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RISS 인기검색어
- 검색키워드
- 저자 : Domina, Thurston (검색결과 3 건)
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Sullivan House School: As explored through a Deweyan lens (Illinois, John Dewey)
Domina, Meryl University of Illinois at Chicago 2005 해외박사(DDOD)
This case study investigates the pedagogy and practices of Sullivan House School and their relationship to John Dewey's educational principles. These principles are examined through John Dewey's writings and applied to Sullivan House School, an independent alternative school in Chicago. Dewey's educational principles include his beliefs concerning psychology as represented in his early work and in what he later referred to as "the psychological," the concept that learning should start with the interests and concerns of the students. This study, covering the years 1960 through 1999, begins with the experiential education of school founder Janice Greer as she participated in Circle Pines Center and the Peace and Civil Rights Movements. It explores Greer's early efforts at providing an arts center for educationally disadvantaged youth, follows her work as she develops a small free school, then analyzes the school's pedagogy as it expands to serve 100 high school truants, dropouts, and excluded students. Dewey's psychology and educational principles are interwoven with examples of how Sullivan House School implemented them. These include educative experiences that provide learning, social control through participation in common group activities and democratic society, and the curriculum as a continuum from the psychological to the logical subject. Dewey's ideas are explored through his writings including his 1899 Philosophy of Education lectures (1899/1966); Psychology, 3rd Rev. ed. (1891); The Curriculum and the Child (1902/1956); School and Society (1915/1956); Democracy and Education (1944); Experience and Education (1938); and a number of his essays. This is a historic, practical and deliberative case study focusing on teachers, students, subject, and milieu through four research techniques: primary source documents, autobiography, biography and interviews. Interviews with Sullivan House staff, historic documents, and school artifacts provided the data concerning Sullivan House School. Sullivan House's Deweyan practices include focus on student's interests and needs; use of discussion, the arts, hands-on opportunities, and field trips; caring and respect; and democratic participation in the school community. The research results show how different conditions at the school and differences in the individual teacher's knowledge of Dewey's principles affected the school's pedagogy. The study also includes a description of how other alternative schools use seven of Dewey's principles.
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Gender and culture influences on leadership perceptions
Domina, Natalya V The George Washington University 2009 해외공개박사
This study examines how demographic characteristics of culture and gender contribute, in part, to the perceptions of leadership in multi-national organizations. Although gender and culture tend to be salient individual characteristics, few studies have investigated the role of gender in cross-cultural contexts within a leadership perception's framework. The current study examined main effects of gender and the cultural dimensions of power distance, individualism-collectivism, masculinity-femininity, and uncertainty avoidance, as well as interaction patterns of these variables. The study used archival data from a multi-national organization, employing a large sample of respondents. Measurement equivalence across cultures was established. The findings provided support for the influence of power distance, masculinity-femininity, and uncertainty avoidance on leadership perceptions, and partial support for the impact of individualism-collectivism. Further, the study showed that females from high power distance, collectivistic, and feminine cultures perceived their leaders more favorably than females from low power distance, individualistic, or masculine cultures as well as males across all cultures. Practical and statistical significance of the findings, as well as implications for leadership perceptions in international contexts, are discussed.
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Brain drain and brain gain: Educational segregation in the United States
Domina, Thurston City University of New York 2006 해외박사(DDOD)
The post-industrialization of the American economy, combined with the expansion of American higher education, has created a new form of residential segregation. This dissertation demonstrates that the United States became increasingly segregated by educational attainment during the second half of the Twentieth Century, even as racial and economic segregation declined. In this period, college graduates became increasingly clustered in a handful of communities; and within these human capital hubs, the highly educated became less likely to live in the same neighborhoods as the less highly educated. Today, more than half of America's college graduates live in just 10% of its counties. At the other end of the educational spectrum, college graduates are underrepresented relative to the national average in more than 85% of American counties. My analyses demonstrate that selective patterns of internal migration are driving the educational polarization of the American landscape. A combination of economic incentives and natural and cultural amenities lure large numbers of college graduates into communities where the concentration of college graduates is already pronounced. The consequences of educational segregation are wide-ranging. The spatial concentration of college graduates stimulates innovation and local economic growth, creating new economic inequalities between places. In many of the nation's nonmetropolitan areas, the outmigration of highly educated youths is leading to an overall population decline. Human capital concentration has spill-over effects for children's education, bringing educational opportunities to children who grow up in human capital hubs (regardless of their own parents' educations), and limiting opportunities to children raised in brain drain areas. Finally, I demonstrate that educational segregation is a major factor behind the geographic polarization of American political culture. As educational segregation levels have risen, the county-level concentration of college graduates has become an increasingly salient predictor of voting patterns. The result is the distinct red and blue map of the 2004 presidential election: George W. Bush and John F. Kerry split the college graduate vote evenly in 2004, but Kerry won healthy majorities in human capital hubs and Bush's electoral base centered in brain drain counties.
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