College of Education Theses & Dissertations

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Browsing College of Education Theses & Dissertations by Content Type "Thesis / Dissertation"

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    A History of the School of Education at the University of Oregon
    (University of Oregon, 1964-08) Colvin, Lloyd Wilkinson
    The pioneers who settled Oregon had strong convictions about the bearing of education on the individual and the common good. They shared the view expressed in the Northwest Ordinance of 1787 that "schools and the means of education shall be forever encouraged." But, even though Nathan Dane's prescript was transposed into the territorial government of Oregon, disagreements among educators and among people imbued with varied religious beliefs and diverse customs prevented quick fulfillment of its precepts.
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    The Basic Factors Involved in a Space Arts Curriculum
    (1935-10) Schulderman, Marie
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    A History of the Irreducible School Fund in Oregon
    (1949-06) Hawk, Norman Ray
    Efforts have been made in this study to trace the developments of the Irreducible School Fund and the factors responsible for depriving the schools of the legacy bequeathed by far-seeing statesmen during the formative period of American development. An attempt has been made to analyse the errors of the past and to estimate the resultant losses to the public schools of Oregon. It is now apparent that what was once intended as substantial school aid actually has been a paltry "drop-in-the-bucket" relative to needs.
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    A Longitudinal and Comparative Study of 8th Grade Students' "Spontaneous" and "Creative" Art Performance and Production
    (University of Oregon, 1970-06) Lombard, James Benjamin
    This study has incorporated the use of two evaluative criterion measures which purport to measure, in terms of their authors' defining and normative statements, the degree of creativeness visually manifest in art products. The purposes of this study were l) to determine whether there are real .differences in ranking art products of the same population between judge groups employing these measures, and 2) to analyze any ranking fluctuations of the subjects' art products between and among different art tasks and media as determined by the judge groups' evaluation.
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    Motivating Change in High-Risk Adolescents: An Intervention Focus on the Deviant Friendship Process
    (University of Oregon, 2004-03) Knopes, David Ryan
    The purpose of the following literature review is not to exhaustively survey the current state of delinquency intervention science. Rather, the goal is to clearly delineate the developmental and peer social processes that reinforce and exacerbate adolescent problem behavior. Reviewed literature focuses on the developmental impact of family of origin, detailing how coercive family dynamics negatively impact social skills development. Consideration is then given to the difficulties children from coercive families have with school transitions. Reviewed research suggests that children who remain reliant on coercive interpersonal processes can commonly be directed by both punishments and interventions towards delinquent peer clustering, inadvertently creating environments that reinforce and exacerbate pre-delinquent social dynamics. Focus is then turned to the unique social and reinforcement dynamics inherent in these delinquent peer groups, identifying language and verbal dynamics as being a special risk factors and predictors of later problem behavior. This review, although necessarily limited in scope, argues that for the highest risk adolescents, delinquent talk and the behavioral reinforcement that it generates within the delinquent peer group is a powerful primer for later delinquent action. I also argue that high-risk adolescents' verbal behaviors are both visible and viable targets for intervention efforts.
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    The Relation of Conceptual Styles and Mode of Perception to Graphic Expression
    (University of Oregon, 1969-08) Lovano, Jessie Jacquelyn
    Early research in cognition, perception and graphic expression attributes differences in the cognitive and graphic products of children of the same age to differences in the amount of knowledge, facility in reasoning, skills or biogenic determined developmental levels. More recent studies in cognition and perception seem to indicate stable intraindividual consistencies of patterning in coping with and relating verbal and visual information (26) (49). The possibility of an individual performing in a self-consistent manner when processing visual and/or cognitive information into graphic expression has not been studied. The purpose of this study is to investigate the possible relationship of the findings of Witkin (49) on consistencies in mode of perceiving, and the findings of Kagan (22) on consistencies in mode of 2 cognition to the possible consistencies in the mode of graphic expression of boys at five grade levels. This study attempts to determine whether ( 1) an individual's preference for an analytical mode of perceiving and conceptualizing wiH also be demonstrated in his graphic expression, and whether (2) an individual's preference for a global mode of perceiving and conceptualizing will also be demonstrated in his graphic expression. The general assumptions to be tested in this study are that ( 1) individuals perform in a self-consistent manner when processing visual and cognitive information, and that (2) this consistency is also evident in their graphic expressions.
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    A Study of the Change of Student Teachers' Concerns Through Early Field Experiences
    (University of Oregon, 1971-06) Harp, Max William
    The present study examined the change in stated professional concerns of education students during a term of field experience. Three groups of students engaged in different kinds of field experience early in their training were investigated. The first purpose of the present study was to examine the change in stated concerns of education students as they engaged in one of three field experience programs at the University of Oregon. The focus of the study was the elevation of concerns of future teachers from self-survival concerns, such as "What will the teachers think of me" or "Will I be accepted as a teacher?" toward pupil-centered-teaching concerns, such as "How do I meet individual needs, specify objectives, and measure pupil progress?" Three populations of students were included in the study. Each group was at a different point in the training program in which they were enrolled. The groups were not compared. The major purpose of the study was to examine the change in concerns of each individual group during one academic term.