Education Undergraduate Theses


Recent Submissions

Now showing 1 - 5 of 29
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    The Contributions Of The America Indians And The Effect They Have On The Education Of Montana's Indians
    (1973-04-01) O'Donnell, M. Maureen; Allen Pope; Thomas Block; Rev. James McCarthy
    The purpose of this study was to examine contributions of the American Indians in the areas of culture, economics, government, medicine and religion as they affect the education of the American Indians in today's educational system. . .The American Indians of today are a minority race who are often stereotyped as silent, withdrawn and unAmerican in white man’s sense of American. Because it is the right of all people to be treated equal regardless of race, color, creed or sex, it is felt desirable to study the contributions of the American Indian to America, to study the Indian student’s reaction to his present education and what he feels should be done to better his education.
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    An Exploratory Study: The Relationship Of Apparent Creativity And Tested Creativity In Selected Second Grade Children
    (1972-04-01) Girolami, Stephanie; Cecilia Grase; Allen Pope; Thomas Block
    Concern for the creative potential is nothing new. Creativity, in the past ten years, has moved to a prominent position in the field of education. People such as J. P. Guilford, Getzels and Jackson, Calvin Taylor, E. Paul Torrance and Miriam Wilt have pioneered research in this area. Though many aspects of creativity have been studied, many remain unstudied. There are many definitions and approaches available for ’’creativity". Margaret Mead defines creativity as a process in the individual to the extent that a person makes, invents, or thinks of something that is new to him. Erich Fromm sees creativity as an attitude; he describes it as "an ability to see, to be aware, and to respond with yourself as the whole person you are." Harold H. Anderson, concerned with the openness of creativity, defines it as a flow and interweaving of individual differences, a sort of dynamic individuality. Sydney J. Parnes, for his purposes, defines creativity as "behavior which demonstrates both uniqueness and value in its product". Maslow differentiates "special-talent creativeness" from "self-actualizing creativeness"Jerome Kagan states that "creativity refers to a product, and if that product was made by a man, we give him the honor of the adjective". Torrance’s process definition of creativity requires that a sequence of experiences take place. Thus is seen the variety of ideas available from a variety of people about a very controversial topic. This emphasis on and interest in creativity has already had far reaching effects on our present educational system. It has caused educators to become concerned about such educational goals as the production of fully-functioning, mentally healthy, well-educated, and successful individuals who are not afraid to take their place in society. Recent research findings indicate strongly that these goals g are undeniably related to creativity.
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    The Career Opportunities Program: A Paraprofessional Approach To Teacher Education
    (1973-04-01) Tucker, Harold; Allen Pope; Thomas Block; Raymond Linder
    The purpose of this study was to examine certain aspects of a paraprofessional approach to teacher education. The paraprofessional approach refers to actual on-going training within the school classroom structure in addition to professional training from an institution of higher learning. American public education is at the cross-roads of a major decision today. Considerable evidence indicates that it has been ineffective, particularly in reaching and teaching the culturally disadvantaged child. Recent physical violence and verbal protests are indicative of the dissatisfaction of many segments of the population. The dissatisfaction lies chiefly with the school's inability to provide true equality of opportunity. The school is viewed as immutable in organization, personnel, and process. Teacher training must be improved to facilitate the many changes needed in the schools. Through a paraprofessional approach to teacher training, it is envisaged that the resultant teachers will be sympathetic to the needs of the community and the students they serve. Many programs over the past two decades have introduced auxiliary personnel into the public school to relieve teachers of routine non-instructional tasks. Recent programs have utilized low-income personnel to provide teacher assistance and community input into the schools. Increased use of auxiliaries has necessitated additional training to improve their effectiveness. If auxiliaries could be professionally trained to become teachers, they would have empathy for the background of the students and provide a success model with which the students could identify. Summary It is the intent of this study to describe major past programs utilizing auxiliary personnel in an attempt to trace the growth of the role of the auxiliary to professional status.
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    Browning's Dramatic Art
    (1933-04-01) McMahon, Matthew
    An average person interested In literature naturally reads any book of Browning*s complete works with perhaps little intention of reading his dramas, mainly because Browning is not generally known as a dramatist. His fame grew from his poetic genius. This paper will present to one interested in Browning as a dramatist the entire list of his plays, arranged chronologically, showing their Individual theatrical and literary values, their influences and sources, and lastly, an estimate of the author's position as a playwright. From a dramatic viewpoint a critical discussion of Browning and his plays is necessarily a broad one, and because of this we shall only consider the plays from a standpoint of their theatrical and literary merit or demerit. The problem of the actability of each play is answered as well as possible and the question of their literary importance is also considered. In presenting a critical analysis of the Individual plays the mechanics of stage production have been constantly kept uppermost in mind, and therefore the dramas discussed are only those that might conceivably be acted. Because of these considerations much in the following chapters may often appear harsh and severe, but this severity is not meant to disparage the great poet. Browning’s poetry, lofty thought, and keen dramatic appreciation stand securely as an answer to any odious or malicious attack on the author himself.
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    An Historical Research Into The Clinical And Pedagogical Implications Of The Work Of Maria Montessori, M. D.
    (1959-04-01) Hamblet, Donna; Rev. Anthony Brown
    Real education ceases when it becomes static. For decades it has been based on the influence of the men of the particular era. Men such as Rousseau, Pestalozzi, Herbart and Froebel have all had a dynamic effect upon education. Their philosophies, theories and methods came into vogue and were adhered to for a time. Their pedagogical contributions have not passed into obscurity. Many of their principles and ideas have been borrowed, extended and altered by other leading educators to meet the needs of the time. About the turn of the century a new figure, distinguished particularly by her sex, came into the educational light. Influenced by her predecessors in the pedagogical field, she developed a method of education that was adopted and used by many countries for over two decades. This figure, Maria Montessori, defied convention in many respects, and the impact of her contributions to education is still being felt. For at time her methods were severely criticized; then the widespread enthusiasm with which these ideas had been accepted dwindled and faded in the light of new ideas. Recent emphasis by Catholic laymen in America on the Montessori Method suggests the possibility that critics will be proven wrong in their harsh treatment with this method, and that it will again be used in Man's effort to impart the wonders of the world to the young.