Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.

Positive psychology has become influential in research and practice. However, some have criticized positive psychologists who focus solely on the virtues of being positive. A tyrannical pressure to be positive may potentially exist in positive psychology, as well as mainstream United States culture. The following study explored perceptions of this theory using focus groups of individuals who differed in coping style, social desirability, and depression. Results suggest that individuals are affected by social pressures to be positive, and the expression of both positive and negative emotions is determined by social pressures, rules, context, and consequences. Although emotional expression, especially negativity, is contraindicated in several social contexts, there are also social, psychological, and physical benefits to all types of emotional expression.