Matching Items (161)
Description
This dissertation examines Japanese preschool teachers' cultural practices and beliefs about the pedagogy of social-emotional development. The study is an interview-based, ethnographic study, which is based on the video-cued mutivocal ethnographic method. This study focuses on the emic terms that Japanese preschool teachers use to explain their practices, such as amae (dependency), omoiyari (empathy), sabishii (loneliness), mimamoru (watching and waiting) and garari (peripheral participation). My analysis suggests that sabishii, amae, and omoiyari form a triad of emotional exchange that has a particular cultural patterning and salience in Japan and in the Japanese approach to the socialization of emotions in early childhood. Japanese teachers think about the development of the class as a community, which is different from individual-centric Western pedagogical perspective that gives more attention to each child's development. Mimamoru is a pedagogical philosophy and practice in Japanese early childhood education. A key component of Japanese teachers' cultural practices and beliefs about the pedagogy of social-emotional development is that the process requires the development not only of children as individuals, but also of children in a preschool class as a community. In addition, the study suggests that at a deeper level these emic concepts reflect more general Japanese cultural notions of time, space, sight, and body. This dissertation concludes with the argument that teachers' implicit cultural practices and beliefs is "A cultural art of teaching." Teachers' implicit cultural practices and beliefs are harmonized in the teachers' mind and body, making connections between them, and used depending on the nuances of a situation, as informed by teachers' conscious and unconscious thoughts. The study has also shown evidence of similar practices and logic vertically distributed within Japanese early childhood education, from the way teachers act with children, to the way directors act with teachers, to the way government ministries act with directors, to the way deaf and hearing educators act with their deaf and hearing students. Because these practices are forms of bodily habitus and implicit Japanese culture, it makes sense that they are found across fields of action.
ContributorsHayashi, Akiko (Author) / Tobin, Joseph (Thesis advisor) / Eisenberg, Nancy (Committee member) / Nakagawa, Kathryn (Committee member) / Fischman, Gustavo (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study is to explore the local life stories of five youths in Belize City, Belize as they experience satellite mediated programming from Black Entertainment Television (BET). It illuminates the manner in which social imagination plays a role in the liberatory practices of the Kriol youth in Belize City, Belize by documenting their life histories in relation to their interactions with BET. The study addresses the following: a) the ways that Kriol youth in Belize make sense of international cable programming; b) the degrees to which these negotiations result in liberatory moments. The study investigates the stories the youth in an through narrative inquiry research methods that can expose how, and to what degree local experiences in the Caribbean can help individuals employ their social imagination for personal growth. Readers of this text may become empowered to adopt the identities of others as their own, and may as a result witness the world from a fresh perspective, perhaps even experiencing moments in which their own life stories are altered. The contextualized categories involving popular BET programming emerged based on how power was distributed and organized in the every day lives of the informants. Empirical examples of hegemonic levels of interaction arose from within the stories. An analysis based on the works of Caribbean scholar Rex Nettleford (1978) was used to study relationships between these levels. There emerged from within the narratives four kinds of hegemonic power negotiations based on degrees of social: Dependence, Impulsive Resistance, Conscious Subordination, Leverage, and Creolization.
ContributorsRichards, Calvin Centae (Author) / Barone, Thomas (Thesis advisor) / Fischman, Gustavo (Committee member) / Hinds, David (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT With projections indicating that by the year 2025, one of every four K-12 students in the United States will be Latino, addressing the needs of Latino students is an important question for educators. This study approached this question through an analysis of the educational life histories, stories, of successful first generation Mexican-American college graduates to understand some of the factors which helped them succeed in college. I categorized the stories inductively into three themes: 1) stories of students and school, 2) stories of friends, family, and cultural communities, and 3) stories about race and politics. Participants' intellectual self-concept, both positive and negative, was to a great extent influenced by the messages they received from the educational system. Some of the participants took a traditional path from high school through college, while others took very indirect paths. The support that they received from special programs at the university as well as from their webs of support was crucial in their success. In addition, I found that race mattered when the participants transitioned from their majority Latino high schools to the majority white university as the participants told stories of navigating the cultural and racial dynamics of their status as college students. The participants in my study worked hard to achieve their college degrees. "It's hard" was a phrase often repeated by all participants; hard work was also a cultural value passed on by hard working parents and family members. Stories of luck, both good and bad, factored into their educational life histories. Collaborative programs between secondary school and the university were helpful in creating a transitional bridge for the participants as were culturally-based mentoring programs. The participants benefitted from the culturally-based support they received at the university and the cultural and emotional support of their families. The participants' stories highlight the importance of a race-conscious approach to college going; one which begins with race and builds cross-racial coalitions. This approach would benefit Latino students and, ultimately improve the college going experiences of all students.
ContributorsSheffield, Martha Lynn (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2011
Description
Peter N. Schubert in "Hidden Forms in Palestrina's `First Book of Four-Voice Motets'" (Journal of the American Musicological Society, 2007) defines significant blocks of vertical relationships in imitative and non-imitative duos in the thirty-six motets of Palestrina's Motectus festorum totius anni cum communi sanctorum, published in 1564. Schubert describes these blocks of vertical relationships that proceed from duos as modules and organizes them according to categories of construction and function. Palestrina's parody Mass, O Rex glóriæ, reveals the same duos and modules that Schubert discovers in Palestrina's motet of the same name. Palestrina transfers these duos and modules from the motet into the parody Mass, using them as building blocks for points of imitation. The duos, modules, and their motives appear in all but a few places, and are in some cases prominent throughout movements of the Mass, such as the Kyrie. Palestrina manipulates and elaborates these duos and modules according to the character and text of each movement. He borrows them consistently in their original order, which he changes only for reasons of textual meaning or verbal similarity. The module approach to recurring vertical combinations, although a recent application, is valuable for recognizing and treating systematically the duo relationships and their elaboration that are described by late-Renaissance theorists, especially Fray Tomas de Sancte Maria. The identification and analytical interpretation of duos and modules in Palestrina's motet O Rex glóriæ and the parody Mass based on it yields insights not only into his compositional decisions as he adapts material from the motet for its new setting, but also into the potential value of modules as the basis for an analytical approach to the sacred vocal polyphony of the sixteenth century.
ContributorsMenefee, Catherine Ann (Author) / Holbrook, Amy (Thesis advisor) / Saucier, Catherine (Committee member) / Carpenter, Ellon (Committee member) / Arizona State University (Publisher)
Created2013
Discovering Puerto Rican art song: a research project on four art song works by Héctor Campos Parsi
Description
Puerto Rico has produced many important composers who have contributed to the musical culture of the nation during the last 200 years. However, a considerable amount of their music has proven to be difficult to access and may contain numerous errors. This research project intends to contribute to the accessibility of such music and to encourage similar studies of Puerto Rican music. This study focuses on the music of Héctor Campos Parsi (1922-1998), one of the most prominent composers of the 20th century in Puerto Rico. After an overview of the historical background of music on the island and the biography of the composer, four works from his art song repertoire are given for detailed examination. A product of this study is the first corrected edition of his cycles Canciones de Cielo y Agua, Tres Poemas de Corretjer, Los Paréntesis, and the song Majestad Negra. These compositions date from 1947 to 1959, and reflect both the European and nationalistic writing styles of the composer during this time. Data for these corrections have been obtained from the composer's manuscripts, published and unpublished editions, and published recordings. The corrected scores are ready for publication and a compact disc of this repertoire, performed by soprano Melliangee Pérez and the author, has been recorded to bring to life these revisions. Despite the best intentions of the author, the various copyright issues have yet to be resolved. It is hoped that this document will provide the foundation for a resolution and that these important works will be available for public performance and study in the near future.
ContributorsRodríguez Morales, Luis F., 1980- (Author) / Campbell, Andrew (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Kopta, Anne (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
Description
In addition to his many other works, Russian-American composer Leo Ornstein (1893-2002) contributed a substantial body of literature for cello and piano, including Sonata No. 1 (1915-1916), Sonata No. 2 (circa 1920), Composition No. 1 (date unknown), Two Pieces (date unknown), and Six Preludes (1930-1931). His cello music is an eclectic mix of twentieth-century Neoromantic and atonal styles. This study includes a recording of the complete works for cello and piano by Leo Ornstein and a description of the music that details the formal procedures and how the cello and piano relate to one another. The discussion offers extensive musical examples in support of the descriptions. The recording was completed at the Banff Centre for the Arts in Alberta, Canada (October 2009), with R. Nicolas Alvarez, cello, in collaboration with pianist Keith Kirchoff. Andre Shrimski produced and edited the recording.
ContributorsAlvarez, Rodolfo Nicolas (Author) / Landschoot, Thomas (Thesis advisor) / Rotaru, Catalin (Committee member) / Jiang, Danwen (Committee member) / Holbrook, Amy (Committee member) / Arizona State University (Publisher)
Created2013
Description
This qualitative, action research study examines how teacher-writers' identities are constructed through the practice of revision in an extra-curriculum writing group. The writing group was designed to support the teacher-writers as they revised classroom research projects for submission for a scholarly journal. Using discourse analysis, the researcher explores how the teacher-writers' identities are constructed in the contested spaces of revision. This exploration focuses on contested issues that invariably emerge in a dynamic binary of reader/writer, issues of authority, ownership, and unstable reader and writer identities. By negotiating these contested spaces--these contact zones--the teacher-writers construct opportunities to flex their rhetorical agency. Through rhetorical agency, the teacher-writers shift their discoursal identities by discarding and acquiring a variety of discourses. As a result, the practice of revision constructs the teacher-writers identities as hybrid, as consisting of self and other.
ContributorsClark-Oates, Angela (Author) / Smith, Karen (Thesis advisor) / Roen, Duane (Thesis advisor) / Fischman, Gustavo (Committee member) / Early, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
The end of the nineteenth century was an exhilarating and revolutionary era for the flute. This period is the Second Golden Age of the flute, when players and teachers associated with the Paris Conservatory developed what would be considered the birth of the modern flute school. In addition, the founding in 1871 of the Société Nationale de Musique by Camille Saint-Saëns (1835-1921) and Romain Bussine (1830-1899) made possible the promotion of contemporary French composers. The founding of the Société des Instruments à Vent by Paul Taffanel (1844-1908) in 1879 also invigorated a new era of chamber music for wind instruments. Within this groundbreaking environment, Mélanie Hélène Bonis (pen name Mel Bonis) entered the Paris Conservatory in 1876, under the tutelage of César Franck (1822-1890). Many flutists are dismayed by the scarcity of repertoire for the instrument in the Romantic and post-Romantic traditions; they make up for this absence by borrowing the violin sonatas of Gabriel Fauré (1845-1924) and Franck. The flute and piano works of Mel Bonis help to fill this void with music composed originally for flute. Bonis was a prolific composer with over 300 works to her credit, but her works for flute and piano have not been researched or professionally recorded in the United States before the present study. Although virtually unknown today in the American flute community, Bonis's music received much acclaim from her contemporaries and deserves a prominent place in the flutist's repertoire. After a brief biographical introduction, this document examines Mel Bonis's musical style and describes in detail her six works for flute and piano while also offering performance suggestions.
ContributorsDaum, Jenna Elyse (Author) / Buck, Elizabeth (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Schuring, Martin (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice.
ContributorsRisha, Sarah (Author) / Margolis, Eric (Thesis advisor) / Fischman, Gustavo (Committee member) / Ali, Souad (Committee member) / Arizona State University (Publisher)
Created2013
Description
The main objective of this study is to develop an innovative system in the form of a sandwich panel type composite with textile reinforced skins and aerated concrete core. Existing theoretical concepts along with extensive experimental investigations were utilized to characterize the behavior of cement based systems in the presence of individual fibers and textile yarns. Part of this thesis is based on a material model developed here in Arizona State University to simulate experimental flexural response and back calculate tensile response. This concept is based on a constitutive law consisting of a tri-linear tension model with residual strength and a bilinear elastic perfectly plastic compression stress strain model. This parametric model was used to characterize Textile Reinforced Concrete (TRC) with aramid, carbon, alkali resistant glass, polypropylene TRC and hybrid systems of aramid and polypropylene. The same material model was also used to characterize long term durability issues with glass fiber reinforced concrete (GFRC). Historical data associated with effect of temperature dependency in aging of GFRC composites were used. An experimental study was conducted to understand the behavior of aerated concrete systems under high stain rate impact loading. Test setup was modeled on a free fall drop of an instrumented hammer using three point bending configuration. Two types of aerated concrete: autoclaved aerated concrete (AAC) and polymeric fiber-reinforced aerated concrete (FRAC) were tested and compared in terms of their impact behavior. The effect of impact energy on the mechanical properties was investigated for various drop heights and different specimen sizes. Both materials showed similar flexural load carrying capacity under impact, however, flexural toughness of fiber-reinforced aerated concrete was proved to be several degrees higher in magnitude than that provided by plain autoclaved aerated concrete. Effect of specimen size and drop height on the impact response of AAC and FRAC was studied and discussed. Results obtained were compared to the performance of sandwich beams with AR glass textile skins with aerated concrete core under similar impact conditions. After this extensive study it was concluded that this type of sandwich composite could be effectively used in low cost sustainable infrastructure projects.
ContributorsDey, Vikram (Author) / Mobasher, Barzin (Thesis advisor) / Rajan, Subramaniam D. (Committee member) / Neithalath, Narayanan (Committee member) / Arizona State University (Publisher)
Created2012