embodied Authenticity.” 2015. Thesis, Marquette University. Accessed December 15, 2019. https://epublications.marquette.edu/dissertations_mu/517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Steele, Margaret. “Health As Embodied Authenticity.” 2015. Web. 15 Dec 2019.

Vancouver:

Steele M. Health As Embodied Authenticity. [Internet] [Thesis]. Marquette University; 2015. [cited 2019 Dec 15]. Available from: https://epublications.marquette.edu/dissertations_mu/517.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Steele M. Health As Embodied Authenticity. [Thesis]. Marquette University; 2015. Available from: https://epublications.marquette.edu/dissertations_mu/517

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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