2007 - College of Education - Florida International University

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References Allsup, R. E. (2001). Music education as liberatory practice: Exploring the ideas of Milan Kundera. Philosophy of Music Education Review, 9(2), 3-10. Anderson, R. L. (2005, March/April). Music and spirituality. Whosoever: An Online Magazine for GLBT Christians, 9(5). Retrieved October 15, 2006 from http://www.whosoever.org/v9i5/stars.shtml. Baumgartner, L. M. (2001). An update on transformational learning. New Directions for Adult and Continuing Education, 89, 15-24. Brett, P., & Wood, E. (2002). Lesbian and gay music. Electronic Musicological Review, 7, 1-31. Chellew-Hodge, C. (2005, March/April). Language of the spirit: Gay and lesbian musicians on the mystery of music. Whosoever: An Online Magazine for GLBT Christians, 9(5). Retrieved October 15, 2006 from http://www.whosoever.org/v9i5/music.shtml. Dirkx, J. M. (1997). Nurturing soul in adult learning. New Directions for Adult and Continuing Education, 74, 79-88. Dirkx, J. M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15-26. Foster, R. (2000). Community bands thrive from coast to coast. The Instrumentalist, 54(8), 38- 44. Garnets, L. D., & D’Augelli, A. R. (1994). Empowering gay and lesbian communities: A call for collaboration with community psychology. American Journal of Community Psychology, 22(4), 447-470. Gordon, B. M. (1993). African-American cultural knowledge and liberatory education: Dilemmas, problems, and potentials in a postmodern American society. Urban Education, 27(4), 448-470. Grace, A. P., & Hill, R. J. (2001, June). Using queer knowledge to build inclusionary pedagogy in adult education. Paper presented at the 42 nd Annual Adult Education Research Conference, Lansing, MI. Grace, A. P., & Hill, R. J. (2004). Positioning queer in adult education: Intervening in politics and praxis in North America. Studies in the Education of Adults, 36(2), 167-189. Grace, A. P., & Wells, K. (2005, June). Social learning for fugitive learners: The Out is In artsinformed queer community education project in Alberta. Paper presented at the 46 th Annual Adult Education Research Conference, Atlanta, GA. Graff, E. J. (2002, October 21). How the culture war was won. The American Prospect, 33-36. Herman, J. (1983). I am what I am. [Original Broadway cast]. On La Cage Aux Folles: The Broadway Musical (1983 Original Broadway Cast). [CD]. New York: RCA Broadway Victor. Hill, R. J. (2003, June). Working memory at AERC: A queer welcome and a retrospective. Proceedings of the 1 st LGBTQ Pre-Conference at the 44 th Annual Adult Education Research Conference, San Francisco, CA. Hill, R. J. (2004). Activism as practice: Some queer considerations. New Directions for Adult and Continuing Education, 102, 85-94. Howe, A. C. (2001). Queer pilgrimage: The San Francisco homeland and identity tourism. Cultural Anthropology, 16(1), 35-61. Imel, S. (1997). Adult learning in groups: Practice application brief. (ERIC Document Reproduction Service No. ED404569). 5
Imel, S. (1999). How emancipatory is adult learning: Myths and realities no. 6. (ERIC Document Reproduction Service No. ED436663). Imel, S. (2001). Learning communities/communities of practice: Trends and issues alert no. 26. (ERIC Document Reproduction Service No. ED452434). King, K. L. (2003, June). Changing from the inside-out: Transformational learning and the development of GLBT sexual identities among adults. Proceedings of the 1 st LGBTQ Pre- Conference at the 44 th Annual Adult Education Research Conference, San Francisco. LeCroy, H. F. (1998). Community-based music education: Influences of industrial bands in the American South. Journal of Research in Music Education, 46(2), 248-264. Lesbian and Gay Band Association. Retrieved October 14, 2006 from http://www.gaybands.org. Mark, M. (1996). Informal learning and adult music education. Bulletin-Council for Research in Music Education, 130, 119-122. Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2 nd ed.). San Francisco: Jossey-Bass. Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185-198. Olson, K. (2005). Music for community education and emancipatory learning. New Directions for Adult and Continuing Education, 107, 55-64. Rocco, T. S., & Gallagher S. J. (2006). Straight privilege and moral/izing: Issues in career development. New Directions for Adult and Continuing Education, 112, 29-39. Rowland, M. L. (1999, June). Missing the beat: Adult learning through religious music in an African-American church. Paper presented at the 40 th Annual Adult Education Research Conference, DeKalb, IL. Ryon, T. (1992). The enduring joys of community band. The Instrumentalist, 47, 32-44. Saliers, D., & Saliers, E. (2005). A song to sing, a life to live: Reflections on music as a spiritual practice. San Francisco: Jossey-Bass. Salonga, L. (1971). I’d like to teach the world to sing (In perfect harmony). [The New Seekers]. On We’d Like to Teach the World to Sing. [CD]. Itasca, IL: Collector’s Choice. Sears, J. T. (1992). Researching the other/Searching for self: Qualitative research on homosexuality in education. Theory into Practice, 31(2), 147-156. Shepard, B. H. (2001, May). The queer/gay assimilationist split: The suits vs. the sluts. Monthly Review, 53(1), 49-62. Taylor, E. W. (2006). The challenge of teaching for change. New Directions for Adult and Continuing Education, 109, 91-95. Tisdell, E. J. (1999). The spiritual dimension of adult development. New Directions for Adult and Continuing Education, 84, 87-95. Tisdell, E. J., & Tolliver, D. E. (2001). The role of spirituality in culturally relevant and transformative adult education. Adult Learning, 12(3), 13-14. Welton, M. (1993). Social revolutionary learning: The new social movements as learning sites. Adult Education Quarterly, 43(3), 152-164. Yorks, L., & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 43-64. 6
Page 1 and 2: A Synopsis of the Risk Factors Pred
Page 3 and 4: informal learning in adult music gr
Page 5: LGBA Bands and Emancipatory Learnin
Page 9 and 10: people infected with HIV in Botswan
Page 11 and 12: Replace American Philosophies with
Page 13 and 14: The Acute Effects of Whole Body Vib
Page 15 and 16: epetitive motion and involves high
Page 17 and 18: The pelvic floor consists of three
Page 19 and 20: called on to support an increased l
Page 21 and 22: Reliability of the Clinical Applica
Page 23 and 24: Results Listed in Table 1 are mean
Page 25 and 26: Figure 1. Technique used to measure
Page 27 and 28: 1 Acute Effects of Neuromuscular-Tr
Page 29 and 30: adhesive. We palpated, marked and d
Page 31 and 32: 5 held positions for 15s, participa
Page 33 and 34: 7 32. Brindle TJ, Uhl TL, Nitz AJ,
Page 35 and 36: guidance, and expertise on career o
Page 37 and 38: criteria, resulting in 217 useable
Page 39 and 40: growth and progression into health
Page 41 and 42: Global Literacy: Challenges, Choice
Page 43 and 44: cultures, whether they are Eurocent
Page 45 and 46: contact with schools. The most impo
Page 47 and 48: Culturally Appropriate Authentic As
Page 49 and 50: 20 Table 1 Results of Combination o
Page 51 and 52: 22 Table 3 Key Attributes of Effect
Page 53 and 54: African History and Identity: A Cas
Page 55 and 56: 26 Review of Literature Blacks and
Page 57 and 58:
Method Data for this research will
Page 59 and 60:
Prolonged Rehabilitation of Jones F
Page 61 and 62:
strategies, such as manipulatives,
Page 63 and 64:
mathematics. Finally, the most impo
Page 65 and 66:
Hilton, P. (1980). Math anxiety: So
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esearchers have begun analyzing and
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& Airasian, 2003). An example of em
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41 Americans. Public Opinion Quarte
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Race, Gender, & Leadership: Perspec
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45 leadership roles. According to t
Page 77 and 78:
ecruitment, and promotion in educat
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A Mixed Method Study of Spiritualit
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medicine and Voodoo (Miller, 2000).
Page 83 and 84:
Summary This study of African Ameri
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Comparison of Common Field/Clinical
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Discussion Urine Specific Gravity T
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References 1. Casa DJ, Armstrong LE
Page 91 and 92:
Review of Research on Spiritual and
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eligious”(p.26). The sample was p
Page 95 and 96:
Sampling criteria relied upon stude
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Special Education Teachers: What Ke
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Evidence suggests that overwhelming
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layers of complexity surrounding th
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Social Justice as a Disposition for
Page 105 and 106:
As a conceptual framework, social j
Page 107 and 108:
Johnson, K. C. (n.d.). History of D
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Furman and Shields (2005) argue the
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discussed a commitment to recruit t
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Freire, P. (1998). Pedagogy of free
Page 115 and 116:
With the growth of athletic trainin
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motives of followers. Transformatio
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5. Mangus B. The evolving roles of
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Literacy practices and Discourses o
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Critical Ethnographic Research Crit
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Mercer (Eds.), Language, literacy a
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significance as it evaluates the ex
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Grades 3-5 was nearly zero. Yet, it
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September 6, 2005, from http://www.
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and two were open-ended (#14 and #1
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IUSG may represent the opportunity
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etween the modern and the historica
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settings “as an integral part of
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to the best of their abilities. The
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physical activity or coaching the p
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133 Fashion and the Professional Im
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Methods Recreational and competitiv
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change running speed while crossing
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Mentor in the Third Age: A Learning
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Labor Force Statistics, 2005). Prac
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Cornman, J., & Kingson, E. R. (1998
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Cross-Cultural Mentoring: Explorati
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esearch questions. Papers that prov
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References Allport, G. (1954). The
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Emotions and Their Effect on Adult
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are reacting. Our minds respond cog
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at the construction of emotions in
Page 169 and 170:
A Case Study of the Assignment of W
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truancy, suspension, expulsion, and
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withdrawal code W23, no other code
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Stereotype Threat and the Standardi
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assessment was not paralleled by se
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identification as they approach thi
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shifts in quantitative performance.
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Hallowell, 2002). Even in luxury ho
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every one of the interview particip
Page 187:
Journal of Hospitality Management,
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