Dissertations / Theses on the topic 'Education and state Victoria History 20th century'
To see the other types of publications on this topic, follow the link: Education and state Victoria History 20th century.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 26 dissertations / theses for your research on the topic 'Education and state Victoria History 20th century.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textAbstract:
Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
2
MacNeill, Molly. "Church and state : public education and the American religious right." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21237.
Full textAbstract:
In the late 1970's and 1980's, education issues formed a pivotal part of the American religious conservative agenda. The issues of school prayer, textbook content and the teaching of evolution in particular inspired lively debate and committed activism on the part of conservative Protestant leaders and activists. Confronting the behemoth of secular humanism, these leaders sought to win converts and to foment action in the converted through two separate modes of rhetoric: the emotional, which used impassioned arguments, and the intellectual, a more phlegmatic approach used to achieve political ends. Finding their roots in the 1920's, conservative Protestants have placed paramount importance on education issues throughout American history, believing that the United States is a fundamentally Christian nation, founded on a normative Protestant world view, and that American children should be taught according to these principles.
3
Makin, Dorothy. "Policy making in secondary education : evidence from two local authorities 1944-1972." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:f976f873-c5c2-493a-87ab-1fa7ef8e4e19.
Full textAbstract:
The 1944 Butler Act laid the legal foundations for a new secondary education system in England, one which would see all children entitled to free and compulsory schooling up to the age of 15. The Act therefore represented a bold step forward in the pursuit of a fairer society: expanding access to training and qualifications, while promoting a more equal distribution of educational opportunities. This thesis explores the process of constructing and delivering secondary education policy in England following the 1944 Butler Education Act. It offers a close examination of two Local Education Authorities- Oxfordshire and Buckinghamshire- exploring how they interpreted and implemented 'secondary education for all' after the Second World War. The dissertation is composed of two parts: Part One looks at how selective secondary schooling was developed and operated in the respective areas between 1945 and 1962; Part Two explores the response of both authorities to the prospect of reforming secondary education after 1962. By exploring the process of policy implementation after 1944, Part One of this thesis highlights the problems of delivering secondary education for all in an era of resource constraint. It is demonstrated in this thesis that Local Authority capacity to build new schools was firmly tethered to Ministerial control. The relatively low priority accorded to education created a decade-long delay between the announcement of policy change and its eventual delivery. The implications of this delay at the Local Authority and school level are explored in chapters three and six. Chapters four and seven question how resources were distributed between selective and non-selective school sectors, while chapters five and eight evaluate the treatment of selective education within each authority, asking how policy makers conceived of, and operated, the grammar school and secondary modern sectors. Part Two of this thesis turns to the question of secondary organisation. Debates surrounding the question of comprehensive rather than selective systems of secondary schooling dominated discussions about secondary education policy in the later twentieth century. When it came to comprehensive re-organisation, Oxfordshire and Buckinghamshire opted for different paths: Oxfordshire adopted comprehensive schooling relatively early with a remarkable degree of county-wide consensus, while Buckinghamshire fiercely resisted external and internal pressure to reform. Chapter ten of this thesis is devoted to identifying the drivers of comprehensive reform in Oxfordshire. Chapters eleven and twelve explore the Buckinghamshire story establishing how and then why this county successfully held-out against wholesale policy change.
4
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
Full text
5
Morehart, Miriam Corinne. ""Children Need Protection Not Perversion": The Rise of the New Right and the Politicization of Morality in Sex Education in Great Britain, 1968-1989." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2207.
Full textAbstract:
Two competing forms of sex education and the groups supporting them came to head in the 1970s and 1980s. Traditional sex education retained an emphasis on maintaining Christian-based morality through marriage and parenthood preparation that sex education originally held since the beginning of the twentieth century. Liberal sex education developed to openly discuss issues that reflected recent legal and social changes. This form reviewed controversial subjects including abortion, contraception and homosexuality. Though liberal sex education found support from national family planning organizations and Labour politicians, traditional sex education found a more vocal and powerful ally in the New Right.
This thesis explores the political emergence of the New Right in Great Britain during the 1970s and 1980s and how the group utilized sex education. The New Right, composed of moral pressure groups and Conservative politicians, focused on the supposed absence of traditional morality from the emergent liberal sex education. Labour (and liberal organizations) held little power in the 1980s due to internal party struggles and an insignificant parliamentary presence. This allowed the New Right to successfully pass multiple national reforms. The New Right latched onto liberal sex education as demonstrative of the moral decline of Britain and utilized its emergence of a prime example of the need to reform education and local government.
6
Artaud, de La Ferrière Alexis Marie. "Schooling, colonialism and resistance : the politics of educational development during the Algerian war of independence." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709159.
Full text
7
Farley, Lisa A. "Community education in Indiana from 1965-1987 : an oral history." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325990.
Full textAbstract:
From 1965 through the 1980's, community education was endorsed and promoted in Indiana by the C.S. Mott Foundation of Flint, Michigan. The Mott Foundation issued nearly $2 million in grant money to the Institute for Community Education Development (ICED) at Ball State University to encourage local communities in Indiana and a four-state region to develop community education programs and processes. This money was granted to Ball State University and the ICED for several purposes: 1) to promote the concept of Community Education, 2) to provide and manage seed money incentive grants made to local public school corporations who adopted the concept, 3) to provide training and academic programs to local program leaders, and 4) to support the development of Community Education in the state through consultant services and other appropriate forms of assistance. After twenty-two years of activity and investment, the Mott Foundation-focused development of community education in Indiana through the Institute for Community Education Development (ICED) was phased out.This research was conducted using an Oral History methodology in which a thorough literature review was completed, ICED yearly reports and other literature provided background and triangulation, and eight interviewees were interviewed and audio-recorded for a total of twenty-one interviews. Recordings were each transcribed and stored by the principle investigator. Participants were interviewed a total of one to three times each, dependent upon the information obtained during each interview.This study provides a written historical report of some of the developments of community education in the State of Indiana that were due, in part, to the ICED consultants. This study also describes the community education development strategies in Indiana by the ICED staff. Additionally, this study reports some of the strengths and weaknesses of the strategies utilized by ICED professionals in Indiana's development of community education as reported by the interviewees. Those interested in educational development may utilize this study to gain insights from some of the lessons found in Indiana's Community Education development experience from 1965 through 1987.Department of Educational Studies
8
Coplin, Janet C. (Janet Cecile). "The Politicization of Public Education in Nicaragua: 1967-1994, Regime Type and Regime Strategy." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279077/.
Full textAbstract:
Understanding how change occurs in lesser developed countries, particularly in Latin America has been the subject of a prolonged theoretical academic debate. That debate has emphasized economics more that politics in general and predictability over unpredictability in the Latin American region. This paper challenges these approaches. Explaining change requires an examination of the politics of public policy as much as its economic dimensions. Second, change in the Latin American region may be less predictable than it appears. Scholars maintain that change in Latin America occurs when contending elites negotiate it. Their power comes from the various resources they possess. Change, therefore, is not expected to occur as a function of regime change per se. This paper considers the treatment of education policy in Nicaragua during the regimes of the dynastic authoritarianism of Anastasio Somoza Debayle (1967-1979), the revolutionary governments of the Sandinistas (1979-1990), and the democratic-centrist government of Violeta Barrios de Chamorro (1990-1996). The central research question is: When regimes change, do policies change? The methodology defines the independent variable as the regime and education policy as the dependent variable. It posits three hypotheses. The right-wing regime of Somoza was expected to restrict both the qualitative aspects and the financing of education; (2) the left-wing regimes of the Sandinistas were hypothesized to have expanded both; and (3) the democratic-centrist regime of Chamorro was expected to have both expanded and restricted certain aspects of education policy. Several chapters describe these regimes' expansive or restrictive education strategies. A comparative analysis of these 26 years demonstrates several variables' effect over time. An OLS regression and a times series analysis specifies the relationship between regime change and percent of GDP each regime devoted to education. Both the statistical and qualitative findings of this study confirm the hypotheses. The study reveals that, as regimes changed, education strategies and policies changed. Such findings challenge some current thought about political behavior with respect to Latin American development in particular and development theory in general.
9
Bynum, Katherine E. "Weeding Out the Undesirables: the Red Scare in Texas Higher Education, 1936-1958." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699918/.
Full textAbstract:
When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.
10
Taillefer, Charles. "The legal dimensions of public education & modernity, an analysis of denominational rights and separate schools in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ43329.pdf.
Full text
11
Zhao, Dingxin. "Reform and discontent : the causes of the 1989 Chinese student movement." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28972.
Full textAbstract:
The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime.The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.
12
Parsons, Thad. "Science collection, exhibition, and display in public museums in Britain from World War Two through the 1960s." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:16cadaac-fb44-4edf-9063-d6ee6a9ffd09.
Full textAbstract:
Science and technology is regularly featured on radio, in newspapers, and on television, but most people only get firsthand exposure to ‘cutting-edge’ technologies in museums and other exhibitions. During this period, the Science Museum was the only permanent national presentation of science and technology. Thus, it is important to acknowledge the Museum’s history and the socio-political framework in which it operated. Understanding the delays in the Museum’s physical development is critical, as is understanding the gradual changes in the Museum’s educational provision, audience, and purpose. While the Museum was the main national exhibition space, the Festival of Britain in 1951 also provided a platform for the presentation of science and technology and was a statement of Britain’s place within the new post-War world. Specifically, within its narrative, the Festival addressed the relationship between the arts and the sciences and the influence of science and technology on daily life. Another example of the presentation of science was the quest for a planetarium in London - a story that involves the Science Museum, entrepreneurs, and Madame Tussauds. Comparing the Museum’s efforts with successful planetarium schemes isolates several of the Museum’s weaknesses - for example, the lack of consistent leadership and the lack of administrative and financial freedom - that are touched on throughout the work. Since most of this history is unknown, this work provides a fundamental basis for understanding the Museum’s current position, for making connections and comparisons that can apply to similar problems at other institutions, and for learning lessons from the struggles that can, in turn, be applied to other institutions.
13
"中國高等院校思想政治敎育的變化: 九十年代的挑戰與回應." 2002. http://library.cuhk.edu.hk/record=b6073843.
Full textAbstract:
歐陽敬孝.論文(哲學博士)--香港中文大學, 2002.
參考文獻 (p. 248-270).
中英文摘要.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Ouyang Jingxiao.
Zhong Ying wen zhai yao.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002.
Can kao wen xian (p. 248-270).
14
"九十年代中國大陸敎育分流體制硏究." 2001. http://library.cuhk.edu.hk/record=b6073815.
Full textAbstract:
許慶豫.論文(哲學博士)--香港中文大學, 2001.
參考文獻 (p. 346-364)
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Xu Qingyu.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.
Can kao wen xian (p. 346-364)
Zhong Ying wen zhai yao.
15
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria / Malcolm John Vick." Thesis, 1991. http://hdl.handle.net/2440/19413.
Full text
16
"20世紀80年代以來中國大學的身份重構: 對一所個案大學的敍述研究." Thesis, 2006. http://library.cuhk.edu.hk/record=b6074311.
Full textAbstract:
Research findings suggest clear differentiation of institutional identities through time. Before 1978 when China embarked upon a process of ambitions reform efforts, the typical image of a university was 'a university of the masses', which actually relegated them to a 'tool' for the powers that be. After the Cultural Revolution, universities adopted the role of a 'frontier' and a 'national builder'. However, with the presence of the state and its tight ideological control, universities around that time were labeled as 'socialist universities' under the leadership of the party. Since 1992, universities have become increasingly involved in the market as the 'market economic system' has been developed and China has become more active in the global economy. The logic of the market and its mechanisms are no longer novel to universities. A trend forward corporatization can even be identified in the higher sector.Since the late 1970s, higher education has undergone significant reform across the world, from the Western countries to the Chinese Mainland. In the Chinese Mainland, a central theme in higher education reform has been the debate on the construction of organizational forms for higher institutions.
The concept of 'identity' is adopted as the focus of research. Organization theorists believe that an organization, like a person, has an identity in modern society. Organizational identity, moreover, is closely related to the state and the market. It is argued that an organizational identity is usually constructed as a result of the interaction between the institution, the state, and the market. In this context, the change and re-constitution of the identity of Chinese universities are explored. This study adopts the nattative approach and Peking University is selected as the case for study.
The major underpinning of the study is that China is still---by centralized administration. Between 1949 and 1978, the characteristics of universities were mainly constructed between the state and universities in the presence of a planned economic system and the absence of a market. Since the implementation of which the market was introduced to the higher education as a spere for exploration, the state has remained the most important and the most powerful 'stakeholder'. Thus, many characteristics of the corporatization of Chinese higher education differ from those in the West. Some superficial, or even distorted forms of corporation can be identified in China. However, little significant change has taken place in terms of the organizational structure and administration governance of higher institutions. (Abstract shortened by UMI.)
The purpose of this study is to explore what has happed to universities under reform and to depict the universities present today. It is hoped that the study can contribute to our understanding of the kind of change that have affected universities, and to help us reflect on past decisions, policies, and incidents. Dicusions change will further illuminate the complex relationships between the state, university and the market.
羅雲.
論文(哲學博士)--香港中文大學, 2006.
參考文獻(p. 133-149).
Advisers: Nai Kwai Leslie Lo; Wing Kwong Tsang.
Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0907.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
School code: 1307.
Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006.
Can kao wen xian (p. 133-149).
Luo Yun.
17
O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
Full textAbstract:
This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
18
Legodi, Mapula Rosina. "The transformation of education in South Africa since 1994 : a historical-educational survey and evaluation." Thesis, 2001. http://hdl.handle.net/10500/17196.
Full textAbstract:
This study entails a critical investigation into the issue and trends that shaped Black
perspectives on education in South Africa in the period between 1652 and 1993.
A theoretical-philosophical exposition is presented to establish the fundamental
characteristics of education and therefore characteristics valid for every human being
under any circumstances at any time. These characteristics were used to eventually
appraise the issues and trends underlying the shaping of Black perspectives on education
in South Africa.
This study has revealed that the shaping of Black perspectives on education in South Africa
goes hand in hand with the growing realization among Blacks that education is not merely
a political issue but also deeply imbedded in the interconnectedness and/or differences
between social realities such as the church, the school itself, teachers' associations, the news
media et cetera. This should be accounted for by every citizen in a responsible way.Educational Studies
D. Ed. (History of Education)
19
Baloyi, Colonel Rex. "Interpretations of academic freedom :." Diss., 1998. http://hdl.handle.net/10500/18051.
Full text
20
Beale, Mary Alice. "Apartheid and university education, 1948 - 1970." Thesis, 2016. http://hdl.handle.net/10539/20610.
Full textAbstract:
A thesis submitted to the Faculty of Arts, University of the Witwatersrand,
Johannesburg, in fulfilment of the requirements for the degree of Doctor of
Philosophy.
Johannesburg, 1998This thesis examines Government university policy between 1948 and 1970. University education was already segregated and discriminatory in 1948 and until the mid 1950s, Nationalists disagreed about plans for university education. Their discussions about the development of apartheid university policies helped clarify general apartheid principles, Apartheid university education was based on the principle that university education was not universal but should serve a particular ethnic community. Divided university education was entrenched through the Extension of University Education and Fort Hare Transfer Acts of 1959, which were primarily produced by the Native Affairs Department. The ethnically segregated, state-controlled university colleges they created provided different, inferior educational opportunities to the state-aided, more autonomous, universities. The 'open' universities complied with the compulsory closure of enrolment to black students. The University of Natal was less co-operative, but also ultimately complied. Enrolment at ethnic university colleges was not compulsory, but there were few alternatives. Enrolments at black institutions rose, despite continued opposition to ethnically-defined institutions. In the 1960s Nationalists promoted Afrikaans enrolments and facilities for Afrikaans students. The establishment the University of Port Elizabeth and the Rand Afrikaans University was only considered once the economic boom of the 1960s made this feasible. The Government spent more money on university education generally, resulting in huge increases in enrolments and institutional capacity. Spending on Afrikaans students was most generous. The black university colleges were expensive, but Government spending on black university education, in proportion to the black population, remained low. African school funds were depleted to pay for the African university colleges. The divided university system produced far more white graduates, in a wider range of disciplines, than black graduates. South African universities were isolated internationally and the development of an indigenous intellectual culture and research capacity was hindered, especially at the Afrikaans medium and black institutions. Politically, Nationalist university policy was counterproductive. It failed to build white South Africanism, and the university colleges nurtured Black Consciousness. From tine late 1960s the police increasingly acted against students at the black and English-medium institutions. In 1970 the black university colleges were granted autonomy from Unisa, Keywords: South Africa, apartheid, National Party, policy, education, university, students, Saso, Nusas
21
Parker, Benjamin Philip. "Democracy, power and the organization of education projects." Thesis, 1994. http://hdl.handle.net/10413/11301.
Full text
22
"首都中的「最高學府」: 中央大學的學術與政治(1927-1949)." Thesis, 2010. http://library.cuhk.edu.hk/record=b6075277.
Full textAbstract:
In April 1927, National Southeast University of Nanjing was taken over and reorganized by the Kuomingtang. In June, Educational Administration Committee of Nanjing National Government combined the former National Southeast University and the other eight official colleges and vocational schools in Nanjing, Shanghai and Suzhou, in order to set up the National Fourth Sun Yat-sen University. In May 1928, the new school was named National Central University confirmedly. By August 1949, the Nanjing Martial Administration Committee of Chinese Communist Party changed the National Central University to Nanjing University. Therefore, the National Central University, the former National Southeast University and the subsequent Nanjing University retained the historical continuousness. But also form 1927 to 1949, the National Central University had its unique features of intellectual and politics. That was an integrated history of school. With the foundation of the Nanking National Government, the National Central University had being turning into the super academy of China. Not only the scale of education or academic prestige but also given political resources, the National Central University held the most important status. At the same time, the relationship between the universty and politics was more and more much closed. The thesis focuses on the history of National Central University form 1927 to 1949, mainly including educational system, academic research, political culture in campus and so on. The items reflected the complex relation between state and intellectual. Besides, the thesis looks into some Chinese universities' issues, about the connotation and reality of nationalization of university, education by partification, academic freedom and faculty governance in context of Republican China.蔣宝麟.
Adviser: Yuen Sang Leung.
Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: .
Thesis (Ph.D.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (p. 276-288).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Jiang Baolin.
23
"民族國家與敎育: 梁啓超與張之洞的比較硏究 = Nation-state and education : a comparative study of Chang Chih Tung and Liang Chi-chau." 1998. http://library.cuhk.edu.hk/record=b5896278.
Full textAbstract:
吳偉強.論文(哲學碩士)--香港中文大學, 1998.
參考文獻: leaves 151-156.
中英文摘要.
Wu Weiqiang.
Chapter 第一章 --- 問題闡述 --- p.1
Chapter 第一節 --- 前言 --- p.1
Chapter 第二節 --- 硏究背景 --- p.3
Chapter 第二章 --- 文獻综述 --- p.10
Chapter 第一節 --- 民族國家理論 --- p.10
Chapter 第二節 --- 敎育對民族國家的貢獻 --- p.15
Chapter 第三節 --- 中國近代知識份子的民族國家觀念述評 --- p.19
Chapter 一. --- 建構内的主張一魏源「師夷之長技以制夷」和 早期議院論 --- p.20
Chapter 二. --- 建構外的迥響一由王韜至譚嗣同 --- p.21
Chapter 第三章 --- 研究設計 --- p.28
Chapter 第一節 --- 研究問題 --- p.28
Chapter 第二節 --- 研究對象 --- p.28
Chapter 第三節 --- 研究方法 --- p.31
Chapter 一. --- 定性研究 --- p.31
Chapter 二. --- 内容分析法 --- p.32
Chapter 三. --- 研究限制 --- p.35
Chapter 第四章 --- 梁啓超、張之洞「民族國家觀念」的比較 --- p.37
Chapter 第一節 --- 新觀念的發韌 --- p.38
Chapter 第二節 --- 《新民¨®Ơ》中的「自甴主義」民族國家思想 --- p.45
Chapter 第三節 --- 《開明專制論》透示的集體主義 --- p.51
Chapter 第四節 --- 張之洞「中體西用論」文化觀 --- p.59
Chapter 第五章 --- 民族國家底下的「民」 --- p.67
Chapter 第一節 --- 張之洞的「子民」觀念 --- p.68
Chapter 一. --- 「民」惟邦本，本固邦寧 --- p.68
Chapter 二. --- 「保」民而王，天下莫之能禦也 --- p.70
Chapter 三. --- 精忠「報」國 --- p.74
Chapter 第二節 --- 梁啓超的「公民」性格 --- p.76
Chapter 一. --- 主權在民 --- p.77
Chapter 二. --- 「動」與公民性格 --- p.78
Chapter 三. --- 「群性」與公民 --- p.82
Chapter 第三節 --- 「子民」和「公民」的社會功能 --- p.84
Chapter 第六章 --- 變法與敎育 --- p.91
Chapter 第一節 --- 張之洞高度結構分殊取向與君權神授的協奏曲 --- p.92
Chapter 一. --- 《勸學篇》中高度結構分殊取向 --- p.92
Chapter 二. --- 「癸卯學制」的中體西用精神 --- p.97
Chapter 第二節 --- 梁啓超普遍參與的取向 --- p.105
Chapter 一. --- 「群性j與普遍參與取向 --- p.109
Chapter 二. --- 《敎育政策私議》下「動」的敎學法 --- p.111
Chapter 三. --- 從湖南時務學堂回顧「動」和「群性」 --- p.116
Chapter 第三節 --- 報刊和學會的社會敎育 --- p.119
Chapter 一. --- 官報宣國是，民報達民内情 --- p.121
Chapter 二. --- 學會報刊的公共空間與普遍參與取向 --- p.123
Chapter 第七章 --- 總結 --- p.128
Chapter 第一節 --- 民族國家觀念再詮釋 --- p.128
Chapter 第二節 --- 民族國家在當代的困境與契機 --- p.131
Chapter 第三節 --- 結語 --- p.136
附錄 --- p.138
參考書目 --- p.151
24
Stypa, Caitlyn Marie. "Purdue girls : the female experience at a land-grant university, 1887-1913." Thesis, 2013. http://hdl.handle.net/1805/4207.
Full text
25
Odendaal, R. M. "Kriteria vir 'n skoolverbeteringsmodel." Thesis, 2014. http://hdl.handle.net/10210/9804.
Full textAbstract:
M.Ed. (Education Philosophy)The purpose of this study is to indicate that school renewal and improvement is necessary. The researcher aims to describe the crisis in schools in South Africa and tries to give a practical solution to this crisis, by means of a literature study. The literature study describes the crisis in South African schools, as well as the role different agents play in the improvement of school practice. Finally, ten criteria for school improvement are identified and briefly described and a visual, practical model is developed to show how these criteria can be utilized in practice. The most important findings are: • that the school principal, teachers, parents and pupils have a definite role to play in school improvement; • that a change for the better can be brought about; • for improvement to the implemented in a successful mannerthe process of change and improvement involves certain criteria, which must be adhered to. Recommendations are: • school improvement in practice is possible, when crisis in the school situation is removed; • school improvement can only take place with the active participation of the agents or roleplayers of improvement such as the school principal, teachers, parents and pupils. • the practical implementation of such a process of improvement be applied through a practical process model taking the ten criteria of improvement into serious consideration.
26
Mahuma, Swetsy Maria. "The development of a culture of learning among the black people of South Africa, 1652-1998." Diss., 2004. http://hdl.handle.net/10500/1080.
Full textAbstract:
This disseration addresses a historical-education analysis of events that contributed to the deterioration of a culture of learning from 1652-1998 among Black South Africans. Black education was purported to be inferior and unjust.
The previous government spent less on Black education and applied stringent measures to solve problems besetting Black education. Dissatisfaction among Blacks led to rioting that unsettled the culture of learning, especially during 1970-1990.
It was only during the 1990's that the Nationalist government under F.W. de Klerk, acknowledged the legitimacy of the demands by Blacks for an equitable and just education. After Nelson Mandela had been elected as the first Black president of South Africa, a single education system was formed. Control and administration of education was assigned to the nine newly established provinces. The provinces adopted the motto : Re a soma - We are working in our schools, for the development of a culture of learning, especially in Black communities.Educational Studies
M.Ed.(History of Education)