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Dissertations / Theses on the topic 'Dance education in Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Petrie, Jennifer L. "Music and Dance Education in Senior High Schools in Ghana: A Multiple Case Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1440065860.

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2

Adinku, William Ofotsu. "Towards the National Theatre concept : a model for the development of dance education within the Ghanian university system." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848393/.

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During the period under colonial rule Ghanaian traditional life styles were largely destroyed and foreign value systems imposed. Following independence in 1957 the concept of National Consciousness, which seeks to encourage models of traditional forms in all new developments, was proposed. This thesis addresses the need to introduce traditional dance into the Ghanaian University system in response to the concept of National Consciousness. The thesis is divided into two parts. Part One is a survey of traditional dance models and their significance for new developments, while Part Two examines these models as applied activities in dance eduction and theatre work. In Part One traditional dances and related arts are treated in Chapters 1 and 2 while the developments of concepts for national integration through the dances are treated in Chapters 3 and 4. In Part Two concepts of dance in education are examined in Chapter 5; the roles of dance in education as well as models in subject programming in Chapter 6 and curriculum development for first degree courses in Chapter 7. Chapter 8 looks at the contributions of the various Chapters to the development of an African orientated dance programme for education and theatre practice in emergent African societies. The study is limited to the Country of Ghana though the findings may have implication for other African countries.
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Bergseth, Heather A. "Music of Ghana and Tanzania: A Brief Comparison and Description of Various African Music Schools." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1312917493.

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4

Badu, Zelma C. M. "Ewe culture as expressed in Ghana West Africa through Adzogbo dance ceremony : a foundation for the development of interactive multimedia educational materials." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82826.

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This dissertation project is a preparation for development of a method for teaching traditional Ewe culture to people of Western or non-Ewe background, using dance ethnology as an approach to conducting research, and digital video recording as a means for documentation. The study focuses on one of the Ewe's oldest and most powerful religious dance and music ceremonies, Adzogbo, as it is performed by the Mawuli Kpli Mi Adzogbo Group from the village of Aflao in Ghana, West Africa.
Adzogbo, originally from Dahomey (now Benin), was brought to Ghana in the late 19th Century, and was formally performed for the Dahomeyan war gods to transmit pertinent information to warriors preparing for battle. It is still considered one of the most complex dance and music systems, having intricate polyrhythmic texture and specific relationship between the master drummer and the vigorous and articulated movements of the dancers, which are emphasized by their elaborate costume.
Presently, the dance functions as a recreational ceremony and is performed during specific special occasions. It is used to display mental, physical and spiritual power and still carries some of its original war dance characteristics.
This project consists of a written thesis document and one hour digital video documentary of the Adzogbo Dance Ceremony, outlining its background and importance, form and structure, and a comparative analyses of the organization and structure of both the dance and music. The text provides information on Ewe culture, including their historical, social, and geographical background, their dance, music and related activities and an exploration of Interactive multimedia technologies to in future develop electronic educational material.
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Greco, Mitchell J. "THE EMIC AND ETIC TEACHING PERSPECTIVES OF TRADITIONAL GHANAIAN DANCE-DRUMMING: A COMPARATIVE STUDY OF GHANAIAN AND AMERICAN MUSIC COGNITION AND THE TRANSMISSION PROCESS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398073851.

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6

Kerfoot, Janice. "Babylon boys don't dance : music, meaning, and young men in Accra." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99727.

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This thesis explores the landscape of popular music culture in Accra as it is experienced by a loosely interactive group of young self-identified rastafarians. The global pop-culture idiom born of the Jamaican socio-religious movement of rastafari allows these young Accrans to articulate self-concepts vis-a-vis very current trends in local and foreign youth cultures (such as hiphop), with reference to an ostensibly ageless collective identity. Questions of authenticity are made complex by the movement's weighty historical and political roots, its nuanced symbolic bonds with "local African culture", and the semiotic plasticity of its identifying practices. Ethnographic portions of this thesis are based on three months of fieldwork in Accra, during the summer of 2004. Key theoretical points are gleaned from a critical examination of early British Cultural Studies and its theoretical progeny, including the body of recent work tentatively dubbed "post-subcultural studies".
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7

Sanders, Lorna. "Dance education renewed." Thesis, University of Surrey, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435193.

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8

Moffett, Ann Thomas 1980. "Dance as Inquiry: Critical Thinking in Dance Education." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10691.

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x, 78 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
My research identifies critical thinking as an essential component of dance training for students of all ages and abilities, particularly students K-12. This project strategizes ways in which the studio dance teacher can create opportunities for critical thinking in the classroom and reveals ways in which learning dance can enhance critical thinking. Special consideration is placed on how critical thinking, as a skill, relates to the unique curiosities and objectives of the discipline. Within the qualitative and experiential research design, theoretical questions are proposed and practical pedagogical applications are developed. Insights from interviews with experts in the field of dance education are interwoven with practical applications from teaching two summer dance programs for distinct youth populations, a college-preparatory program for "talented and gifted" students and an open class for homeless youth living in ShelterCare housing communities.
Committee in Charge: Dr. Jenifer Craig, Chair; Rita Honka; Walter Kennedy
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9

Awusabo-Asare, K. "Education and fertility in Ghana." Thesis, University of Liverpool, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233449.

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10

Cole, Anne. "Partnerships : dance artists in education." Thesis, University of Surrey, 1993. http://epubs.surrey.ac.uk/804777/.

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11

Parrish, Mila. "Discover dance CD-ROM for dance education : digital improvisation and interactive multimedia /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203857248275.

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12

Schlegelmilch, Andrew. "WRITING AS A CURRICULUM COMPONENT IN DANCE EDUCATION AND DANCE PROGRAMMING." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1174435307.

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13

Zitomer, Michelle. "To be or not to be-able to dance; integrated dance and children's perceptions of dance ability and disability." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97148.

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This study investigated children's perceptions of dance ability and disability and changes to perceptions following participation in an integrated dance program. Focus group interviews, field notes, and observations were used with children with physical disabilities (n =5) and without disabilities (n=9) between the ages 6-9 before and after their participation in an integrated dance program. Ableism, contact theory, and aspects of the situative approach to knowledge construction served as theoretical frameworks. An interpretative phenomenological analysis (IPA) was used to analyze the data. Pre-program interviews revealed three common themes: all kinds of moves, like ballet, and dance ability = turning/jumping. In addition, three themes emerged from interviews with able-bodied participants: can't walk/can't dance, passivity, and different because... Post-program interviews revealed two common themes: emotional/physical and body parts/levels. In addition two themes emerged describing able-bodied children's perceptions: can't walk/CAN dance and different because-equipment. One theme emerged post-program describing perceptions of participants with disabilities: competence. Participation in an integrated dance program can have a positive impact on children's perceptions of dance ability and a more subtle impact on able-bodied children's perceptions of disability.
Cette étude explore la perception des enfants de leurs habiletés et maladresse en danse en plus du potentiel quant à participer à un programme de danse intégrée afin de changer leurs perceptions. Des entrevues en groupe, notes prises sur le terrain, et des observations servirent à capturer les perceptions des enfants avec handicap (n = 5) et sans handicap (n = 9) entre l'âge de 6 à 9 ans avant et après leur participation à un programme de danse intégré. Les théories utilisées incluent l'ableisme, la théorie du contact et certains aspects de l'apprentissage situé. L'analyse phénoménologique interprétative est utilisé afin d'analyzer les données. Les entrevues suggèrent la présence de trois thèmes communs : tous les types de mouvements, la préférence du ballet, et l'habilité en danse = tourner/sauter. De plus, trois thèmes émèrgent quant aux entrevues avec les participants sans handicap : ne peux pas marcher/danser, passivité, et différent parce que… Les entrevues après le programme de danse révèlent deux thèmes en communs : émotionel/physique et parties du corps /niveaux. De plus, deux thèmes émèrgent afin de décrire les perceptions des enfants sans handicap : ne peux pas marcher/ peux danser, et différent dû à l'équipement. Un thème émerge après le programme de danse décrivant la perception des participants avec handicap : compétence. La participation dans un programme de danse intégré guidé par les principes de la théorie du contact peut avoir un impact positif sur la perception des enfants de leurs habiletés en danse et un impact plus subtile sur la perception des enfants sans handicap.
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Ahulu, Samuel Tetteh. "English in Ghana." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385315.

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15

Cummins, Alexandra Brooke. "Educating Our Dance School Educators| A Proposal of Certification for Dance School Teachers." Thesis, Mills College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557463.

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Educating our Dance School Educators examines the relevance of certification for private dance school teachers. I offer a personal history as evidence for the need of certification in dance schools. I also provide a desired outline of the certification, which encompasses the mission statement and requirements for the candidates. The question of what it means to be certified is addressed by using the National Dance Education Organization as defining support. To argue for certification I draw support from dance editors and professors as well as the National Dance Education Standards. I use an example of a certification outline from the Connecticut school district and deconstruct why the outline is insufficient for my ideal standards. I do not have a target age group desired when talking about the students because this subject is relevant for students of all levels and ages. I use support from pedagogical research to explain the human developmental process for all ages specifically concerning the effects this process has on their learning curve. I also use critical pedagogy to explain the importance of pedagogical knowledge versus content knowledge. I conclude with a summary of my findings in support of certification for dance school teachers to ensure a quality education for all students whether pursuing it as a recreational activity or as a career.

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16

Adumpo, Emile Akangoa. "Regional Inequality of Education in Ghana." Doctoral thesis, Humboldt-Universität zu Berlin, 2020. http://dx.doi.org/10.18452/22118.

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Bildung ist ein Instrument, das zur Bekämpfung von Armut, Ungleichheit und sozialer Ausgrenzung in jeder Gesellschaft eingesetzt werden kann. Für eine nachhaltige und ganzheitliche nationale Entwicklung ist daher eine gerechte Verteilung der Bildungsressourcen unter den Menschen erforderlich. Dies ist jedoch nicht immer ohne Weiteres zu erreichen, insbesondere in Afrika, wo der Kolonialismus in vielen Ländern teilweise zu einer ungleichen Entwicklung unter den Menschen geführt hat. Schon bald nach der Eingliederung der Northern Territories of the Gold Coast (heute Ghana) in die Kolonialherrschaft vernachlässigte die Bildungspolitik der Kolonialisten den nördlichen Teil des Landes. Obwohl es einige Studien zum Kolonialismus in Afrika im Allgemeinen gibt, wurde nur wenig darüber berichtet, welche Rolle er bei der Schaffung eines ungleichen Bildungswesens spielte. Auch die Auswirkungen von aktiven Förderungsmaßnahmen, die zur Überbrückung der Kluft zwischen dem Nord-Süd-Gefälle in Ghana eingeführt wurden. Die wichtigsten Fragen, die diese Studie daher zu beantworten versucht, sind die Folgenden: Was waren die kolonialen Begegnungen mit dem Norden Ghanas, die die Unterentwicklung des Bildungswesens in der Region bewirkten? Wie überbrücken die aktiven Förderungsmaßnahmen bzw. die positive Diskriminierung die Kluft zwischen dem Norden und dem Süden des Landes? Zur Beantwortung der Forschungsfragen wurde in der Studie ein methodengemischter Ansatz verwendet, bei dem Tiefeninterviews, Q-Methoden, Dokumentenanalyse und Beobachtung als Datenerhebungsmethoden Einsatz fanden. Es stellte sich heraus, dass die Kolonialisten eine bewusste Strategie verfolgten, den Norden zu einer Reserve ungelernter Arbeitskräfte zu machen, was erklärt, warum sie dort anfangs nur wenige Schulen bauten. Die Ergebnisse der Studie zeigen darüber hinaus, dass die positive Diskriminierung die Nord-Süd-Lücke nicht wie erwartet schließt. So kommt man zu dem Schluss, dass die Ausbeutung weitesgehend für die Unterentwicklung des Bildungswesens in Nordghana verantwortlich ist.
Education is a tool that can be used to fight poverty, inequality, and social exclusion in every given society. Thus, for a sustainable and holistic national development, there is the need for an equitable distribution of educational resources among the people. This is however hardly achievable, especially in Africa where colonialism has partly brought about unequal development among the people in many countries. Soon after the Northern Territories of the Gold Coast (now Ghana) was incorporated under colonial rule, the educational policy of the colonialists did not favour the northern part of the country. Even though, there have been some studies on the colonialism of Africa in general, little has been done regarding the role it played in (re)producing unequal development of education in Africa. Likewise, the impact of an affirmative action instituted to bridge the gap between the north-south divide in Ghana has not been evaluated. The main questions this study thus seek to answer are: What were the colonial encounters with the north that brought about the underdevelopment of education in the area? How is the affirmative action bridging the gap between the north and the south? To answer the research questions, the study used a mixed-methods approach where in-depth interviews, Q methods, document analysis and observation were adapted as data collection methods. It was revealed that the colonialists adopted a deliberate strategy of making the north an unskilled labour reserve, thus accounting for why they did not build many schools there in the beginning. The findings of the study also show that the effect of the affirmative action has not been able to appreciably contribute to closing the north-south gap as expected. It is concluded that exploitation largely accounted for the underdevelopment of education in northern Ghana.
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Chapman, Judith A. "Dance education : resources, teaching and talking." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286103.

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18

Lyons, Susan. "Dance in education : a constructivist analysis." Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/848398/.

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This thesis presents a constructivist analysis of dance in the secondary school and reports the 'intervention' of the researcher in the educational practice of a small group of teachers. Short-term and long-term staff development is a central concern of the research. In the introduction to the thesis there is an identification of the autobiographical context of the research which provides the basis for the discussion of general and particular issues in Chapter Two. There follows, in the next chapter, an extended review of the dance in education literature which generates a number of themes. These themes provide the backcloth to the empirical evidence presented in the thesis. Chapter Four provides a detailed account of the methodological basis of the thesis. Chapters Five, Six and Seven present empirical evidence in the form of two main case studies and summary case study material. The final chapter of the thesis provides a comparison of the empirical evidence and the themes identified in the literature. The thesis concludes with a consideration of the importance of a socially-situated account of dance in education and the significance of the contribution of interventionist approaches to qualitative improvements in the teaching of dance.
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Pierman, Eleanor L. "Dance-ability: A Mixed Methods Study of Dance and Development in PreschoolStudents with Disabilities and Adaptations for Sustainable Dance Programming." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586543857308249.

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20

Thorndike, Ashley P. "Articulating Dance Improvisation: Knowledge Practices in the College Dance Studio." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275069682.

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21

Park, Jeong Sun. "PROPOSAL FOR A CULTURALLY AND ETHNICALLY INCLUSIVE CURRICULUM DESIGN IN KOREAN DANCE HIGHER EDUCATION." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/441025.

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Dance
Ph.D.
Korea is undergoing a rapid transformation into a multiethnic society because of the influx of migrants (Kim, 2008; Han, 2007). In response, efforts to adopt multiculturalism gathered by the Korean government, and the field of education has not been an exception. (Lee & Kim, 2012; Chung 2012). While many efforts have been made to integrate multiculturalism into education, multicultural dance education programs at undergraduate institutions are non-existent or underdeveloped. This study proposes a multicultural dance education program to be considered for implementation as a required course for dance education students at undergraduate institutions in the near future. “Multicultural” in Korea has several meanings: 1) multi-race 2) minority culture 3) diverse (Ahn 2012). In this study, I use the term, a “multicultural” to refer to multiethnic people who migrated to Korea. The term “multicultural students” was used in this study to describe students who are immigrants or children of immigrants from the following groups: 1) migrant workers 2) marriage-based migrants, 3) ethnic Chinese, and 4) North Korean defectors. The purpose of the study is to develop a university dance education program that reflects the increasing diversity of the Korean population and should be a required course for education students. My intention in designing this curriculum is to help future dance teachers to be culturally and ethnically responsive to the student population in their classes. Specifically, my research explores the following questions: What aspects need to be included in a dance education curriculum so that it reflects the increasingly diverse population in Korean education? This research question is addressed through the following sub-questions: How has Korean dance education developed historically from 1945 to 2015? What are some of the social, cultural, and educational factors that inform the development of a multicultural dance curriculum in dance education? What are some of the core concepts and values that need to be embedded in dance pedagogy that reflect both traditional Korean aesthetic values and the value systems of diverse migrant and ethnic minority populations? This dissertation is a qualitative research that examines how university undergraduate dance education programs in Korea can reflect the increasing diversity of the student population in their curricula. This study employs two methods: questionnaires for dance teachers in school settings and semi-structured interviews with key persons in Korean dance education and Korean multicultural education. In addition, this study outlines historical context of dance education in Korea from 1945 to 2016, focusing on major events, key persons, and influential institutions and organizations and give overview of current and recent Korean government legislation and policy documents alongside multicultural movements that have influenced dance education in Korea. Some of the themes that emerged from the questionnaires include: Learning Attitudes of Multicultural Students, Facing Linguistic Challenges, Dance as a Medium of Communication, Communication through In-depth Discussion and Understanding, Integrated Ways of Teaching, and Finding Commonalities between Cultures. In addition, the themes that emerged throughout the interviews are Education through ‘Hŭng,’ Teaching Korean Dance in a Global Context, The Importance of the Teacher’s Role as a Cultural Facilitator, and Multicultural Curriculum as Awareness Education for All. All of these findings give insight toward developing a multicultural dance education course to foster students’ understanding of Korean aesthetical values and concepts within traditional dance, especially among multicultural students. Throughout this study, I developed a multicultural dance education course for undergraduate dance students based on three components: Bennett’s multicultural education theory, findings from questionnaires and interviews, and two major Korean dance standards: the 2015 Revised Korean National Curriculum of Physical Education and the 2014 Development of Teaching-Learning Plan of Culture and Arts Education (Dance). The goals of this proposed course were developed based on Bennett’s six goals and this course will incorporate dance studies and dance movement every week with readings, writings, and discussion. This sequence of class is based on strategies such as “in-depth communication”, “beyond dance technique”, “finding commonalities between cultures”, and “through ‘Hung’” which come from my questionnaire and interview findings.
Temple University--Theses
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McCarthy-Brown, Nyama. ""The Proof is in The Pudding": An Examination of How Stated Values of Cultural Diversity are Implemented." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/133089.

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Dance
Ph.D.
In the study, the curricula of three selected dance departments in the United States, whose stated missions embrace cultural diversity, are examined. The primary research question is: Do the curricula of selected dance departments in the United States reflect the values of cultural diversity or pluralism as explicitly expressed in their mission statement? Through random online sample of thirty-nine mission statements from non-conservatory-based dance departments that grant degrees in the field of dance was collected. Although the use of the term diversity expanded greatly throughout the late 20th century, a delimitation of this study was to focus on cultural diversity as it relates to race and ethnicity. Mission statements are part of most dance departments' rationale and communication of values. Since dance departments are a part of larger institutions, it can be assumed that their missions are consistent with the focus of those organizations. As a primary outcome of organizational and of strategic planning, these statements are designed to differentiate one college or university from others. They are an articulation of the specific vision and long-term goals of a college or university, or more specifically in the case of this study, a dance department. Because one cannot assume a college or university's interest or commitment to cultural diversity, this study identified departments with a stated interest in cultural diversity from which to assess how such interest and commitment translates to curriculum; no direct conclusions about the home institution's implicit approach to cultural diversity was made. Future dance educators, dance artists, community artists, and arts administrators, as well as dance historians and scholars, are educated in the dance departments of colleges and universities throughout the United States. Thus, these departments have a large impact on the way dance is experienced throughout our society. Through an analysis of primary data, I examined the ways in which selected dance departments fulfill, or do not fulfill, their stated missions of cultural diversity. The methodology included a document analysis of the following primary source documents: mission statements, audition requirements, sequential department curriculum, required course readings, and demographics of faculty and students. Additionally, all teaching faculty and senior undergraduates from the selected dance departments were given a questionnaire to complete. The educational and performance background of faculty members, along with their areas of expertise, was the focus of the faculty questionnaire. In an effort to understand if student goals are aligned with the mission of the department, the student questionnaire included questions that asked seniors what type of positions they were interested in pursuing after graduation, and whether or not they felt they were prepared to enter the workforce given their course of study. The questions of how student goals are connected to working in culturally diverse communities of the 21st century, and if so, how the curriculum was designed to met the goals of students, were also explored. Finally, a field observation was included to provide context for each of theses institutions. This examination of three selected dance departments in terms of culturally diverse curricular offerings provides dance educators in higher education with examples of how selected dance departments carry out their stated missions. In this study dance departments that have developed strategies and mechanisms to implement their stated missions of cultural diversity throughout their curriculum are highlighted. Additionally, I encourage departments that have not been able to transmit their commitment to cultural diversity to department curriculum to do so, offering them tangible strategies which they can implement.
Temple University--Theses
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Bamora, Florence Naah. "Gender inequality in secondary education in Ghana." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5295.

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This thesis examines some of the issues surrounding extensive gender inequalities operating within the school, family and the wider society which affect girls’ rights to education. It reveals that institutional culture within the home, community and school reinforces gender inequality and continue to limit girls’ access to school and in performing equally to boys, especially in science and mathematics subjects. It is based on interviews, focus group discussions, observations and life history interviews I conducted with students (girls and boys between the ages of 15 and 22), school dropouts, teachers, parents and education officials in a secondary school in Ghana. Following a brief review of the literature on the construction of gender in general and femininity in particular, as well as literature on gender and education, focusing mainly on factors and causes of girls’ unequal access to, and performance in schooling in Ghana and Africa in general, I analyse the differential experiences of schoolgirls and how these gendered experiences impact on their performance, achievements, choice of subject and future aspirations from a gendered perspective, using the social construction of gender as a theoretical framework. It explores the ways in which teachers’ and parents’ attitudes discriminate against girls on gender lines and help to perpetuate particular perceptions and expectations about the appropriate education of boys and girls. This thesis also examines the factors and situations which contribute to the incidence of high dropout rates among girls in the study area with an emphasis on household factors such as poverty, pregnancy and gendered cultural practices. It analyzes how leaving school without adequate skills and qualifications impacts negatively on the career prospects of school dropouts, especially girls. It evaluates the successes and challenges of Girls’ Education Unit (GEU) and government policies at improving girls’ educational attainment and opportunities with emphasis on how educational officials perceive government policies in achieving gender equality in the study area and suggests gender sensitive strategies and policies that would help bridge the gender gap as well as provide guidance for educational policy makers in the Ghanaian education system.
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Darko, Christian Kweku. "Essays on education and employment in Ghana." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6794/.

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This thesis examines how family background, measured as parents education, and household access to amenities affects children’s school enrolment, and how parents education affects earnings. I also examine how education and family background affects performance of unregistered urban businesses. In the first empirical study, rural educated parents’ effects on biological children’s enrolment were stronger, with educated fathers’ effects positive for boys and girls. Educated mothers helped boys, perhaps indicating more “traditional” values among women. Urban educated parents’ effects were weaker, which is plausible, given the weaker influence of “traditional” values. For non-biological urban children, educated mothers effect were adverse, suggesting that children fulfil a servant-type role to facilitate the educated mother’s market work. Poor access to amenities reduces enrolment. In the second empirical study, while family background was important for education, there were also direct effects of family background on earnings given education for urban individuals, implying that “connections” and nepotism may be important. The final study shows that education is important for performance of unregistered businesses without workers. Among firms with workers, education is insignificant, a result admittedly difficult to explain. Parental business ownership assists performance, an implication that parental business owners can effectively train children to business ownership.
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Friedman, Sharon. "Challenges to dance teacher education : interrogating the training of dance teachers at the UCT School of Dance 2001-2008." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/3548.

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Banevičiūtė, Ališauskienė Birutė. "Education of dance skills in early adolescence." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20100305_095152-32722.

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The dissertation deals with the problem of dance skills education in early adolescence. The analyses of educational, professional, psychological and philosophical sources substantiated the structure of dance skills which is grounded by principles of cognitive arts education theory and based on expression of dance elements (movement, spac, rhythm, tempo, energy, dynamics, metaphore) and communication trough it. Communicative course in dance skills education, kinesthetic aspect of dance skills and pecularities of dance activities in early adolescence are analyzed. The empirical part of the research includes methodological substantiation of the research and methods applied (questionnaire survey, diagnostic investigation, pedagogical experiment, interview, statistical analysis). Results of dance teachers questionnaire survey revealed main tendencies of dance skills education. Diagnostic investigation showed possibilities and pecularities of theoretically identified dance skills expression. It has been established that pedagogical experiment was successful and devised model of dance skills education in early adolescence was efficient in achieving significant changes in dance skills expression. The interview of participants of pedagogical experiment showed that the model of dance skills education had significant impact on changes of adolescents attitudes to dance activities. On the bases of the dissertation theoretical and empirical research data the recommendations for dance... [to full text]
Disertacijoje nagrinėjami šokio gebėjimų ugdymo ypatumai ankstyvosios paauglystės amžiuje. Atlikus edukologinės, dalykinės, psichologinės, filosofinės literatūros analizę kognityvinės meninio ugdymo teorijos požiūriu pagrindžiama šokio gebėjimų struktūra, susieta su šokio elementų (judesio, erdvės, ritmo, tempo, judesio jėgos, dinamikos, metaforos) raiška kuriant šokio struktūrą ir ja bendraujant. Analizuojama komunikacinė šokio gebėjimų ugdymo kryptis, kinestetinis šokio gebėjimų aspektas ir paauglių šokio veiklos ypatumai. Empirinėje darbo dalyje aprašoma tyrimo metodologija ir argumentuojamas tyrimo metodų (anketinės apklausos, diagnostinio tyrimo, pedagoginio eksperimento, interviu, statistinės analizės) pasirinkimas. Atlikus anketinę šokio mokytojų apklausą, identifikuotos pagrindinės šokio gebėjimų ugdymo tendencijos. Diagnostinio tyrimo duomenys parodė teoriškai išskirtų šokio gebėjimų atsiskleidimo galimybes ir ypatumus. Atlikus pedagoginį eksperimentą, nustatytas parengto šokio gebėjimų ugdymo modelio efektyvumas ugdant šokio gebėjimus ankstyvojoje paauglystėje. Pedagoginio eksperimento dalyvių interviu atskleidė jų nuostatų į šokio veiklą kaitą. Teorinių ir empirinių disertacinio tyrimo duomenų pagrindu parengtos rekomendacijos šokio mokytojams ir šokio mokytojus rengiančioms institucijoms, orientuojančios į komunikacinį ir kūrybinį šokio gebėjimų ugdymo ir šokio ugdymo proceso organizavimo modelį.
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MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.

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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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Clement, Jennifer. "Reforming Dance Pedagogy: A Feminist Perspective on the Art of Performance and Dance Education." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002197.

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DeGrasse-Johnson, Nicholeen Theresa. "Towards the Construction of a National Dance Education Policy in Jamaica:Public Education Curriculum and Ownership." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260618.

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Dance
Ph.D.
I hear and I forget I see and I remember I do and I understand --Confucius (551 - 479 BC) Fundamentally about "doing," Dance is a strong element of Jamaican social and cultural expression. This dissertation is based on the premise that in order to fully educate Jamaica's children and to accomplish "National Outcome 2: World Class Education and Training" of the Jamaican National Development Plan for 2030 (Planning Institute of Jamaica [PIOJ], 2009, p. xvi), Dance should be an integral part of Jamaica's educational curriculum. This study draws on multiple perspectives and sources (autobiographical, critical, historical, socio-cultural, and political) to construct an advocacy platform for the establishment of Dance in Jamaican schools. For the past three decades, Dance educators in Jamaica have developed Dance curricula for public educational institutions, but there is still a need to justify the validity of Dance as part of the general school curriculum and the advantage of its institutionalization to the wider society. Assuming that the objective of our schools is to provide holistic education, then it seems a common sense proposition that every child should be given the opportunity to participate in a dance program. Dance allows children to appreciate rich and diverse cultures, beliefs, and societies. It involves the "whole child" while developing dexterity, intuition, sensitivity, reasoning, memory, and imagination. Assuming that Dance is afforded the opportunity to educate, then research should be conducted to inform curriculum development and decision makers. Five research questions guided the inquiry: (a) What are the historical underpinnings of Dance in Jamaican society that inform the role of Dance in the educational system; in what ways did Dance individuals, groups, institutions and or companies shape the Dance culture in post-colonial Jamaica (1962 - 2009)? (b) In what ways can children in early childhood, primary and secondary educational institutions in Jamaica benefit from the inclusion of Dance Education in the formal school curriculum? (c) How do education stakeholders in Jamaica view the need for a national policy for Dance Education in Jamaica? (d) What factors have prevented the development of a national policy for Dance Education in Jamaica? (e) In reviewing post-Independence Government legislature and policies for education and culture (1962 - 2009), what is needed to support the development of a national policy for Dance Education? The evolution of Jamaican dance education history since Independence in 1962 is both a point of departure and an anchor to broach other themes for discussion: shifting educational philosophies and Dance as a phenomenon of cultural and aesthetic dimensions. Findings of the study strengthen the premise that for every child to be afforded the benefits of Dance Education, Dance should be included in the formal curriculum of public schools as a matter of policy. Such a policy should address major issues like curriculum revision and teacher education, making Dance an essential part of the early childhood through secondary education core curriculum. Jamaica's children need opportunities to communicate in their own unique voice--they need to `own' the Dance. This research has generated a framework towards development of an initial concept paper for policy development in Jamaica. The study is limited to Jamaica, but findings may have implications for the Caribbean region.
Temple University--Theses
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Camper, Christine N. "(Un) Tethered Dwellings: A Case Study Exploring One Program's Dancers and Their Experiences with Training, Community, Curriculum, and Identity." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1338905176.

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Sims, Meredith Erin. "HOW DOES BACKGROUND AND TRAINING AFFECT DANCE PEDAGOGY IN HIGHER EDUCATION?" UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_theses/2.

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Dance faculty in higher education have various backgrounds and training ranging from professional dance careers to doctoral degrees in dance. This study sought to examine the ways background and training impact faculty members‟ pedagogical approach to a dance technique class in a higher education dance department. This study examined the pedagogical knowledge, content knowledge, and pedagogical content knowledge of participants through qualitative methods including interviews, observations, and document analysis. Six major themes emerged from the data: desire to teach, teaching focus, challenging students, planning and preparation, instructional methods, and assessment strategies.
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Gross, Mara Judson. "Time, Space, And Energy For Dance In Education." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218206523.

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Schmid, Dale Walter. "A validity study of the National Dance Education Organization's Dance Entry Level Teachers' Assessment (DELTA)." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721067.

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Dance education is the only arts discipline without a national entry-level teacher readiness examination, which serves as a proxy for subject matter competency demanded by the Highly Qualified Teacher (HQT) requirement of the No Child Left Behind Act. Consequently, the absence of a qualifying examination has been a barrier to K-12 dance licensure in several states. Additionally, lack of commonly held expectations for what entry-level dance teachers should know and be able to do have led to great disparity in teacher preparation programs nationwide. In response, the National Dance Education Organization engaged dance education experts from thirteen states to create the Dance Entry Level Teachers Examination (DELTA) as an indicator of Pedagogic Content Knowledge (PCK) deemed crucial for K-12 entry-level public school dance teachers by an expert group.

This dissertation chronicles the development of DELTA and focuses on the psychometric analysis of field-test results of two draft forms of DELTA, administered to approximately half of the nation’s graduates hailing from 19 of the 58 Colleges and Universities that conferred dance education degrees in School Year 2013-14. The objectives of this study are to ascertain how well the test items discriminated among examinees; to assure the items are free from inherent bias and sensitivity issues; and discern the psychometric validity of DELTA as a measure of teacher readiness in dance. The quantitative analysis of DELTA field tested items relies heavily on the tools of Item Response Theory, and more specifically on a subclass of the logistic model, the one-parameter logistic (Rasch) model and other related models from Classical Test Theory to measure PCK as a result of exposure to dance pedagogy in a codified teacher education program. Additionally, survey instruments were employed to gauge the level of consensus among university pre-service dance education program coordinators regarding the importance of and relative degree of current alignment to ten PCK Skills Clusters embedded within three Domains of Knowledge comprising the DELTA Conceptual Framework. Given the lack of cohesion among pre-service dance education programs, DELTA represents a first step toward reaching national consensus on crucial baseline PCK and skills for beginning dance teachers.

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Chappell, Kerry. "Creativity within late primary age dance education : unlocking expert specialist dance teachers' conceptions and approaches." Thesis, City University London, 2005. http://openaccess.city.ac.uk/11882/.

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This study is a qualitative interpretive investigation of three expert specialist dance teachers' conceptions of and approaches to creativity with late primary age children in England carried out using a multi-case case study approach. These specialists were working in a variety of educational settings and had extensive experience as dance educators with some degree of experience, past or present, of creating and/or performing as dance artists. The study was carried out in order to increase understanding of expert specialist dance teachers' conceptions of and approaches to creativity, and how these relate to theories of creativity and teacher knowledge from within dance education and wider relevant education literature, particularly in light of the creativity agenda in England stemming from the NACCCE Report (1999). The purpose of this study was firstly exploratory and illustrative with the exploration of Foundations for Creativity; Creativity as Individual, Collaborative and Communal; and Creating the Dance underpinning the explanation of Teaching for Creativity: Spectra of Approaches and Shaping Influences. These findings were compared with existing literature and contribute to the field In a number of ways. Firstly, they provide: an 'image of the possible' from these experts of an embodied socially constructed way of knowing and accompanying pedagogy as foundational to creativity in primary age dance education, which is also potentially pertinent to wider primary education; an argument for moving beyond individualised conceptions of creativity to embrace deeper understanding of the dynamics of creativity as collaborative and communal within dance and wider education; and a teacher-derived image of the creative process which reinforces arguments against 'over-assuming'the commonalities of creativity across domains. Secondly, the findings offer a possible pedagogical toolkit for teaching for creativity in primary age dance education including three pedagogical spectra, images of their possible use in action, and details of the dilemmas faced and overcome using professional practical knowledge, which may also be applicable in wider educational settings. And, thirdly, the findings contribute to understanding how the dance teachers' practical knowledge in relation to creativity developed through reframing, leading to an argument for wellsupported reflective practice within specialist dance teacher training and CPD as a key way of contributing to the professionalisation of their work.
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Rolleston, Caine. "Education poverty and culture in Ghana, 1991-2010." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1548270/.

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Ghana has seen notable poverty reduction alongside improvements in school participation since 1991. This thesis explores the patterns among descriptive indicators and uses regression analysis to examine possible causal relationships with special reference to the role of education in determining welfare and its reciprocal, the role of welfare and other aspects of economic privilege in the determination of school attendance and progression. The study follows a mixed-methods design, following quantitative analysis at the national level with a mixed methods sub-study in a deprived district of Ghana. The primary quantitative study begins by reviewing the literature on modelling of the household consumption function as well as on modelling schooling decisions based on the household production function and considers these relationships in terms of a system of co-determining factors at individual, household and contextual levels. Attention is then given to important methodological issues related to the modelling approach. Two groups of models are estimated using data from the Ghana Living Standards Surveys and findings are presented. The results suggest that education levels play an important role in determining household welfare and that, for higher levels of education; these effects are considerably larger and possibly increasing over time. Educational expansion has, however, meant that access to the benefits from these effects has widened somewhat, although primarily at lower levels of access. Demographic change has also played an important role in welfare improvements. In terms of absolute numbers, access to schooling in Ghana has expanded dramatically although rates of completion and of drop-out have not improved and there appears to be a worsening of age-appropriate completion rates. Nonetheless, the first half of the period since 1991 saw substantial increases in rates of school attendance at the basic education level. This growth appears to have been driven by narrowing regional differentials, increasing welfare, urbanisation, improving gender equity, smaller and less dependent households and a reduction in the number of children involved in child labour. It is in relation to progression towards higher levels of education that more significant inequity emerges and in 2006 completion of lower secondary education in Ghana remained the preserve of children in areas and households of relative economic privilege. To explore issues of access in more detail and in context, an interview-based study was conducted in Savelugu-Nanton District, following quantitative analysis using regional and district-level data. Exploratory interviews with education professionals identified childfosterage and migration by youths into kayaye (head-porterage) as important inhibitors of access. These are considered in detail through two further sets of interviews with household caregivers and migrant workers, supported by quantitative analysis. Findings show that, fosterage, primarily motivated by cultural traditions of kinship obligation, is related to considerable educational disadvantage which, especially in the case of girls who face the additional pressure to accumulate items required for marriage, in turn is linked to migration South into menial labour. Despite recent policies to eliminate costs of schooling, low incomes in the district mean that schooling remains relatively costly, and household decision-making continues to exclude a notable portion of the child population; among whom many are fostered children.
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Cholod, Kirsten L. (Kirsten Lynn). "Children's causal attributions for performance in creative dance and folk dance." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22574.

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This study investigated children's attributions for their performance in creative dance and folk dance. Eighty-six grade 5 and 6 children from a suburban elementary school participated in five creative dance and five folk dance lessons as part of their regular physical education program. After participation in each dance type, children completed a questionnaire which assessed their perceived success and attributions for their performance. After rating their perceived success in creative/folk dance, children gave an open-ended attributional statement for their performance, and then scored their statement along the four causal dimensions (personal control, locus of causality, stability, external control) (Weiss, McAuley, Ebbeck, & Wiese, 1990). Thirteen dance lessons were videotaped and the teacher's behavior was analysed. Results showed that children in both creative and folk dance tended to: (a) perceive their performance as successful, and (b) make functional attributions by attributing their performance to factors which they perceived as being personally controllable, internal, and not under the control of other people. Results indicated no significant effects of dance type or gender for perceived success and the four causal dimensions. However, two significant effects were found for grade, as the grade 5's perceived their performance to be more successful than the grade 6's, and also attributed their performance to factors that were less under the control of other people. Results from children's open-ended attributional statements and the observational recordings of the teacher's behavior supported the notion that creative dance and folk dance are two distinct forms of dance. The overall results appear to have positive implications with respect to the influence of creative dance and folk dance on the motivation of children. The findings therefore support the inclusion of dance in elementary physical education programs.
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Chua, Poh Yi (Joey). "Dance curriculum for a Renaissance Singapore: A framework for Dance elective Programme in secondary schools." Queensland University of Technology, 2003. http://eprints.qut.edu.au/16447/.

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Within the social, cultural and political contexts for arts education in Singapore today, this thesis describes a framework for the development of a dance curriculum for 13 to 16 years old secondary school students. This study considers the question: What kind of Dance Elective Programme will address the needs of the diverse communities in Singapore? The framework for the Dance Elective Programme that emerges from the research describes rationale, content, and approaches as identified by the research participants. Research data collected includes dance syllabi; dance journals; questionnaires and interviews with various individuals in Singapore. The significance of dance in the school curriculum is accentuated by several Singapore government reports where the issue of the promotion of arts education is raised. Currently in the secondary school curriculum in Singapore, the arts subjects offered are visual art and music; dance has yet to be offered as an academic subject. A comprehensive arts education should encompass other disciplines, so as to provide a holistic learning environment in schools. It is hoped that this suggested framework will provide an impetus for further development and implementation of dance curriculum in Singapore schools in the near future.
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Oduro, Georgina Yaa. "Gender relations, sexuality and HIV/AIDS education : a study of Ghanaian youth cultures." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609013.

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Fortin, Sylvie. "The Teaching of Modern Dance: What Two experienced Teachers Know, Value and Do." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392225790.

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Braimah, Imoro. "The implications of income generation for agricultural higher education in Ghana /." Kassel : Kassel Univ. Press, 1999. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=008954428&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Kwashie, Kuwor Sylvanus. "Transmission of Anlo-Ewe dances in Ghana and in Britain : investigating, reconstructing and disseminating knowledge embodied in the music and dance traditions of Anlo-Ewe people in Ghana." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/transmission-of-anlo-ewe-dances-in-ghana-and-in-britain(9ff88a5d-cdbe-4c58-9c5b-84cbe08c4f22).html.

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Among the Anlo-Ewe of Ghana, dance functions essentially as a pivot around which indigenous cultural practices revolve. Anlo-Ewe music and dance tradition which is the focus of this study, serves as a dynamic tool in the transmission of indigenous knowledge, skills, values and virtues. In addition to being a repository of Anlo-Ewe knowledge dance provides the avenue through which dancers, musicians, story tellers and visual artists are able to document, preserve and transmit indigenous knowledge and reenact the historical, socio-cultural and political structure of the Anlo-Ewe. Twenty-first century global cultural transformation in the midst of constant human migration continues to influence Anlo-Ewe cultural forms. Commodification of dance has affected the educational and cultural function of Anlo-Ewe dance and its related arts and continues to reduce them to mere entertainment activities. Due to these challenges, some Anlo-Ewe youths in Ghana and in Britain are gradually being separated from their cultural heritage and therefore, losing cultural identity. In view of the above, this study responds to the need to examine the elements and functions of Anlo-Ewe dance in the transmission of indigenous knowledge and values to serve as a source of information to help policy makers to create and promote the awareness of the use of Anlo-Ewe knowledge and values among Anlo-Ewe youths and scholars in Ghana, Britain and the diaspora. It investigates the indigenous knowledge and values embedded in Anlo-Ewe dance and the extent to which these cultural forms can be harnessed in building contemporary society in both the indigenous and the international settings. Therefore, this thesis focuses on the dance tradition of the Anlo-Ewe people in Ghana, its emergence in Britain as an art form in cross-cultural education as well as its dynamics or processes of change within the indigenous and international settings. It uses fieldwork including iii auto-ethnography and focuses on my own practice and the 21 years of operations by the British funded ‘Adzido Pan-African Dance Ensemble’ (1984-2005), a Ghanaian group that brought Anlo-Ewe dances to Britain. Through the lenses of key concepts including heritage, aesthetics, identity, nationalism and representation, I explore the fundamental elements of Anlo-Ewe dance, its use and significance as well as how it can be harnessed to serve the needs of contemporary multicultural society.
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Masunah, Juju. "A case study of the multicultural practices of two United States dance educators implications for Indonesian K-9 dance education /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211764897.

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Randall, Tresa M. "Hanya Holm in America, 1931-1936: Dance, Culture and Community." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/14993.

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Dance
Ph.D.
Though she is widely considered one of the "four pioneers" of American modern dance, German-American Hanya Holm (1893-1992) occupies a shadowy presence in dance history literature. She has often been described as someone who fell in love with America, purged her approach of Germanic elements, and emerged with a more universal one. Her "Americanization" has served as evidence of the Americanness of modern dance, thus eclipsing the German influence on modern dance. This dissertation challenges that narrative by casting new light on Holm's worldview and initial intentions in the New World, and by articulating the specifics of the first five years of her American career. In contrast to previous histories, I propose that Holm did not come to the U.S. to forge an independent career as a choreographer; rather, she came as a missionary for Mary Wigman and her Tanz-Gemeinschaft (dance cultural community). To Wigman and Holm, dance was not only an art form; it was a way of life, a revolt against bourgeois sterility and modern alienation, and a utopian communal vision, even a religion. Artistic expression was only one aspect of modern dance's larger purpose. The transformation of social life was equally important, and Holm was a fervent believer in the need for a widespread amateur dance culture. This study uses a historical methodology and accesses traces of the past such as lectures, school reports, promotional material, newspaper articles, personal notebooks, correspondence, photographs, and other material--much of it discussed here for the first time. These sources provide evidence for new descriptions and interpretations of Holm's migration from Germany to the U.S. and from German dance to American dance. I examine cultural contexts that informed Holm's beliefs, such as early twentieth century German life reform and body culture; provide a sustained analysis of the curriculum of the New York Wigman School of the Dance; and consider how the politicization of dance in the 1930s--in both Germany and the U.S.--affected Holm and her work.
Temple University--Theses
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Bonsuuri, Camillo Abatanie. "Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/248.

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In 1995, Ghana’s education policymakers imposed a ban on all extra classes initiated and organized on school premises and public buildings, by individual teachers or groups of teachers, for which students were charged extra fees. The ban is referred to as the “policy on extra classes.” This study examined the genesis and justification of the said policy, including the current phenomenon of extra classes in Ghana. The study analyzed the policy’s impact on secondary education in the country, particularly Northern Ghana, using the lens of education stratification in a qualitative interpretive policy analysis approach. Interviews of leading Ghana education officials conducted in 2010 were the predominant source of data in this research, with corroboration from analysis of policy texts and review of the media. The conclusions and recommendations that emerged from this study included: accountability, the responsible use of school time and instructional time, and education equity and adequacy. Other issues concerned social justice, teacher remuneration and motivation, and the need for equitable national education policies that reckon with the disparities in the country. In particular, this study took issue with the culture of nonimplementation of education policies in Ghana, with particular reference to the policy on extra classes. The study contended that the partial or non-implementation of education policies deepens education stratification in the country.
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Nesbit, Marissa Beth. "Dance Curriculum Through Lived Experience: A Semiotic Analysis." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373892460.

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Adumpo, Emile Akangoa [Verfasser]. "Regional Inequality of Education in Ghana / Emile Akangoa Adumpo." Berlin : Humboldt-Universität zu Berlin, 2020. http://d-nb.info/122297326X/34.

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de, la Gorgendiere Louise. "Education and development in Ghana : an Asante village study." Thesis, University of Cambridge, 1993. https://www.repository.cam.ac.uk/handle/1810/272481.

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Chang, Chung-Shiuan. "A creative dance curriculum model for elementary children in Taiwan, the Republic of China /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169345.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Nancy BrooksSchmitz. Dissertation Committee: Heidi Hayes Jacobs. Includes bibliographical references: (leaves 153-161).
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Durr, Dixie L. "A descriptive analysis of five self-study documents of education programs in dance accredited by the National Association of Schools of Dance /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901660969.

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Whitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278234.

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Thesis (Ph.D.)--Indiana University, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).
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