subject:(Education history)

Florida State University

1. Watkins, Sally R. Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.

Degree: PhD, Educational Leadership and Policy Studies, 2018, Florida State University

URL: http://purl.flvc.org/fsu/fd/2018_Su_Watkins_fsu_0071E_14360 ;

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Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary… (more)

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Some 300 years after the founding of the first American institution of higher education, developing students into future leaders remains a central objective of contemporary colleges and universities (Astin, 1993; Johnson, 2000; Komives, Lucas, & McMahon, 2007). In the modern university setting, a significant amount of leadership training and development is accomplished outside the classroom in the co-curricular arena; much of this work is now in the province of student affairs professionals who teach leadership training and development. Many of these professionals prepared for this aspect of their roles while on the job via campus-based professional education and development and at conferences hosted by professional organizations. Historically, these professional associations have played a key role in establishing leadership education as a priority in student affairs, informing professionals' knowledge and understanding of leadership concepts and theories, and advancing the emerging profession of leadership education. The purpose of this study is to document the role student affairs professional organizations played in the latter half of the 20th century to advance collegiate student leadership education programs. The historical narrative relies on sources from the National Student Affairs Archives located in Bowling Green, Ohio and interviews with key individuals active during the timeframe investigated. Understanding the formalization of student affairs practitioner as leadership educators offers the opportunity to recognize individuals and organizations significant in the process, to identify gaps in the scholarship, inform academic preparation programs, shape the efforts of professional organizations, and mold the programmatic efforts facilitated daily on college campuses. This historical investigation attempts to demonstrate how student affairs professional organizations and key individuals across the profession shaped student leadership training, education, and development in higher education in the late twentieth century.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Spring Semester 2018.

March 29, 2018.

ACPA- College Student Educators International, Higher Education, History of Leadership Education, Leadership Education, Student Affairs, William A. Overholt

Robert A. Schwartz, Professor Directing Dissertation; Maxine Jones, University Representative; Kathy Guthrie, Committee Member; Tamara Bertrand Jones, Committee Member.

Advisors/Committee Members: Robert A. Schwartz (professor directing dissertation), Maxine Deloris Jones (university representative), Kathy L. Guthrie (committee member).

Subjects/Keywords: Education, Higher; Education; History; History

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APA (6^th Edition):

Watkins, S. R. (2018). Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Su_Watkins_fsu_0071E_14360 ;

Chicago Manual of Style (16^th Edition):

Watkins, Sally R. “Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.” 2018. Doctoral Dissertation, Florida State University. Accessed April 17, 2021. http://purl.flvc.org/fsu/fd/2018_Su_Watkins_fsu_0071E_14360 ;.

MLA Handbook (7^th Edition):

Watkins, Sally R. “Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century.” 2018. Web. 17 Apr 2021.

Vancouver:

Watkins SR. Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century. [Internet] [Doctoral dissertation]. Florida State University; 2018. [cited 2021 Apr 17]. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Watkins_fsu_0071E_14360 ;.

Council of Science Editors:

Watkins SR. Contributions of Student Affairs Professional Organizations to Collegiate Student Leadership Programs in the Late Twentieth Century. [Doctoral Dissertation]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Su_Watkins_fsu_0071E_14360 ;

University of California – Berkeley

2. Eshoo, Karen Elizabeth. Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools.

Degree: Education, 2015, University of California – Berkeley

URL: http://www.escholarship.org/uc/item/3s8183rw

► Independent schools across the country - which historically have served almost exclusively the children of the elite class - have made significant strides in increasing… (more)

▼ Independent schools across the country - which historically have served almost exclusively the children of the elite class - have made significant strides in increasing their percentages of students of color and students who participate in financial aid in recent decades. This exploratory study investigates the manifestation of increased racial/ethnic and socioeconomic diversity in these schools’ cultures, and the perception of administrators, faculty and parents of its impact. I first sought to understand how administrators, teachers, and “typical” independent school parents assign value to racial/ethnic and socioeconomic diversity in California independent schools, relative to other priorities they hold. Second, I sought to understand how these actors perceive the extent to which students of color and students on financial aid are fully included in the life of the school, insofar as they are accepted as full members of school communities with unfettered access to all school resources. Since there is a dearth of research on independent schools, particularly on topics related to diversity and inclusion, this study is a first attempt at understanding the meaning of diversity and inclusion for this specific population.This study found that actors place high value on a positive school culture when choosing an independent school – as high a value as a strong academic program – and that the desire to preserve school cultures that feel “comfortable,” “warm,” and “nice” persists and deepens once they have joined a school community. While all participants in this study expressed satisfaction in the diversity of the student population in their schools, they rarely described the value of the presence of these “atypical” students from diverse racial/ethnic and socioeconomic background in moral or political terms. Instead, they tended to cast diversity as strong preparation for life in a “real world” that is increasingly globalized and multicultural, and as a value add for “typical” students’ social experiences. However, this study also found that, despite these positive attitudes towards diversity, there also existed expectations for a certain level of homogeneity within their communities that served as the glue that holds the school culture together. That homogeneity is characterized by similar academic capability and attitude, as well as behaviors; these factors contribute to the positive school culture, and the value that actors’ attached to it. Symbolic boundaries that exist to sort students into in-groups and out-groups and thus silence divergent and disruptive voices, also contribute to positive school culture. While an expectation of assimilation of “atypical” students is usually rejected as outdated, expectations of amalgamation are clearly present in these school cultures. These attitudes and values have major implications for schools’ ability to build inclusive community, since the very strengths associated with communities of mostly like-minded employees and families leaves little room, if any, for…

Subjects/Keywords: Education; Education history

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APA (6^th Edition):

Eshoo, K. E. (2015). Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/3s8183rw

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):

Eshoo, Karen Elizabeth. “Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools.” 2015. Thesis, University of California – Berkeley. Accessed April 17, 2021. http://www.escholarship.org/uc/item/3s8183rw.

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

MLA Handbook (7^th Edition):

Eshoo, Karen Elizabeth. “Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools.” 2015. Web. 17 Apr 2021.

Vancouver:

Eshoo KE. Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2021 Apr 17]. Available from: http://www.escholarship.org/uc/item/3s8183rw.

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

Council of Science Editors:

Eshoo KE. Colorblindness, Comfort, and Amalgamation: Diversity and Inclusion in California Independent Schools. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/3s8183rw

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

3. Guillory, Melanie K. An Analysis of Corporal Punishment Practices in the State of Tennessee.

Degree: 2017, University of Louisiana at Lafayette

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10269344

► This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department… (more)

Subjects/Keywords: Education; Education history

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APA (6^th Edition):

Guillory, M. K. (2017). An Analysis of Corporal Punishment Practices in the State of Tennessee. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10269344

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):

Guillory, Melanie K. “An Analysis of Corporal Punishment Practices in the State of Tennessee.” 2017. Thesis, University of Louisiana at Lafayette. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

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

MLA Handbook (7^th Edition):

Guillory, Melanie K. “An Analysis of Corporal Punishment Practices in the State of Tennessee.” 2017. Web. 17 Apr 2021.

Vancouver:

Guillory MK. An Analysis of Corporal Punishment Practices in the State of Tennessee. [Internet] [Thesis]. University of Louisiana at Lafayette; 2017. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

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

Council of Science Editors:

Guillory MK. An Analysis of Corporal Punishment Practices in the State of Tennessee. [Thesis]. University of Louisiana at Lafayette; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10269344

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

University of KwaZulu-Natal

4. Singh, Shobana. The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase.

Degree: 2016, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/13031

► This study focuses on the experiences of educators in facilitating the oral history projects with their learners in the Further Education and Training (FET) phase… (more)

▼ This study focuses on the experiences of educators in facilitating the oral history projects with their learners in the Further Education and Training (FET) phase in selected schools in KwaZulu-Natal (KZN). Whereby the voices of senior history educators as well as by the viewing of the learners completed projects provide further insight into the experiences of facilitating the oral history projects with their learners. To understand the educators’ experiences in facilitating the oral history project I used qualitative research methodology. This included the use of convenience sampling, semi-structured interviews and project analysis of the learners’ work. The project analysis followed using the method of coding. My research has revealed that educators themselves had prior knowledge and experiences of oral history that impacted on their facilitation of the oral history projects with their learners. The experiences of educators in the facilitation of the oral history projects with their learners has been positive and challenging, yet despite the challenges educators were successful in the facilitation of the oral history projects with their learners. The findings reveal that there is a need for educators to be provided with a clear conceptual understanding of what oral history is, secondly to get educators to understand as to why this aspect was included in the curriculum, thirdly there has to be a link between the training of educators and professional support by the Department of Basic Education and Training (DoE/DoBET)in the facilitating of the oral history projects with the learners, fourthly educators need to understand that there is no fixed way to get learners involved in oral history as this would also depend on their enthusiasm, training, experiences and interest, fifthly the choice of topics and finding suitable participants who learners could interview were also a challenge, lastly there are technological challenges that both educators and learners had to contend with. Advisors/Committee Members: Wassermann, Johannes Michiel. (advisor).

Subjects/Keywords: History education.

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APA (6^th Edition):

Singh, S. (2016). The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13031

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):

Singh, Shobana. “The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase.” 2016. Thesis, University of KwaZulu-Natal. Accessed April 17, 2021. http://hdl.handle.net/10413/13031.

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

MLA Handbook (7^th Edition):

Singh, Shobana. “The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase.” 2016. Web. 17 Apr 2021.

Vancouver:

Singh S. The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10413/13031.

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

Council of Science Editors:

Singh S. The experiences of history educators in facilitating oral history projects in the Further Education and Training Phase. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13031

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

Columbia University

5. Newkirk, Pamela. Tuskegee, Achimota and the Construction of Black Transcultural Identity.

Degree: 2012, Columbia University

URL: https://doi.org/10.7916/D8TT4Z53

► Over the past four decades numerous scholars from a diverse range of fields, including history and comparative education, have turned to the transfer of the… (more)

Subjects/Keywords: Education; History

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APA (6^th Edition):

Newkirk, P. (2012). Tuskegee, Achimota and the Construction of Black Transcultural Identity. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8TT4Z53

Chicago Manual of Style (16^th Edition):

Newkirk, Pamela. “Tuskegee, Achimota and the Construction of Black Transcultural Identity.” 2012. Doctoral Dissertation, Columbia University. Accessed April 17, 2021. https://doi.org/10.7916/D8TT4Z53.

MLA Handbook (7^th Edition):

Newkirk, Pamela. “Tuskegee, Achimota and the Construction of Black Transcultural Identity.” 2012. Web. 17 Apr 2021.

Vancouver:

Newkirk P. Tuskegee, Achimota and the Construction of Black Transcultural Identity. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2021 Apr 17]. Available from: https://doi.org/10.7916/D8TT4Z53.

Council of Science Editors:

Newkirk P. Tuskegee, Achimota and the Construction of Black Transcultural Identity. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8TT4Z53

Columbia University

6. Medalis, Christopher. American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century.

Degree: 2009, Columbia University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3373715

► This dissertation investigates the role of educational exchange programs in American cultural diplomacy over the course of the twentieth century and their role in… (more)

▼ This dissertation investigates the role of educational exchange programs in American cultural diplomacy over the course of the twentieth century and their role in foreign policy, through the example of Hungary. It examines the Fulbright Program during the Cold War, as an instrument for aiding Hungary's systemic transition in the 1980s, and in the transformation of its higher education in the dynamic post-1989 period. The educational interaction between the United States and Hungary is reviewed from a historical perspective. The study begins with the initial projection of American higher education abroad under private auspices and the founding of official U.S. government cultural diplomacy in 1938. The study then examines the origins, conceptualization, and development of the Fulbright Program, the U.S.' flagship international education initiative. Although the study focuses on official educational exchange programs, it also considers the important and ongoing role played by American private sector organizations, notably universities, foundations, and non-governmental organizations, in the promotion of educational exchange with Hungary. The post-World War II bipolar world order triggered debates in American policymaking circles on the nature of the Fulbright Program and the role of educational exchanges in the Cold War struggle. This dissertation explores how, in the case of Hungary, the almost complete lack of educational exchange with the U.S in the 1950s was replaced by gradual engagement by both sides in the 1960s. It examines the crucial milestones of U.S. cultural diplomacy with Hungary in the late 1970s resulting in the establishment of the Fulbright Program between the two countries. The final section provides analysis of the active and deliberate utilization of the Fulbright Program by the U.S. government during the 1980s and 1990s to support the transformation of the Hungarian higher education system. The period of observation and analysis extends from 1919 to 2000, rather than examining U.S.-Hungarian relations in distinct pre-World War II, Cold War, and post-1989 stages, as traditional periodization would suggest. This longer time span provides an understanding of the durable nature of educational ties between countries, while tracing shifting paradigms of the role of educational exchanges in cultural dip diplomacy and foreign policy.

Subjects/Keywords: History, European; Education, History of

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

APA (6^th Edition):

Medalis, C. (2009). American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century. (Thesis). Columbia University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3373715

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):

Medalis, Christopher. “American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century.” 2009. Thesis, Columbia University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3373715.

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

MLA Handbook (7^th Edition):

Medalis, Christopher. “American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century.” 2009. Web. 17 Apr 2021.

Vancouver:

Medalis C. American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century. [Internet] [Thesis]. Columbia University; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3373715.

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

Council of Science Editors:

Medalis C. American cultural diplomacy, the Fulbright Program, and U.S.-Hungarian higher education relations in the twentieth century. [Thesis]. Columbia University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3373715

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

The George Washington University

7. Khoury, Shaadi. Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930.

Degree: 2016, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10010879

► This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It… (more)

▼ This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It situates the Academy’s work in relation to concerns about language modernization characteristic of the Nahda, or Modern Arab Renaissance, and in the context of great changes in the political and social order of the Middle East. It highlights the ways the pioneering Levantine man of letters Jurji Zaydan sought to reconcile indigenous traditions of linguistic thought with modern concepts of evolutionary change and historicism in the development of a new science of language and the cultivation of a new kind of scholarly elite, from the late nineteenth century to the eve of the First World War. This dissertation also analyzes Arab Academy founding member ‘Abd al-Qadir al-Maghribi’s wide-ranging writings in matters of religion, politics, ethics, and language. Al-Maghribi wrote on behalf of the Islamic and Arab umam or communities, as well as for a constitutional Ottoman caliphate around the time of the Young Turk Revolution of 1908. The educability of the public was central to his vision as ordinary believers and Arabic-speakers became the population of the new national state of Syria following the Ottomans’ defeat in 1918. This project demonstrates how the three succeeding political orders over the territory that would become modern Syria influenced the thought of the founding members of the Academy in Damascus and contributed to the life of their institution: the late Ottoman state, the Amir Faysal’s short-lived Arabist kingdom in the aftermath of the First World War, and the imposition of the French Mandate for Syria from 1920. It argues that the late Ottoman Empire and its revolutionary and constitutional moment imparted qualities of ecumenicalism and worldliness, and that the Academy shared a spirit of experimentation and standardization with the Faysali and Mandatory regimes. Finally, this project turns to the relations of Arab Academy founding members, notably of their president Muhammad Kurd ‘Ali, with the Western orientalist scholars elected as corresponding members of their company. It chronicles how Arab and European scholars of Islam and Arabic collaborated in producing a body of knowledge and a discourse of friendship in their shared area of study, characterized by both sympathetic and objective norms. It argues that the Arab Academicians and their Western colleagues collectively sketched the contours of a globalized discussion of Nahda, history, and modernity in the quasi-colonial context of French Mandate Syria.

Subjects/Keywords: Middle Eastern history; Education history

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APA (6^th Edition):

Khoury, S. (2016). Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10010879

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):

Khoury, Shaadi. “Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930.” 2016. Thesis, The George Washington University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10010879.

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

MLA Handbook (7^th Edition):

Khoury, Shaadi. “Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930.” 2016. Web. 17 Apr 2021.

Vancouver:

Khoury S. Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. [Internet] [Thesis]. The George Washington University; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010879.

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

Council of Science Editors:

Khoury S. Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. [Thesis]. The George Washington University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010879

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

UCLA

8. Kovalesky, Brian Robert. Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972.

Degree: History, 2017, UCLA

URL: http://www.escholarship.org/uc/item/8313s43x

► In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists against de facto school segregation in the… (more)

▼ In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists against de facto school segregation in the Los Angeles area, the residents of a group of small cities fought to break away from the Los Angeles City Schools and create a new, independent school district. If established, the district would serve white pupils nearly exclusively, preserving and reinforcing racially segregated schools in the area. Proponents of the plan were residents of the majority white, working class cities just southeast of the city of Los Angeles. Their crusade was a response to the merger of the Los Angeles schools, up until this time comprised of separate elementary and high school districts, into the Los Angeles Unified School District (LAUSD). I argue that this movement represented the continuation of a much longer and foundational debate over control of public schools in the U.S. at both the federal and state level. This conflict pitted advocates of a vision of “neighborhood” schools controlled by the communities they served against policy makers who endeavored to create larger school districts in order to exert more control over funding and administration. This challenge to the LAUSD’s creation was just one of many fights in the decades following World War II in the Greater Los Angeles area over public school district organization and attendance zones. These battles were inextricably tied to larger issues like taxation, control of community institutions, the size and role of state and county government, and racial segregation. As civil rights activists and the state government advanced a version of public schools that were more inclusive and demanded larger-scale, consolidated administration, race became an increasingly important aspect of debates over school district organization in Los Angeles County. The actions of white residents of the region in response to attempts to create larger school districts reveal an often-overlooked grassroots activism connected to an exclusionary notion of smaller-scale school districts based on local control and “community identity.”

Subjects/Keywords: American history; Education history

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APA (6^th Edition):

Kovalesky, B. R. (2017). Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/8313s43x

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):

Kovalesky, Brian Robert. “Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972.” 2017. Thesis, UCLA. Accessed April 17, 2021. http://www.escholarship.org/uc/item/8313s43x.

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

MLA Handbook (7^th Edition):

Kovalesky, Brian Robert. “Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972.” 2017. Web. 17 Apr 2021.

Vancouver:

Kovalesky BR. Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972. [Internet] [Thesis]. UCLA; 2017. [cited 2021 Apr 17]. Available from: http://www.escholarship.org/uc/item/8313s43x.

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

Council of Science Editors:

Kovalesky BR. Contested Campuses: Politics, race, and the battles over public education in the Greater Los Angeles Area, 1949-1972. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/8313s43x

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

West Virginia University

9. Perry, Allyson. Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914.

Degree: MA, History, 2014, West Virginia University

URL: https://doi.org/10.33915/etd.452 ; https://researchrepository.wvu.edu/etd/452

► This thesis explores the rise of public education, its influence on rural society, and the ways that farmwomen used schooling for a variety of purposes.… (more)

Subjects/Keywords: Education history; American history

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APA (6^th Edition):

Perry, A. (2014). Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.452 ; https://researchrepository.wvu.edu/etd/452

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):

Perry, Allyson. “Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914.” 2014. Thesis, West Virginia University. Accessed April 17, 2021. https://doi.org/10.33915/etd.452 ; https://researchrepository.wvu.edu/etd/452.

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

MLA Handbook (7^th Edition):

Perry, Allyson. “Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914.” 2014. Web. 17 Apr 2021.

Vancouver:

Perry A. Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. [Internet] [Thesis]. West Virginia University; 2014. [cited 2021 Apr 17]. Available from: https://doi.org/10.33915/etd.452 ; https://researchrepository.wvu.edu/etd/452.

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

Council of Science Editors:

Perry A. Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. [Thesis]. West Virginia University; 2014. Available from: https://doi.org/10.33915/etd.452 ; https://researchrepository.wvu.edu/etd/452

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

The Ohio State University

10. Mendenhall, Sarah S. Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric.

Degree: PhD, English, 2013, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422

► This dissertation addresses contemporary concerns that composition studies lacks disciplinary coherence. In the past 50 years, composition has expanded across multiple scholarly specializations and programmatic… (more)

Subjects/Keywords: Rhetoric; Composition; Education History; History

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APA (6^th Edition):

Mendenhall, S. S. (2013). Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422

Chicago Manual of Style (16^th Edition):

Mendenhall, Sarah S. “Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric.” 2013. Doctoral Dissertation, The Ohio State University. Accessed April 17, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422.

MLA Handbook (7^th Edition):

Mendenhall, Sarah S. “Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric.” 2013. Web. 17 Apr 2021.

Vancouver:

Mendenhall SS. Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2021 Apr 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422.

Council of Science Editors:

Mendenhall SS. Locating the Profession: Disciplinary Identities and Professional Spaces in the History of Composition and Rhetoric. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422

11. Sundermann, Elizabeth Anne. "Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act.

Degree: 2009, University of California, Davis

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3379636

► Richard Austen Butler, President of the Board of Education, 1941-1945, and his intellectual colleagues in England built an educational philosophy based on cultural traditions… (more)

Subjects/Keywords: History, European; Education, History of; History, Modern

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APA (6^th Edition):

Sundermann, E. A. (2009). "Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act. (Thesis). University of California, Davis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379636

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):

Sundermann, Elizabeth Anne. “"Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act.” 2009. Thesis, University of California, Davis. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3379636.

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

MLA Handbook (7^th Edition):

Sundermann, Elizabeth Anne. “"Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act.” 2009. Web. 17 Apr 2021.

Vancouver:

Sundermann EA. "Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act. [Internet] [Thesis]. University of California, Davis; 2009. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379636.

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

Council of Science Editors:

Sundermann EA. "Devotees at the shrine of progress|" Christian-civic humanism as educational philosophy – a reanalysis of R. A. Butler's vision for the 1944 Education Act. [Thesis]. University of California, Davis; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379636

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

12. Nicholson, Timothy Alan. Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World.

Degree: 2012, State University of New York at Stony Brook

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3516846

► This dissertation used education to highlight local and global dimensions of nation building in Tanzania. It examines the process by which the late colonial… (more)

Subjects/Keywords: History, African; Education, History of; History, Modern

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APA (6^th Edition):

Nicholson, T. A. (2012). Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. (Thesis). State University of New York at Stony Brook. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3516846

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):

Nicholson, Timothy Alan. “Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World.” 2012. Thesis, State University of New York at Stony Brook. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3516846.

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

MLA Handbook (7^th Edition):

Nicholson, Timothy Alan. “Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World.” 2012. Web. 17 Apr 2021.

Vancouver:

Nicholson TA. Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. [Internet] [Thesis]. State University of New York at Stony Brook; 2012. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516846.

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

Council of Science Editors:

Nicholson TA. Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. [Thesis]. State University of New York at Stony Brook; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516846

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

13. Khalifian, Shahrouz. "Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10751221

► This thesis explores the role of town-and-gown violence as a constructive force during the rise of three universities in medieval France: the university in… (more)

Subjects/Keywords: European history; Education history; Medieval history

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APA (6^th Edition):

Khalifian, S. (2018). "Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10751221

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):

Khalifian, Shahrouz. “"Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389.” 2018. Thesis, California State University, Long Beach. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10751221.

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

MLA Handbook (7^th Edition):

Khalifian, Shahrouz. “"Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389.” 2018. Web. 17 Apr 2021.

Vancouver:

Khalifian S. "Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751221.

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

Council of Science Editors:

Khalifian S. "Scolares pacem cum civibus imperpetuum non haberent "| Conflict and the Formation of the University Communities in Paris, Orleans, and Toulouse, 1200 – 1389. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751221

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

14. Egner, Harry Charles, Jr. Mutatis mutandis| Desegregating the Catholic schools in South Carolina.

Degree: 2015, College of Charleston

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1600167

► The Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process… (more)

Subjects/Keywords: African history; Education history; Religious education

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APA (6^th Edition):

Egner, Harry Charles, J. (2015). Mutatis mutandis| Desegregating the Catholic schools in South Carolina. (Thesis). College of Charleston. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1600167

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):

Egner, Harry Charles, Jr. “Mutatis mutandis| Desegregating the Catholic schools in South Carolina.” 2015. Thesis, College of Charleston. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1600167.

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

MLA Handbook (7^th Edition):

Egner, Harry Charles, Jr. “Mutatis mutandis| Desegregating the Catholic schools in South Carolina.” 2015. Web. 17 Apr 2021.

Vancouver:

Egner, Harry Charles J. Mutatis mutandis| Desegregating the Catholic schools in South Carolina. [Internet] [Thesis]. College of Charleston; 2015. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1600167.

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

Council of Science Editors:

Egner, Harry Charles J. Mutatis mutandis| Desegregating the Catholic schools in South Carolina. [Thesis]. College of Charleston; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1600167

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

University of Toronto

15. Boggs, Andrew Michael. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .

Degree: Theory and Policy Studies in Education, 2007, University of Toronto

URL: http://hdl.handle.net/1807/65526

► Although much has changed in the relationship between Canadian governments and publicly-assisted universities over the last century, the principles of ‘institutional autonomy’ and ‘annual public… (more)

Subjects/Keywords: Canadian history; Education history; Higher education

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APA (6^th Edition):

Boggs, A. M. (2007). Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . (Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65526

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):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .” 2007. Thesis, University of Toronto. Accessed April 17, 2021. http://hdl.handle.net/1807/65526.

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

MLA Handbook (7^th Edition):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .” 2007. Web. 17 Apr 2021.

Vancouver:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . [Internet] [Thesis]. University of Toronto; 2007. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/1807/65526.

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

Council of Science Editors:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . [Thesis]. University of Toronto; 2007. Available from: http://hdl.handle.net/1807/65526

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

University of Saskatchewan

16. Porter, Gemma. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.

Degree: 2020, University of Saskatchewan

URL: http://hdl.handle.net/10388/12923

► Social studies, with its focus on history, politics, and identity, provides an interesting site of analysis through which to examine the historical development of master… (more)

Subjects/Keywords: social studies education; history education; curriculum history

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APA (6^th Edition):

Porter, G. (2020). National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/12923

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):

Porter, Gemma. “National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.” 2020. Thesis, University of Saskatchewan. Accessed April 17, 2021. http://hdl.handle.net/10388/12923.

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

MLA Handbook (7^th Edition):

Porter, Gemma. “National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation.” 2020. Web. 17 Apr 2021.

Vancouver:

Porter G. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. [Internet] [Thesis]. University of Saskatchewan; 2020. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10388/12923.

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

Council of Science Editors:

Porter G. National History and Identity in Saskatchewan Social Studies Curriculum 1970-2008: Narratives of Diversity, Tolerance, Accommodation, and Negotiation. [Thesis]. University of Saskatchewan; 2020. Available from: http://hdl.handle.net/10388/12923

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

Boston University

17. Dillenburg, Margery. Understanding historical empathy in the classroom.

Degree: EdD, Education, 2017, Boston University

URL: http://hdl.handle.net/2144/23247

► Historical empathy is a topic that is decades old in history education research, but has been stunted in it’s implementation due to a lack of… (more)

Subjects/Keywords: Education; Empathy; History; History education; Social studies

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APA (6^th Edition):

Dillenburg, M. (2017). Understanding historical empathy in the classroom. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/23247

Chicago Manual of Style (16^th Edition):

Dillenburg, Margery. “Understanding historical empathy in the classroom.” 2017. Doctoral Dissertation, Boston University. Accessed April 17, 2021. http://hdl.handle.net/2144/23247.

MLA Handbook (7^th Edition):

Dillenburg, Margery. “Understanding historical empathy in the classroom.” 2017. Web. 17 Apr 2021.

Vancouver:

Dillenburg M. Understanding historical empathy in the classroom. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/2144/23247.

Council of Science Editors:

Dillenburg M. Understanding historical empathy in the classroom. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/23247

George Mason University

18. Yavelberg, Joshua. Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study.

Degree: 2017, George Mason University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10245641

► This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught… (more)

Subjects/Keywords: Art education; Art history; Education

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APA (6^th Edition):

Yavelberg, J. (2017). Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10245641

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):

Yavelberg, Joshua. “Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study.” 2017. Thesis, George Mason University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10245641.

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

MLA Handbook (7^th Edition):

Yavelberg, Joshua. “Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study.” 2017. Web. 17 Apr 2021.

Vancouver:

Yavelberg J. Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study. [Internet] [Thesis]. George Mason University; 2017. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245641.

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

Council of Science Editors:

Yavelberg J. Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, a Delphi Study. [Thesis]. George Mason University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245641

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

Indiana University

19. Kish, Kelly A. Academic freedom| A history of the academy's legitimating concept.

Degree: 2010, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3423689

► Academic freedom is widely accepted as the legitimating concept which separates the academic profession from other professions. Over the last fifty years the dramatic… (more)

Subjects/Keywords: Education, History of; Education, Higher

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APA (6^th Edition):

Kish, K. A. (2010). Academic freedom| A history of the academy's legitimating concept. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3423689

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):

Kish, Kelly A. “Academic freedom| A history of the academy's legitimating concept.” 2010. Thesis, Indiana University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3423689.

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

MLA Handbook (7^th Edition):

Kish, Kelly A. “Academic freedom| A history of the academy's legitimating concept.” 2010. Web. 17 Apr 2021.

Vancouver:

Kish KA. Academic freedom| A history of the academy's legitimating concept. [Internet] [Thesis]. Indiana University; 2010. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423689.

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

Council of Science Editors:

Kish KA. Academic freedom| A history of the academy's legitimating concept. [Thesis]. Indiana University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423689

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

University of South Carolina

20. Guy, Cheryl Jenkins. Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971.

Degree: 2011, University of South Carolina

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3444125

► This study traces the story of how one rural county in South Carolina transitioned from a segregated school system to a unitary one. Using… (more)

▼ This study traces the story of how one rural county in South Carolina transitioned from a segregated school system to a unitary one. Using archival and oral history sources, the study focuses on the troubled times experienced by citizens of Chesterfield County between 1965 and 1971. This case study examines one community to shed light of the desegregation process as it occurred in rural counties throughout the South. This study contributes to the documentation of the history of education in South Carolina and adds to a small, but growing body of case studies of desegregation experiences. Interviews with students, parents, teachers, and administrators and reviews of newspaper articles, letters, meeting minutes, and other documents were used to produce a narrative of Chesterfield County’s consolidation and desegregation process. A decade after the historic Brown v. Board of Education (1954) decision to end the practice of “separate, but equal,” the schools in Chesterfield County, South Carolina, like most schools in the South remained segregated by race. Chesterfield County was divided into six school districts. Like most other school districts in the South, pressure from the federal government forced five of the districts to adopt “freedom of choice” desegregation plans in 1965. That same year, however, one district (Chesterfield County School District No. 6) decided to combine all students – Black and White, in grades 1 through 12 – into the same schools. The schools in Ruby, SC, were the first district in the state to completely desegregate without being under court order. Three years later, in 1968, the six districts of the county were consolidated into a single school district and plans were made to move forward with school desegregation. However, White parents in some towns protested the plan and forced the county school board to close the schools and reconsider. The Board reversed their desegregation plans and returned to freedom of choice for most students. Black parents were outraged and staged a protest march, organized a school boycott, and filed for an injunction against the district. In 1969 the district was brought before federal district court (District of South Carolina, Florence Division) and ordered to desegregate. Finally, in the school year 1970-1971, the county achieved unitary status by consolidating a number of schools, closing others and opening some new schools.

Subjects/Keywords: Education, Leadership; Education, History of

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APA (6^th Edition):

Guy, C. J. (2011). Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. (Thesis). University of South Carolina. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3444125

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):

Guy, Cheryl Jenkins. “Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971.” 2011. Thesis, University of South Carolina. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3444125.

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

MLA Handbook (7^th Edition):

Guy, Cheryl Jenkins. “Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971.” 2011. Web. 17 Apr 2021.

Vancouver:

Guy CJ. Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. [Internet] [Thesis]. University of South Carolina; 2011. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444125.

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

Council of Science Editors:

Guy CJ. Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. [Thesis]. University of South Carolina; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444125

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

21. Crane, CoriAndre Cerise. A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.

Degree: 2017, Pepperdine University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10691078

► A teacher?s working conditions can affect his or her performance, satisfaction, how long he or she stays at a particular school site, and how… (more)

Subjects/Keywords: Education policy; Education history

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APA (6^th Edition):

Crane, C. C. (2017). A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10691078

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):

Crane, CoriAndre Cerise. “A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.” 2017. Thesis, Pepperdine University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.

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

MLA Handbook (7^th Edition):

Crane, CoriAndre Cerise. “A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.” 2017. Web. 17 Apr 2021.

Vancouver:

Crane CC. A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.

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

Council of Science Editors:

Crane CC. A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10691078

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

22. Kemper, Chelle A. An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles.

Degree: 2018, Southwestern College (Kansas)

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10829870

► The purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the… (more)

Subjects/Keywords: Educational leadership; Education; Education history

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APA (6^th Edition):

Kemper, C. A. (2018). An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles. (Thesis). Southwestern College (Kansas). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10829870

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):

Kemper, Chelle A. “An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles.” 2018. Thesis, Southwestern College (Kansas). Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10829870.

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

MLA Handbook (7^th Edition):

Kemper, Chelle A. “An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles.” 2018. Web. 17 Apr 2021.

Vancouver:

Kemper CA. An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles. [Internet] [Thesis]. Southwestern College (Kansas); 2018. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829870.

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

Council of Science Editors:

Kemper CA. An Appreciative Inquiry| Comparing Kansas Reward Schools' Successful Practices With Turnaround Principles. [Thesis]. Southwestern College (Kansas); 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10829870

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

Harvard University

23. Contreras Jr., Eduardo. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.

Degree: Doctor of Education (EdD), 2015, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042

►

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students… (more)

▼

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students with a variety of beneficial outcomes such as personal growth, academic gains, professional skills, greater international awareness and cross-cultural understanding. Despite the rhetoric, a relatively small percentage of students participate in overseas study. In 2014, the Institute of International Education reported that 9% of American undergraduates study abroad before graduating. Beyond this, there is a lack of diversity in the students who do study abroad for credit. Although the number of white students enrolled in US higher education is approximately 60%, over 76% of the students who study abroad are white. This lack of diversity and the relatively low levels of participation in study abroad have prompted many proponents to call for new ways to expand this practice so that more undergraduate students benefit from overseas study. This dissertation traces the historical development of study abroad programs for American undergraduate students in the twentieth century focusing on how advocates justified these programs and envisioned their ideal structures. By examining the visions and administrative solutions of study abroad advocates over the past century, this dissertation demonstrates how proponents gradually convinced colleges and universities to adopt these programs to the point that study abroad became a permanent, but highly selective, aspect of U.S. higher education. It also reveals how the discourse about study abroad changed at different points in the twentieth century to adapt to contemporary challenges. This history offers contemporary educators seeking to expand overseas study a deeper awareness of the need for clarity of objectives in study abroad programs. It argues that the rhetoric and the reality of study abroad practices should intersect in transparent ways that all interested stakeholders can understand. Finally, understanding how the roots of selectivity and elitism in study abroad were established to mitigate fears of unregulated growth and academic illegitimacy will help contemporary advocates think about ways to achieve greater access in education abroad while still maintaining institutional standards today.

Higher Education

Advisors/Committee Members: Reuben, Julie A. xmlui.authority.confidence.description.cf_uncertain (advisor), Engerman, David (committee member), Mehta, Jal (committee member).

Subjects/Keywords: Education, Higher; Education, History of

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

APA (6^th Edition):

Contreras Jr., E. (2015). Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042

Chicago Manual of Style (16^th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Doctoral Dissertation, Harvard University. Accessed April 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

MLA Handbook (7^th Edition):

Contreras Jr., Eduardo. “Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century.” 2015. Web. 17 Apr 2021.

Vancouver:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Apr 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042.

Council of Science Editors:

Contreras Jr. E. Rhetoric and Reality in Study Abroad: The Aims of Overseas Study for U.S. Higher Education in the Twentieth Century. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461042

24. Brookey, Suzanne. A History of Music Education in the Baldwin Park Unified School District 1950-2015.

Degree: 2017, Azusa Pacific University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10623781

► The purpose of this study is to examine the social and historical foundations of the music education program in the Baldwin Park Unified School… (more)

▼ The purpose of this study is to examine the social and historical foundations of the music education program in the Baldwin Park Unified School District in terms of personnel, organizational structure, performance activities, funding, and district support in order to gain an understanding of how the program has developed, sustained, and thrived despite significant challenges during the years 1950-2015. Whereas many school districts in California have elected to drastically reduce or cut funding to music programs, BPUSD has maintained a robust music program in the schools for more than 65 years. Demographic information indicates that the city of Baldwin Park, fifteen miles east of Los Angeles, is one of the lowest socio-economic regions in the state; this economic factor is among the challenges the district has faced throughout the years. Data from this historical overview include interviews with former BPUSD music teachers and artifacts in the form of district personnel records, school yearbooks, concert programs, photos, newspaper clippings, and personal correspondence. Data also revealed there was strong leadership due to the administrative position of Music Coordinator held by Bob Greenwell from 1960 to 1986 and by Danny Wagner from 1986 to 2005. Under Greenwell’s leadership, a graduated music program was implemented for grades four through 12 – a structured program having elements that are still recognizable today, more than 60 years later. Collegial interactions between music teachers provided an environment for all BPUSD students to have equal opportunities to quality musical training and experiences. Program elements such as traditional performance activities – concerts, parades, field shows, and evaluation festivals – are examined with a particular focus on the role and perceived value of competition. The investigation into this musical tradition will be beneficial to music teachers, school administrators, students and parents alike, by providing an understanding of the social and historical influences. This study will serve to fill a gap in the comprehensive history of California public school music education, documenting the early historical events occurring in this district. It will contribute to the general field of knowledge of historical music education and will benefit the Baldwin Park Unified School District by conveying a detailed account of past music education activities and providing school leadership a strategic tool for future planning.

Subjects/Keywords: Music; Education history; Music education

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APA (6^th Edition):

Brookey, S. (2017). A History of Music Education in the Baldwin Park Unified School District 1950-2015. (Thesis). Azusa Pacific University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10623781

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):

Brookey, Suzanne. “A History of Music Education in the Baldwin Park Unified School District 1950-2015.” 2017. Thesis, Azusa Pacific University. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10623781.

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

MLA Handbook (7^th Edition):

Brookey, Suzanne. “A History of Music Education in the Baldwin Park Unified School District 1950-2015.” 2017. Web. 17 Apr 2021.

Vancouver:

Brookey S. A History of Music Education in the Baldwin Park Unified School District 1950-2015. [Internet] [Thesis]. Azusa Pacific University; 2017. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10623781.

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

Council of Science Editors:

Brookey S. A History of Music Education in the Baldwin Park Unified School District 1950-2015. [Thesis]. Azusa Pacific University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10623781

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

Florida State University

25. Callahan, Kathleen M. The Internationalization in Student Affairs in the United States from 1951 to 1996.

Degree: PhD, Educational Leadership and Policy Studies, 2015, Florida State University

URL: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;

►

After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services.… (more)

▼

After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services. The purpose of this research is to examine how student affairs responded to the internationalization in higher education during 1951 to 1996 in the United States (US). Documents and oral histories provided a narrative of how professionals, institutions, and professional associations, specifically the major student affairs associations, ACPA: College Student Educators International; NASPA: Student Affairs Administrators in Higher Education; and the National Association of Women Educators (NAWE), evolved over this 45 year time period. This research highlights the importance of concurrent and grassroots movements, professional experience, and institutional and associational influence that led to a "tipping point" in 1995 and 1996. Each of these main themes contributes to the larger story of the internationalization in student affairs in the US. Post 1996 student affairs has continued to internationalize as literature and collaborative relationships among professional associations worldwide highlight differences and similarities of student affairs and services across the globe. This research provides a horizontal history for the internationalization in student affairs in the US until 1996; however, it highlights a need for further research in the history of student affairs, student affairs and services around the world, and the current state of internationalization of student affairs and services.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Summer Semester 2015.

July 10, 2015.

Internationalization, Student Affairs

Robert A. Schwartz, Professor Directing Dissertation; Kristine C. Harper, University Representative; Kathy Guthrie, Committee Member; Lara Perez-Felkner, Committee Member.

Advisors/Committee Members: Robert A. Schwartz (professor directing dissertation), Kristine Harper (university representative), Kathy L. Guthrie (committee member), Lara Perez-Felkner (committee member).

Subjects/Keywords: Education, Higher; Education; History

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APA (6^th Edition):

Callahan, K. M. (2015). The Internationalization in Student Affairs in the United States from 1951 to 1996. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;

Chicago Manual of Style (16^th Edition):

Callahan, Kathleen M. “The Internationalization in Student Affairs in the United States from 1951 to 1996.” 2015. Doctoral Dissertation, Florida State University. Accessed April 17, 2021. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;.

MLA Handbook (7^th Edition):

Callahan, Kathleen M. “The Internationalization in Student Affairs in the United States from 1951 to 1996.” 2015. Web. 17 Apr 2021.

Vancouver:

Callahan KM. The Internationalization in Student Affairs in the United States from 1951 to 1996. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Apr 17]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;.

Council of Science Editors:

Callahan KM. The Internationalization in Student Affairs in the United States from 1951 to 1996. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;

University of Maryland

26. Botti, John McDonough. THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES.

Degree: Education Policy, and Leadership, 2014, University of Maryland

URL: http://hdl.handle.net/1903/15304

► As part of the effort to supply "brainpower" for the American cold war effort, the National Defense Education Act (NDEA) of 1958 provided a loan… (more)

▼ As part of the effort to supply "brainpower" for the American cold war effort, the National Defense Education Act (NDEA) of 1958 provided a loan program to aid under-resourced postsecondary students. Elements of the NDEA story – the increased federal financial support for higher education; the rhetorical and practical affiliation of schooling, national security, and patriotism; and the easy relationship between an irresistible military-industrial complex and a compliant academic culture – seem to support conventional narratives of post-World War II society and higher education. These narratives hold that the combined forces of research funding and a cold war discourse which demanded conformity often co-opted and reshaped the institutional purposes of American universities. Rejecting the shorthand that "higher education" in the twentieth century was synonymous with the experience of elite research universities, and that significant American institutions generally complied with and even promoted cold war security and defense policies, allows stories unaccounted for in traditional historical narratives to emerge. In the case of the NDEA, two small liberal arts colleges – Swarthmore and Haverford – took a leading role in refusing federal monies offered by the legislation, in protest of an attached disclaimer affidavit. This affidavit was part of a loyalty provision in the legislation which required aid recipients to disclaim membership in or support of "subversive" organizations. From the first, this provision was a point of controversy among collegiate faculties and administrators, who saw in the affidavit a political test that imperiled nascent concepts of academic freedom, and also established dangerous precedent that could influence the direction of future education bills. While resistance eventually galvanized among many schools nationwide – and though higher profile institutions such as Harvard and Yale would ultimately emerge as its public faces – much of the initial example of dissent was promulgated by the non-participation of Swarthmore and Haverford. The example of the purpose and community identity articulated by these two schools during the NDEA controversy suggests the possibility of reclaiming narrative space for the residential liberal arts college in the history of cold war higher education, and perhaps in the present day as well. Advisors/Committee Members: MacDonald, Victoria-Maria (advisor).

Subjects/Keywords: History of education; Higher education

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APA (6^th Edition):

Botti, J. M. (2014). THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/15304

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):

Botti, John McDonough. “THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES.” 2014. Thesis, University of Maryland. Accessed April 17, 2021. http://hdl.handle.net/1903/15304.

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

MLA Handbook (7^th Edition):

Botti, John McDonough. “THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES.” 2014. Web. 17 Apr 2021.

Vancouver:

Botti JM. THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/1903/15304.

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

Council of Science Editors:

Botti JM. THE NDEA, LOYALTY, AND COMMUNITY: RESISTANCE AT TWO LIBERAL ARTS COLLEGES. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/15304

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

27. Harris, Marcia R. The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.

Degree: 2016, The William Paterson University of New Jersey

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1606386

► The global marketing of the racial slur “nigger” / “nigga” has been a steady stream of business for the entertainment industry for decades. Entertainment… (more)

Subjects/Keywords: Education; History; Sociology

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APA (6^th Edition):

Harris, M. R. (2016). The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1606386

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):

Harris, Marcia R. “The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.” 2016. Thesis, The William Paterson University of New Jersey. Accessed April 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1606386.

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

MLA Handbook (7^th Edition):

Harris, Marcia R. “The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.” 2016. Web. 17 Apr 2021.

Vancouver:

Harris MR. The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. [Internet] [Thesis]. The William Paterson University of New Jersey; 2016. [cited 2021 Apr 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1606386.

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

Council of Science Editors:

Harris MR. The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. [Thesis]. The William Paterson University of New Jersey; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1606386

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

28. Miller, Rebecca B. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.

Degree: Doctor of Education (EdD), 2017, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847

► While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist”… (more)

▼ While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist” is a uniquely distinctive social category. Educators do not fret about how to teach social studies to “nonsocial scientists” or literature to “nonhumanists,” yet in the natural sciences the distinction between “scientists” and “nonscientists” has guided American educational thought and practice for nearly a century. This dissertation examines why American educators adopted a bifurcated approach to science instruction and how their practices produced an increasingly rigid distinction between those inside the world of science and those on the outside. Throughout much of the nineteenth century, U.S. secondary and college pupils followed a prescribed curriculum that included some instruction in natural history and philosophy. By the twentieth century, however, scientists, educators, and political and intellectual leaders concurred that instruction should be reconfigured to serve two purposes: to prepare citizens for life in the scientific age and to prepare scientists to secure its advance. In subsequent decades, amid changing views of the nature of the scientific enterprise and its place in society, educators launched a succession of projects to identify and differentially teach these two groups. In so doing, they constructed and institutionalized the notions of “future scientist” and “nonscientist” as entities distinct in makeup, educability, and civic responsibility. This study examines key episodes in the history of differentiated science instruction that connect varying conceptions of scientists and nonscientists with practices that shaped students’ educational and career trajectories. Educators enlisted new techniques of testing, curriculum and pedagogy, and psychological research to ascertain and measure indicators of scientific character and talent, foster the development of future scientists, and prepare nonscientists to participate in civil discourse and decision-making about scientific matters. These projects shaped beliefs about who could become a scientist, the characteristics indicative of scientific ability, and the social responsibilities ascribed to specialists and nonspecialists. This study sheds light on how educators’ conception of scientific identity developed, how it created and constrained student opportunity, and how it has formulated the relationship between science and the public. Advisors/Committee Members: Reuben, Julie A. xmlui.authority.confidence.description.cf_uncertain (advisor), Mehta, Jal (committee member), Shapin, Steven (committee member).

Subjects/Keywords: Education; History of

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

APA (6^th Edition):

Miller, R. B. (2017). Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847

Chicago Manual of Style (16^th Edition):

Miller, Rebecca B. “Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.” 2017. Doctoral Dissertation, Harvard University. Accessed April 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847.

MLA Handbook (7^th Edition):

Miller, Rebecca B. “Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century.” 2017. Web. 17 Apr 2021.

Vancouver:

Miller RB. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Apr 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847.

Council of Science Editors:

Miller RB. Making Scientific Americans: Identifying and Educating Future Scientists and Nonscientists in the Early Twentieth Century. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052847

Columbia University

29. Reilly, Leigh Ann. Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora.

Degree: 2011, Columbia University

URL: https://doi.org/10.7916/D8D224KG

► The Crisis' in Zimbabwe, which in significant part began in 2000 with the appropriation of white owned commercial farms, is political, economic and psycho-social, and… (more)

▼ The Crisis' in Zimbabwe, which in significant part began in 2000 with the appropriation of white owned commercial farms, is political, economic and psycho-social, and has resulted in major upheavals and catastrophic changes to Zimbabwean society. The researcher investigates from an autobiographical and speculative point of view what it means to live in and after such a crisis by considering the experiences of loss, mourning and melancholia as they relate to the kind of exilic existence experienced by many Zimbabweans as a result of 'the Crisis'. This kind of exile has been called "internal" and "external" (2007) exile by the Zimbabwean poet Chenjerai Hove, by which he means that those still living in the country under the Mugabe regime are living in conditions of exile emotionally, psychically and psychologically just as those in the diaspora, numbering three million or a quarter of the population, are living in conditions of physical and geographic exile. The researcher uses 'the Crisis' as a site of inquiry into considerations of individual and collective responsibility as a possible response to the emotional, geographic, and existential rupture caused by crisis. This study, which is partly autobiographical, but also historical and political, takes a speculative and conceptual approach to understanding effects of 'the Crisis'. The hybridized methods of writing as inquiry (Richardson, 2000), speculative essay as philosophical inquiry (Schubert, 1991), and autobiography as a form of narrative research, allow the researcher to articulate, meditate and speculate on questions regarding loss, temporality, mourning, melancholia and nostalgia, community, and responsibility from a position of personal interpretation, while accepting that those interpretations are fractured, partial and biased. The study proposes responsibility as one possible response to 'the Crisis' and suggests five claims of responsibility as avenues to open up considerations of how one possibly could respond to such formative experiences. The five claims are: return, melancholia and reflective nostalgia (Boym, 2001), art, learning, and community. These claims are drawn directly in relation to the researcher's interpretations of 'The Crisis' and so are not meant to be seen as normative but rather as suggestive. The recent scholarship that has been produced in response to 'the Crisis' has predominantly focused on logistical and practical concerns; this researcher establishes that psycho-social considerations of how one experiences crisis and could live with/in it are of equal importance to the scholarship of 'the Crisis' in Zimbabwe.

Subjects/Keywords: Education; History; Africans

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APA (6^th Edition):

Reilly, L. A. (2011). Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8D224KG

Chicago Manual of Style (16^th Edition):

Reilly, Leigh Ann. “Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora.” 2011. Doctoral Dissertation, Columbia University. Accessed April 17, 2021. https://doi.org/10.7916/D8D224KG.

MLA Handbook (7^th Edition):

Reilly, Leigh Ann. “Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora.” 2011. Web. 17 Apr 2021.

Vancouver:

Reilly LA. Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora. [Internet] [Doctoral dissertation]. Columbia University; 2011. [cited 2021 Apr 17]. Available from: https://doi.org/10.7916/D8D224KG.

Council of Science Editors:

Reilly LA. Zimbabwe Ruins: Claims of responsibility within speculations on psycho-social experiences of exile and diaspora. [Doctoral Dissertation]. Columbia University; 2011. Available from: https://doi.org/10.7916/D8D224KG

University of Melbourne

30. Atherton, Hugh. A political malaise: education for political understandings in Australian curriculum: history.

Degree: 2016, University of Melbourne

URL: http://hdl.handle.net/11343/118208

► This study examines the notion that Australia has entered a condition of political malaise. It seeks to find explanation for this development in a particular… (more)

Subjects/Keywords: education; politics; history

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

APA (6^th Edition):

Atherton, H. (2016). A political malaise: education for political understandings in Australian curriculum: history. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/118208

Chicago Manual of Style (16^th Edition):

Atherton, Hugh. “A political malaise: education for political understandings in Australian curriculum: history.” 2016. Masters Thesis, University of Melbourne. Accessed April 17, 2021. http://hdl.handle.net/11343/118208.

MLA Handbook (7^th Edition):

Atherton, Hugh. “A political malaise: education for political understandings in Australian curriculum: history.” 2016. Web. 17 Apr 2021.

Vancouver:

Atherton H. A political malaise: education for political understandings in Australian curriculum: history. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/11343/118208.

Council of Science Editors:

Atherton H. A political malaise: education for political understandings in Australian curriculum: history. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/118208

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