Log in

Relevant bibliographies by topics / Social Issues in Art Education / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Social Issues in Art Education.

Dissertations / Theses on the topic 'Social Issues in Art Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Social Issues in Art Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Albakri, Ghadah Shukri H. Shukri. "Transforming Art Education in Saudi Arabia: Inclusion of Social Issues in Art Education." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707324/.

Full text

Abstract:

The purpose of this study was to describe in-service Saudi Arabian art education teachers' (a) philosophies of education before and after an issues-based art education (IBAE) workshop, (b) perceptions of the IBAE workshop and its products, (c) perception of the importance of IBAE approach, reasons, topics, and challenges after the workshop, and (d) perception of IBAE within the Saudi Arabian context. A mixed-methods approach was followed. The qualitative portion of the study utilized a post-workshop questionnaire and reflective essay completed by 37 participants, and personal teaching journal protocol and focus group discussion from 18 participants who attended the workshop and implemented the IBAE lesson in their classrooms. Analysis of the data confirmed that art teachers' perspectives towards IBAE positively increased after attending the IBAE workshop. Specifically, in the quantitative findings, participants indicated a positive attitude toward the teaching philosophy of social reconstruction after the IBAE workshop. These results demonstrate that the tenets of social reconstruction align with the IBAE approach. In addition, the quantitative data suggests that teacher participants' overall perception of the importance of addressing social issues in the art curriculum was positive, with 91.9% of respondents agreeing. Overall the qualitative findings, indicated a positive attitude toward the IBAE workshop. Further, the analysis confirmed that these teachers had positive perspectives toward incorporating social issues in their art education again in their classroom of the IBAE approach especially within the Saudi Arabian context.

APA, Harvard, Vancouver, ISO, and other styles

2

Turner, Charlotte. "Exploring Social Issues and Value Systems in Contemporary Art Education." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/16.

Full text

Abstract:

The purpose of the study was to field test a unit of lessons in which students explore how a variety of social issues and value systems impact the meaning expressed in their artwork. By exposing students to different systems of belief, their historical contexts, and providing opportunities for students to discuss, research and symbolically express meaning I hope to develop critical thinking skills; promote increase in the social conscience of teenagers; help students develop critical thinking skills; promote student active involvement in their community at large; encourage social activism; and help students become part of the larger global community. The study utilized pre and post written tests, student artwork, student written responses and an auto-ethnographic approach to document student outcomes. Although evidence of progress was observed there is a need for additional research about ways art education might be used to assist students in the development of a social conscience and awareness of the global community.

APA, Harvard, Vancouver, ISO, and other styles

3

Debeljak, Anne F. "Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244121211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.

Full text

Abstract:

Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).

APA, Harvard, Vancouver, ISO, and other styles

5

Poton, Marcy Rose. "Trends in Special Education Due Process Hearings in Texas from 2010-2015: School, Parent, and Social Justice Issues that Inform a Principal's Decision-Making." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062836/.

Full text

Abstract:

This study explores all due process hearings that occurred in Texas public school districts from 2010-2015. Special attention was paid to the reasons for the hearings within the legal reports addressed and their outcomes. The study was conducted using a quantitative approach involving a legal document content analysis of due process hearings to select the participants to be interviewed with a qualitative semi-structured interview protocol. Following this process, nine participants from one district were interviewed. Responses were then analyzed for themes and patterns using qualitative methods, and conclusions were drawn based on the data. The study found that campus and central office administrators believed socio-economic levels, lack of empathy shown to parents, and distrust contributed to parents' decisions to file due process complaints or litigation. They also believed that placement decisions influenced by student discipline, parent denial about the impact of the disability on children, and parent entitlement played a role. Lastly, the nine participants found that parent advocacy and communication were strong contributors to the amount of due process hearings held at Evergreen ISD.

APA, Harvard, Vancouver, ISO, and other styles

6

Grote, Nils. "Att hantera det otänkbara : en analys av samhällskunskapslärares hantering av kontroversiella frågor." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64570.

Full text

Abstract:

Discussing controversial issues in the classroom is important. Through discussing controversial issues students can both learn and develop a more democratic ethos. The teachers in Sweden have a clear task to defend and mediate democratic values to the students. This leads to a conflict in the duty of the teacher because the curriculum also dictates that teachers have to let the students develop a sense of critical thinking and this opens up for potential criticism of the concept of democracy when students discuss controversial issues. Another conflict in the curriculum that appears when discussing controversial issues is the fact that teachers both have to respect the student’s opinions but also have a duty to challenge these opinions. That is why the aim of this essay is to analyse how social science teachers handle controversial issues in the classroom. The study was conducted by interviewing four social sciences teachers at high school level. The result shows that teachers see controversial issues as issues that relate to human beings and that the discussion of these issues can arouse emotions and make the participants emotional. Further the result shows that teachers have a very open mind towards controversial issues and are open to discussing anti-democratic issues. In ensuring that the discussion of controversial issues leads to learning teachers mostly use strategies that ensure that student feel comfortable to express their opinions. In handling the above mentioned curricular conflicts that appear in the discussion of controversial issues three of four teachers saw that such a conflict existed. The other three gave answers that suggested that they did not think the conflict was so problematic and that their strategies for handling it where effective.

APA, Harvard, Vancouver, ISO, and other styles

7

Haggar, Janette. "Issues in community art education : developing a profile of the community art educator." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ54342.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Gigliotti, Carol A. "Aesthetics of a Virtual World: Ethical Issues in Interactive Technological Design." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391600444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Cho, Mika Mikyung Rennels Max R. "A survey of articulation and transfer issues in Illinois community college art programs." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227162.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 10, 2006. Dissertation Committee: Max R. Rennels (chair), John R. McCarthy, Marilyn P. Newby, E. Robert Stefl. Includes bibliographical references (leaves 65-71) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

10

Brown, Holly Beth. "Social Justice and Community-Based Art Education." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.

Full text

Abstract:

Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.

APA, Harvard, Vancouver, ISO, and other styles

11

Avery, Allison A. "Ohio Secondary Art Teachers' Attitudes Concerning Issues of Sexism and Heterosexism within their Written and Hidden Curriculums: A Mixed Methods Study." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1250604290.

Full text

Abstract:

Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Mar. 31, 2010). Advisor: Linda Hoeptner-Poling. Keywords: Art Education; Education; Equity; LGBTQ; Sexism; Heterosexism; Homophobia; Secondary Education. Includes bibliographical references (p. 142-145).

APA, Harvard, Vancouver, ISO, and other styles

12

Rifkin, Patricia Ann. "Learning to identify tolerance issues through literature with art as a response." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1241.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Caldwell, Frances Elizabeth. "‘Educating ‘Shelias’: What are the social class issues for mature working-class women studying at contemporary New Zealand universities?’." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2361.

Full text

Abstract:

“…And you think you’re so clever and classless and free… …But we’re still fucking peasants as far as I can see. A working-class hero is something to be…” (Song sung by Marianne Faithfull, 1990). The quote above illustrates the conflict highlighted by this study between workingclass struggle (and possible middle-class exploitation) and working-class hopes and aspirations for a middle-class future. It also reflects the uncomfortable sense of being “between two worlds” and “belonging nowhere” that is described by the mature, working-class women university students in my study. This feeling of being not quite one thing or another is expressed in Lucey, Melody and Walkerdine’s (2002) phrase “uneasy hybrids”. It encapsulates the struggles, conflicts and successes faced by the four women in my study as they attempted to juggle family, study and work commitments, dealt with relationship break-ups, unexpected academic successes, and learned how to adapt to a middle-class environment. The project involved five case studies (although in the end only four were fully used) using a semi-structured interview and additional focus group discussion approach. My participants were four mature working-class women who were currently studying at a New Zealand University. Little research has been done on this demographic, particularly in New Zealand, despite interest generated by the 1980s British film Educating Rita. I compared my findings, in which the key themes were alienation, overwhelming struggle, strategising, and unexpected advantages and successes, with the issues raised in the film. There were some similarities in terms of relationship-break-down and not belonging being part of upward social mobility. However, it appeared the reality of changing class is less tidy, speedy and comfortable than Rita’s filmic ending, where she successfully incorporated her original working-class and new middle-class identities. The literature appeared to support the experiences of my participants who, despite their academic successes, talked about an on-going, disturbing sense of feeling “like a fraud”.

APA, Harvard, Vancouver, ISO, and other styles

14

Bolton, Heidi. "Social class, pedagogy and achievement in art." Doctoral thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/10155.

Full text

Abstract:

Includes bibliographical references (p.256-271).<br>This thesis explores pedagogy associated with high levels of achievement in art in the final year of secondary school, by learners in different social positions. It investigates first, achievement patterns in final-exhibition percentage grades, in relation to learners' social class, race, and gender. Second, based on comparison of high and lower-achieving school classes of socially similar learners, it examines specific pedagogic features linked to success in particular social contexts. The research asks whether or not specific pedagogic features are associated with achievement in art for learners in particular social positions, and if so, whether. These are similar to pedagogic features linked to success in science. It combines different methods to address these questions: a survey to identify art achievement patterns in relation to learners' social class, race and gender, and a multiple case study for detailed exploration of pedagogy and curriculum linked to performance in art, in six school classes. Finding achievement patterned more strongly in relation to social class than race or gender, analysis focuses on social class and achievement.

APA, Harvard, Vancouver, ISO, and other styles

15

Boyd, Joni Etta. "A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304434369.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Sedar, Dillon J. "How Social Media Affects Today's Creativity." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500031248776811.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Moran, Renee Rice. "Examining Social Justice Issues in Eight Children’s Picture Books." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3611.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kean, Kyong (Izabella) Hui. "A Historical and Social Perspective of Korean Art Education." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/6.

Full text

Abstract:

The purpose of this study is to explore the South Korean art education system in the context of history, culture and politics. This thesis provides further explanation on how history has impacted the South Korean art education system and affects current curriculum, theories and practices. Four highly qualified educators and professors from South Korea were interviewed to collect date relating to current practices in South Korean art education. The study focuses on Korean history, which affected the education policies, social perspective, art education theories and curriculum. This study also highlights the relationship of western art education theories and the traditional Korean theories. Understanding culture through history and policies can provide in-depth perspective on why and how South Korean art education has evolved to what it is today. This information may assist art teachers as they modify lessons to fit the needs of students who are immigrating from South Korea.

APA, Harvard, Vancouver, ISO, and other styles

19

Wong, Kit-mei. "Preschool teachers' conceptions and pratices of art education." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057842.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Muirheid, Amanda J. "Visual Culture within Comprehensive Art Education and Elementary Art Curriculum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/80.

Full text

Abstract:

This thesis addresses why a comprehensive art education curriculum needs to merge with visual culture in order to better serve current elementary students today. The review of literature supports this theory and proves that the two approaches work together to make learning relevant and effective. The units of study provided make up a guideline that show teachers how to include visual culture into the current comprehensive art education structure. This allows students to bring their own ideas and experiences into the classroom, and results in making the visual arts more personal. Following this curriculum will help students own their education and ultimately gain higher level thinking and learning in the visual arts as well as other subject areas.

APA, Harvard, Vancouver, ISO, and other styles

21

Torres, Anthony. "Exhibition reviews of contemporary Latino and Chicano art : a critical discourse of aesthetic and social issues." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1283274987.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Ghahremani-Ghajar, Sue-san. "Literacy practices: Social and linguistic issues related to reading in a second orthography." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6691.

Full text

Abstract:

As the English language continues to hold a prominent international position both politically and academically, the need for second/foreign language (L2) learners especially those involved in the scientific and technological disciplines to read from their books in English remains a vital social and educational issue. Even though language learners seem to understand this urgency, they often show resistance towards the L2 literacy package and reading in the language which not only introduces new linguistic knowledge, but more importantly suggests change in a learner's identity. The latter seems to occur more often in situations where the learners' literacy practices do not match those in the second language. This mismatch seems to be more salient between languages in which the construction of orthographic systems are different from the Roman script. Researchers have suggested that in cultures where literacy is negotiated through scripts differing from English; as in Japanese, Chinese, and Arabic/Farsi, the levels of processing language is different in comparison to languages which use the Roman script in their literacy practices. Furthermore, research has indicated a relationship between first language reading and what takes place in the second/foreign language. For example, investigations of several variables such as background knowledge, text format, and rhetorical structure of the first language, seem to show that they either transfer to or influence second/foreign language reading. However, what has received little attention in ESL/EFL research is the influence of the first language writing system when it differs from the Roman script. The present research that was conducted in Iran, is an inquiry into reading processes of sixty-three Iranian undergraduate students. An attempt was made to explore multiple variables related to L2 reading by applying both quantitative and qualitative methodologies. For the quantitative data, multivariate statistical procedures were conducted to see which variables, namely L1 reading proficiency (first language cloze task), L2 language proficiency (second language cloze task), L1 and L2 visual search strategy (L1 and L2 visual search task) contributed most to comprehension of English text related to both a general topic and a chemistry topic. In the qualitative analysis, introspective techniques were adopted to investigate hidden issues (through think-aloud-protocols) related to social and community literacy practices not tapped in the product-oriented quantitative investigation. Results of this study reveal the influence of both sociopolitical and linguistic factors in reading English as a second/foreign language.

APA, Harvard, Vancouver, ISO, and other styles

23

Davis, Deitra R. "A survey of articulation and transfer issues in Mississippi's community college art programs." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04052009-201413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Fuster, Maria Elena. "Latina Women and the Use of Art to Explore Issues of Immigration and Acculturation." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/18.

Full text

Abstract:

This paper is an exploration of how art therapy informed by studio practices plays a role in addressing the challenges of immigration and acculturation, specifically looking at women from Latin America. This also investigates the mental health needs of immigrant Latina women particularly struggling with acculturation. The seven women participants were selected from Dolores Mission Parish in Los Angeles, California. The women created art on two Saturdays in response to the directive presented by the researcher, involving the exploration of their individual journey and experience of immigration and acculturation. The art was studied in a qualitative method with a presentation of the art, the analysis and the findings. The art demonstrates that the creative process can create a sense of community, a feeling of empowerment, and act as a catharsis, or “desahogo”, in relieving psychological distress from the acculturation process.

APA, Harvard, Vancouver, ISO, and other styles

25

Agbeze, Richard. "TEACHING FOR SOCIAL JUSTICE: A CASE STUDY OF A SECONDARY ART EDUCATOR." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587743645964416.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Smalling, Susan E. "American Indians in Social Work Education: Addressing Issues of recruitment, retention and inclusion." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333400579.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Aceves, Hilda Cristina. "Acculturation and Identity Issues of Latino Adolescents." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/97.

Full text

Abstract:

This research examines identity formation and the various issues of acculturation of Latino adolescents. The first part of the research includes a review of the literature on various aspects of identity formation such as developing a cultural/ethnic identity and issues of acculturation such as contextual stressors and maladaptive coping. The literature review also looks at the relationship between acculturation and its effects of Latino adolescent identity formation; specifically noting the positive role biculturalism serves within that relationship. The second part of the research includes the application of a research modality, using questions derived from the literature review to examine the above mentioned issues within a focus group of Latino adolescents ages 12-17. Data, which included discussions, comments, and art work, was collected over the course of three sessions. In each session art was the primary means utilized by the adolescents to explore issues of their identity. The data was analyzed and the findings reflected the process of the adolescents’ bicultural identity formation. One significant finding was the individuality and variety, as seen in the art works, of these adolescents definition of their bicultural identity. Also, another significant finding was how these adolescents’ strong positive ties to their parents’ culture, country of origin, and immigration story seemed to provide them with a strong sense of ethnic identity. This in turn seemed to serve as buffer against the stressors of acculturation, as evidenced by these adolescents’ reports through group discussions and as evidenced in the art work.

APA, Harvard, Vancouver, ISO, and other styles

28

Chambers, Cynthia R. "Inclusive Art, Social, and Recreational Opportunities for Persons with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3890.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Kraehe, Amelia McCauley. "Creating art, creating selves| Negotiating professional and social identities in preservice teacher education." Thesis, The University of Texas at Austin, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572871.

Full text

Abstract:

<p> This critical ethnographic collective case study examined the process of becoming a teacher in the context of visual art education. This longitudinal study was grounded in larger educational concerns regarding the preparation of teachers for socially and culturally diverse U.S. public schools. This framing of teacher learning went beyond traditional dichotomies in educational research that maintain an artificial boundary between learning to teach content and learning to teach all students effectively and equitably. </p><p> In order to re-integrate the study of teacher learning, this research foregrounds the transactional relationship between a preservice art teacher’s social locations (e.g., race, class, sex-gender, language) and how s/he makes sense of what it means to be an “art teacher.” Specifically, the study asked (a) how preservice art teachers negotiated their emerging art teacher identities in a university-based teacher education program, (b) how their social positions were implicated in that process, and (c) how their teacher identities were meditated by cultural narratives, artifacts, and practices. This approach eschewed simplistic and reductive analyses of teacher identities in order to attain a nuanced understanding of the multiple, sometimes contradictory social processes involved in becoming a teacher.</p><p> This collective case study centered six preservice art teachers with varied racial, class, gender, and sexual identities, all of whom attended the same undergraduate teacher education program in the southwestern U.S. Social practice theory of identity, and critical curriculum and cultural theory were employed in constructing a multi-leveled relational analysis of the commonalities and divergences in participants’ self-understandings over time.</p><p> Findings showed historical patterns of institutionalized racism, as well as complex class and sex-gendered meanings of art. These inequitable norms were reproduced in ways distinctive to the asocial and apolitical “common sense” knowledge that was mobilized within the world of art teacher education. Some participants experienced alienation and marginalization based on their social positioning in relation to the world of art education. The findings also illuminated the polyvalent nature of identity through the coexistence of hegemonic identities as well as counter-hegemonic agency. Implications and possibilities for generating more critical, equity-oriented teacher education and art education research, practice, and policy are considered.</p>

APA, Harvard, Vancouver, ISO, and other styles

30

Hovey, Kendra A. "Spatial social theory applied to the Kwanzaa playground: implications and applications for art educators." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413363496.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Kline, Kimberly A. "The use of action theories, social justice issues and reflection in a student affairs master's course." [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3162975.

Full text

Abstract:

Thesis (Ph.D.)--Indiana University, School of Education, 2004.<br>Title from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0513. Chair: Edward P. St. John.

APA, Harvard, Vancouver, ISO, and other styles

32

Ferguson, James Michael. "Philosophical perspectives on lesbian and gay issues in education in a democratic society." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021563/.

Full text

Abstract:

The three central assertions of this thesis are: (1) that there are no moral grounds for the belief that lesbian and gay sexualities are inferior to heterosexualities, (2) that lesbians, gays, bi-sexuals and heterosexuals are equally valuable and worthy of respect as autonomous human beings with life plans of their own which they have the right to pursue, as long as they do not harm others, (3) that a philosophically informed rationale for arguing for lesbian and gay equality is required in today's aspiring democracies. The concepts of personal autonomy, participatory democracy and the democratic virtues are familiar themes within the Philosophy of Education. This thesis brings these themes to bear on the question of the place of lesbian and gay issues within a democratic education system. In doing so, it places the oppression of lesbians and gays within the broader context of the oppression of other members of the democratic community. It examines these complex and diverse powers of oppression with the aid of philosophical literature and with reference to the philosophical concepts of personal autonomy and participatory democracy. In the light of the previous discussions, philosophical skills, concepts and literature are employed to develop a critique of the educational policies of the British government in the 1980s and 90s and offer alternative policy suggestions based on more adequate accounts of human nature and social values. Finally, both the manner in which education should be controlled, and the form and content of education within a democratic state are critically examined.

APA, Harvard, Vancouver, ISO, and other styles

33

Mussington, Cathy Griffin. "A Comparative Analysis of The Attitudes and Beliefs of Preservice Teachers Towards Issues of Equity and Social Justice." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1214247909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Zheng, Yalan M. S. "The 798 Art Zone, the European Avant-Garde in China." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378197416.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Waliaula, Anne Jebet. "Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Pace, Christine R. "Art Museum Education and Well-Being." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1469887811.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Driskell, Catherine A. "Critical Voices in Action: Teaching for Social Justice in Community-based Art Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/32.

Full text

Abstract:

If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were evaluated with a rubric integrating social justice into community-based art education. That information was used to create a set of best instruction practices for teaching for social justice in CBAE, as well as curriculum recommendations.

APA, Harvard, Vancouver, ISO, and other styles

38

Moore, Alex J. "The academic, linguistic and social development of bilingual pupils in secondary education : issues of diagnosis, pedagogy and culture." n.p, 1994. http://ethos.bl.uk/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Stoltenow, Petersen Kelsi K. "YouTube beauty vlogs: How social media blurs social boundaries." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523368597591707.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Reisman, David. "The social imagination : the education of didactic contemporary artists : public expression : didactic contemporary artists as educators /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11039917.

Full text

Abstract:

Thesis (Ed.D)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Rene Arcilla. Includes bibliographical references (p. 201-204).

APA, Harvard, Vancouver, ISO, and other styles

41

Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

Full text

Abstract:

This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.

APA, Harvard, Vancouver, ISO, and other styles

42

Andres, Morrissey Franz. "Language choice in bilingual education : sociolinguistic, social and political issues in the case of Switzerland /." [S.l.] : [s.n.], 1997. http://www.ub.unibe.ch/content/bibliotheken_sammlungen/sondersammlungen/dissen_bestellformular/index_ger.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Wong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Moran, Renee Rice, Karin Keith, and Monica Billen. "Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/979.

Full text

Abstract:

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.

APA, Harvard, Vancouver, ISO, and other styles

45

Drugan, Emmett Ryan Alastair. "A Case Study of a Socially Transformative Lesson in the Art Classroom." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1406125005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Smith, Alison. "Raising environmental awareness through performance art." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession86-10MES/Smith_A%20MESThesis%202007.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Freedman, Allison. "A political analysis of institutional control issues within the NCAA." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2540.

Full text

Abstract:

Institutional control of intercollegiate athletics has been a core issue throughout the history of the NCAA. Institutional control is defined generally as the governance and ultimate responsibility for the proper running of an intercollegiate athletics program. The purpose of this study was to investigate the issues of institutional control over the history of the NCAA system, using various major, external reviews of the system and recommendations for reform as reference points. The study employed an Eastonian political systems analysis to examine persistent issues in institutional control of intercollegiate athletics and the different types of demands on the system since its formation. The NCAA was initially formed in response to the physical violence inherent in football. The Association was created as a voluntary national association with local control left in the hands of individual member institutions. Member institutions have control over their own programs (to run them in accordance with the institutional mission, vision, goals, and finances). The NCAA was created to maintain balance. When issues get out of balance, the NCAA provides leadership and the local gatekeepers usually follow that lead. In order for a nationally based system with mostly local control to persist, there must be balance. The most realistic system equilibrium for the NCAA is to have academics and athletics in balance. Without such balance, the legitimacy of the institutions themselves is in question. Normally, institutional presidents act as local gatekeepers, identifying their own issues for review. Now, the Board of Directors is acting as a group of system gatekeepers, allowing certain demands entry into the system, modifying and combining those demands, and identifying issues and plans for system response. The Board is working to address the issues in intercollegiate athletics and maintain a balance between the conflicting pressures. They are reviewing the issues and shaping system reform. The current system of athletics administration is basically a sound one and with some changes and efforts, institutional control can be achieved and maintained. If history is any guide, the system will follow through on enough of the reform agenda to maintain dynamic equilibrium in the system.

APA, Harvard, Vancouver, ISO, and other styles

48

Ahn, Keum-Hee. "A study of mediating factors influencing an art teacher's instructional practices : a social constructivist perspective /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951214939594.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Collier, Connie S. "Case based approach to developing multiple perspectives on issues of gender, culture, and social class in physical education teaching." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248981998.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Masipa, Mochaki Deborah. "A framework for the evaluation of research in South African Higher Education Institutions : conceptual and methodological issues." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6812.

Full text

Abstract:

Thesis (PhD (Social Science Research Methodology))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: This study aimed at establishing whether or not an integrated and appropriate system exists for the evaluation of research in the South African higher education system. As background to the assessment of research in South African higher education, models of research evaluation from other countries were reviewed and served as reference to the discussions on the local efforts. In each case the higher education research systems were reviewed, including existing efforts of research evaluation that exits alongside the systems. The review followed a pattern that focuses on areas including the history and rationale, purpose (s) for research evaluation, political/transformation contributions and methodological issues for a clearer understanding of the contributions made by the efforts. The study followed a multiple-case study approach to review the models and the South African situation, with the local research evaluation efforts embedded within the study of South Africa as a case. Five themes guided the reviews that were apparent for the final discussions of the study: the rationale and purpose of research evaluation, units of analysis used in the evaluation, dimensions/criteria used in research evaluation, governance and management of research evaluation processes and methodological issues related to research evaluation. The study revealed that none of the fragmented South African research evaluation efforts is suitable to deal with the transformation requirements expected of higher education institutions. This is mainly because of the voluntary nature of the current initiatives and their focus on the lowest level of units of analysis – the individual researcher. The one effort that would be better suited to meet the transformation imperatives – the HEQC institutional audits - does not concentrate on research exclusively but collectively addresses all core activities in institutions, reducing the attention necessary for research evaluation to make a meaningful contribution to higher education research. The study suggested a comprehensive design for the framework of South African research evaluation. The purpose identified for the envisaged exercise is the development and improvement of quality research of international standards across the system of higher education in order for research to make meaningful contributions to national demands. Programmes/departments in the higher education institutions are suggested as the units of analysis in which quality, productivity, relevance and viability serve as criteria for evaluation.<br>AFRIKAANSE OPSOMMING: Hierdie studie poog om vas te stel of 'n geïntegreerde en toepaslike stelsel bestaan vir die evaluering van navorsing in die Suid-Afrikaanse hoër onderwys stelsel. As agtergrond tot die beoordeling van navorsing in Suid-Afrikaanse hoër onderwys, word ‘n oorsig verskaf van die modelle van navorsing evaluering van ander lande. Dit het gedien as verwysing vir die besprekings oor die plaaslike pogings. In elke geval is ‘n oorsig gebied van die hoër onderwys navorsingstelsels , insluitend die bestaande pogings tot navorsing evaluering. Die oorsigte fokus op gebiede soos die geskiedenis en die rasionaal, doel van navorsing evaluering, politiese / transformasie bydraes en metodologiese vraagstukke vir' n beter begrip van die bydraes wat gemaak word deur die pogings. Die studie volg 'n meervoudige gevallestudie benadering tot die modelle en die Suid-Afrikaanse situasie, met die plaaslike navorsing evaluering pogings onderliggend in die Suid-Afrikaanse gevallestudie. Die oorsigte word gelei deur vyf temas: die rasionaal en doel van die navorsing evaluering, eenhede van analise wat gebruik word in die evaluering, dimensies / kriteria wat gebruik word in navorsing evaluering, beheer en bestuur van navorsing, en metodologiese evalueringsprosesse kwessies met betrekking tot navorsing evaluering. Hierdie temas is duidelik in die finale bespreking van die studie. Die studie het aangetoon dat nie een van die gefragmenteerde Suid-Afrikaanse navorsing evaluering pogings geskik is om die transformasie verwagtinge van hoër onderwys instellings te hanteer nie. Dit is hoofsaaklik as gevolg van die vrywillige aard van die huidige inisiatiewe en hul fokus op die laagste vlak van die eenhede van analise - die individuele navorser. Die een poging wat beter geskik sou wees die transformasiedoelwitte te ontmoet - die HEQC institusionele oudits - konsentreer nie uitsluitlik op navorsing nie, maar spreek gesamentlik alle kern aktiwiteite in instellings aan. Dit verminder die aandag wat nodig is vir navorsing evaluering om 'n betekenisvolle bydrae te lewer tot hoër onderwys navorsing . Die studie stel 'n omvattende ontwerp voor vir die raamwerk van Suid-Afrikaanse navorsing evaluering. Die doel wat vir die beoogde oefening geïdentifiseer word, is die ontwikkeling en verbetering van die kwaliteit navorsing van internasionale standaarde oor die stelsel van hoër onderwys sodat die navorsing betekenisvolle bydraes kan lewer tot die nasionale vereistes. Programme / departemente in die hoër onderwys instellings word voorgestel as die eenhede van analise waarin gehalte, produktiwiteit, relevansie en lewensvatbaarheid dien as kriteria vir evaluering.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!