Education Commons^™

The Emancipatory Effect Of Integrating Communication Research Tenets On Discrete Curriculum Designs, Elizabeth Cheney Michel

Retrospective Theses and Dissertations

Critical philosophers hold that the underlying cause of our current educational dilemma is a societal condition called modernity, the unique result of the technological orientation that has characterized society for the last two decades. Maintaining that individual human interests cannot be served by an instrumentally-oriented educational system, Habermas declares that the key to effecting change is dynamic, democratic communication in the classroom, oriented in the emancipatory interests of the unique individuals therein. The purpose of this study was to reveal an interdisciplinary link between the tenets of critical educational philosophy and communication theory, and, by implementing the dictates of extant …

An Historical Analysis Of The Philosophies Of The Vocational Education Leaders In Relation To The 1990 Carl D. Perkins Vocational And Applied Technology Education Act Amendments, Cynthia D. Woodley

Retrospective Theses and Dissertations

Federal vocational education legislation has undergone drastic changes in recent years. This study was designed to determine the educational philosophies of the leaders who pushed for the 1990 Carl D. Perkins Vocational and Applied Technology Education Act Amendments and the degree to which the amendments reflected the philosophies of those leaders. Data were collected on testimonies given before the United Stated Congress during hearings related to the act, to identify who the leaders were. Once the leaders were identified, the published literature and testimony of each leaders was analyzed using a model developed by Lloyd Duck and the educational philosophy …

Assessing The Effects Of A Program To Improve Questioning Skills Of Nurse Educators In Clinical Post-Conferences: An Initial Study, Diane M. Wink

Retrospective Theses and Dissertations

The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions.

A convenience sample was used. Subjects in the treatment (N=10) and control (N=4) groups were faculty and the students in their clinical laboratory groups from four National League for Nursing accredited undergraduate nursing programs in the state of Florida. Pre- and post-intervention data on the …