Dissertations / Theses on the topic 'Education, Secondary Victoria History 20th century'

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.

This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education. Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit. St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims. By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.
published_or_final_version
Modern Languages and Cultures
Doctoral
Doctor of Philosophy

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.

Classical Studies, as a subject, has not been seriously presented in many schools until fairly recently. Britain initiated the introduction of Classical Studies to the school curriculum in 1974, and interest has continued to grow steadily in other countries like America, New Zealand, Australia and Canada. This thesis was started on the assumption that this entirely new subject could be introduced into the curriculum for standard six and seven pupils at South African schools, for reasons which will be given later. As work continued on the thesis, the 1985 syllabus for Latin lent it further impetus. Some of the implications of the new Latin syllabus will be considered in the conclusion (Introduction, p. 6)

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.

La mixité dans l'enseignement secondaire public en France commence avec la présence de filles dans les établissements de garçons, au tout début des années 1920. Le mélange des sexes pour apprendre ensemble s'est appliqué lentement au cours du XXème siècle et s'est imposé tardivement, en 1976, avec les décrets d'application de la réforme Haby. Cette « révolution pédagogique » s'accomplit silencieusement par le biais de circulaires qui autorisent ce qu'il convient de nommer comme du coenseignement dans les collèges et les lycées de garçons. Le regard historique sur l'évolution de la « coéducation » croise les discours et les pratiques pour mieux comprendre les enjeux de la mixité de sexe et l'évolution des représentations qui lui sont liées. S'appuyant sur les méthodes de l'histoire sociale et celles de l'histoire du genre, elle donne un éclairage nouveau sur la démocratisation de l'enseignement secondaire au XXe siècle. En variant les échelles d'analyses, la recherche s'attache à montrer comment les élèves et les familles, les professionnel-le-s de l'éducation et les cadres de l'administration publique perçoivent et vivent la mise en pratique de cette organisation scolaire nouvelle. Les représentations cartographiées permettent de situer les établissements coéducatifs dans l'espace national depuis les années trente et au milieu des années cinquante, alors que la norme de la séparation des sexes est encore à l’œuvre. En privilégiant une démarche chronologique, la recherche propose un panorama historique des éléments qui révèlent le mélange des sexes dans l'enseignement secondaire. Une première étape s'intéresse aux prémices des expériences de coenseignement dans l'entre-deux-guerres. Pour la même période, dans un second temps, l'analyse des discours permet de croiser les regards portés sur le mélange des sexes et les résistances qui s'expriment dans les différentes sphères de la société. Enfin, le troisième volet présente l'évolution de l'organisation de la mixité depuis la fin de la Seconde Guerre mondiale jusqu'au milieu des années soixante-dix. La mixité devient un modèle utile pour assumer la croissance démographique jusqu'à sa légalisation par la loi. L'histoire de la mixité dans l'enseignement secondaire n'est pas seulement celle de l'éducation des filles, c'est aussi l'histoire du lien que la société assigne aux rapports sociaux de sexes. C'est l'histoire des élèves filles et garçons instruit-e-s dans un lieu commun, avec les mêmes programmes éducatifs, qui au-delà du " socle commun " de l'enseignement primaire, ouvrent la possibilité de faire des études et des formations supérieures
Mixed-sex education in France's public secondary schools begins with the presence of girls in boys' institutions in the early 1920s. The practice of mixing sexes in schools developed over the 20th century, and was imposed belatedly in 1976 with the decrees of application of the Haby reform. Before this law, this ''pedagogical revolution'' was applied silently through administrative circulars authorising what was termed coeducation in collèges and lycées for boys. An historical perspective on the evolution of ''coeducation'' requires the examination of the intersection of discourses and practices to unveil the challenges of mixing sexes and the evolving representations related to it. Based on the methods of social and gender history, this dissertation offers new light on the democratisation of secondary education in the 20th century. Through the application of diverse scales of analysis, the dissertation demonstrates how students and families, specialists of education and managers in public administration perceived and experienced the putting into practice of this new way of organising schooling. The mapping of coeducational establishments functioning in the metropolitan space from the 1930s to the mid-1950s offers insights into the location of these schools at a time when the separating of the sexes is still the norm. Adopting a chronological approach, the first section of the research reveals how the experience of coeducation began during the period between the two world wars. Through the analysis of discourses of the period, the second section examines the different perspectives and points of views expressed on the topic of coeducation and the resistance it encountered in different layers of society. Finally, the third section analyzes how the organisation of mixed-sex education evolved from the end of World War II until the mid-1970s. It shows that until the Haby reform, mixed-sex education was used pragmatically, as a tool to address the schooage population's growth. The history of mixed-sex education in public secondary schools is not only the history of girls' education; it is also the history of the socially determined relationship between the two sexes. It is the history of students, boys and girls, instructed in the same places, with the same educational programmes, which beyond the ''shared base'' of primary education, opened opportunities in secondary education as well as in higher education

Este trabajo indaga en los antecedentes,orígen y evolución de la enseñanza del Dibujo desde que aparece como disciplina escolar a partir del modelo educativo liberal en 1836 hasta 1936. La primera parte de este estudio, que abarca cien años, analiza el proceso de evolución y consolidación de esta materia como disciplina escolar y cómo adquiere un caracter propio y alcanza la consideración necesaria para formar parte del curriculo de forma permanente. En este proceso de configuración intervienen de forma directa las orientaciones ideológicas de los diferentes gobiernos, el pensamiento pedagógico ilustrado, el desarrollo industrial y la I.L.E. En esta parte se investigan, asímismo, los manuales escolares ya que intervienen de forma directa en la definición del carácter, el objeto y los fines de la enseñanza del Dibujo, así como su actualización científica.La segunda parte de este trabajo se ocupa de los catedráticos de Dibujo de Segunda Enseñanza, pues también ellos intervienen de forma directa en la configuración de la asignatura, al ser ellos quienes escribían los libros de texto, redactaban los temarios y formaban los tribunales de oposición. Indagando, también, en su formación, en las pruebas selectivas que debían superar, en el desarrollo de las mismas y en los programas y memorias que aportaban. Ocupándonos, por último, de la relación de estos profesionales con la sociedad de su época y su intervención en numerosas actividades culturales y artísticas.
This essay deals with the background, origins and evolution of the teaching of Drawing since it appeared as a school subject within the liberal educational model in 1836 until 1936. The first part of this essay, which embraces one hundred years, analyses the process of development and consolidation of this discipline as a school subject, and how it gains independence and acquires the necessary consideration to form part of the curriculum in a permanent way. In this process of configuration, there is a direct influence from the ideological orientations of the different governments, from the enlightened pedagogical thinking, from the industrial development and the I.L.E.( Liberal Teaching Institution). Schools materials (books, resources.) are also analysed in this part, because they have a direct influence on the definition of the character, the object and the aims of the teaching of Drawing, as well as on its scientific update. The second part of this essay deals with the grammar-school teachers("catedráticos") of Drawing in Secondary Education ("Bachillerato"), since they also have a direct influence on the configuration of the subject, because they are the ones who wrote the textbooks, designed the curricula and formed the board of examiners for public competitions. Here we also analyse their training, the selection tests that they had to pass as well as the way they were developed, the programming and the reports they provided. Finally, we have also studied the relationship between these professionals and the society of their time, as well as their influence on so many cultural and artistic activities.

L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseigné
This study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught

by Tom Wood Kon.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.
Includes bibliographical references (leaves 217-232).
Abstracts in English and Chinese.
Chapter Chapter One: --- Introduction --- p.1
Chapter 1.1 --- The Substantive Problem: Women's Disadvantageous Position in Educationin China before 1842 --- p.2
Chapter 1.2 --- Context of the Study: Education for Girls in Guangdong in 1930s --- p.4
Chapter 1.2.1 --- Political Environment in 1930 China --- p.6
Chapter 1.2.2 --- Economic Conditions --- p.8
Chapter 1.2.3 --- Education in Rural Areas --- p.10
Chapter 1.2.4 --- Guangdong in the 1930s --- p.11
Chapter 1.3 --- Perspectives of the Study: Symbolic Interactionism --- p.14
Chapter 1.4 --- Significance of the Study --- p.15
Chapter 1.5 --- Research Questions --- p.15
Chapter Chapter Two: --- Theoretical Context of the Study: --- p.18
Chapter 2.1 --- Symbolic Interactionism --- p.18
Chapter 2.2 --- Sociology of Education: The Processes of Schooling --- p.20
Chapter 2.2.1 --- The Deweyan Perspective --- p.20
Chapter 2.2.2 --- The Structural-Functionalist Perspective --- p.21
Chapter 2.2.3 --- Structural-Functionalist View of Knowledge --- p.22
Chapter 2.2.4 --- Schooling and Theories of Reproduction --- p.23
Chapter (1) --- Economic-Reproductive Model --- p.23
Chapter (2) --- Cultural-Reproductive Model --- p.23
Chapter (3) --- Hegemonic-State Reproductive Model --- p.24
Chapter 2.2.5 --- Schooling and the Theories of Resistance --- p.26
Chapter 2.2.6 --- The New Sociology of Education --- p.27
Chapter 2.2.7 --- Paulo Freire's View on Schooling Process --- p.32
Chapter 2.3 --- Benefits of Schooling --- p.33
Chapter 2.3.1 --- Structural-Functionalist Theory --- p.34
Chapter 2.3.2 --- Human Capital Theory --- p.36
Chapter 2.3.3 --- Education and State Formation --- p.38
Chapter 2.3.4 --- Benefits from Individual Points of View --- p.40
Chapter 2.4 --- The Question of Applicability --- p.42
Chapter Chapter Three: --- Historical Context of the Study --- p.45
Chapter 3.1 --- Women's Education in China before 1942 --- p.45
Chapter 3.2 --- "Development of Women Education in China, 1842-1930s" --- p.49
Chapter 3.2.1 --- The Contribution of Mission Schools --- p.50
Chapter 3.2.2 --- The Private Schools for Girls --- p.55
Chapter 3.2.3 --- The Government Efforts in Girls' Education --- p.57
Chapter 3.2.4 --- Educational conditions in Guangdong --- p.61
Chapter 3.2.5 --- Portrait of the First Girl School --- p.63
Chapter Chapter Four: --- Research Design --- p.66
Chapter 4.1 --- Definition of Key Concepts --- p.66
Chapter 4.1.1 --- Benefits of Schooling --- p.66
Chapter 4.1.2 --- Schooling Process --- p.67
Chapter 4.1.3 --- Curriculum and Hidden Curriculum --- p.67
Chapter 4.2 --- The Scope of Study --- p.68
Chapter 4.3 --- Research Methods --- p.70
Chapter 4.3.1 --- Qualitative Studies --- p.70
Chapter 4.3.2 --- In-depth Interview --- p.72
Chapter 4.3.3 --- Documentary and Textual Analysis --- p.73
Chapter 4.4 --- Sample Selection --- p.76
Chapter 4.5 --- Data Collection and Organization --- p.77
Chapter 4.6 --- Limitations of the Study --- p.78
Chapter Chapter Five: --- The Profiles of the Respondents --- p.80
Chapter 5.1 --- Ru - Daughter of a Doctor of Chinese Medicine --- p.80
Chapter 5.2 --- Fang 226}0ؤ Daughter of a Postman --- p.83
Chapter 5.3 --- Rong 226}0ؤDaughter of a Restaurant Owner --- p.87
Chapter 5.4 --- Qing 226}0ؤ Daughter of a Judge --- p.90
Chapter 5.5 --- Summary --- p.93
Chapter Chapter Six: --- Acquisition of the Educational Opportunity --- p.97
Chapter Chapter Seven: --- The Origins and Development of the Girls' School --- p.106
Chapter 7.1 --- The Origins --- p.106
Chapter 7.2 --- Development of the School --- p.107
Chapter 7.2.1 --- The Tianma Lane Period (1928-33) --- p.107
Chapter 7.2.2 --- The Tengfeng Road Period (1934-37) --- p.109
Chapter 7.2.3 --- The Liangjiao Period (1937-38) --- p.111
Chapter 7.3 --- Sources of Students --- p.114
Chapter Chapter Eight : --- Reconstruction of the Schooling Processes --- p.116
Chapter 8.1 --- The Physical Environment --- p.116
Chapter 8.2 --- Assembly --- p.119
Chapter 8.3 --- Curriculum --- p.125
Chapter 8.4 --- Extra-curricular Activities --- p.135
Chapter 8.5 --- Anti-Japanese Activities --- p.137
Chapter 8.6 --- Communist Activities --- p.142
Chapter 8.7 --- Social Environment --- p.144
Chapter 8.7.1 --- The Principals --- p.145
Chapter 8.7.2 --- The Teachers --- p.149
Chapter 8.7.3 --- The Classmates --- p.157
Chapter Chapter Nine: --- The Outcomes of Schooling --- p.163
Chapter 9.1 --- Life as a Teacher During Social and Political Upheavals --- p.163
Chapter 9.1 --- The Impact of War --- p.163
Chapter 9.1.3 --- The Meaning of Education --- p.167
Chapter 9.1.3 --- Application of Knowledge --- p.171
Chapter 9.2 --- Teaching Life in the 'New China' --- p.178
Chapter 9.2.1 --- Attitudes towards the New State --- p.179
Chapter 9.2.2 --- The Orientation of Values --- p.181
Chapter 9.2.3 --- Life as Teacher --- p.184
Chapter 9.3 --- Benefits of Schooling --- p.193
Chapter 9.3.1 --- The Elitist Education --- p.193
Chapter 9.3.2 --- Independence of Educated Women --- p.194
Chapter 9.3.3 --- Being Competent and Active Participation --- p.196
Chapter 9.3.4 --- The Impact of Knowledge --- p.198
Chapter 9.3.5 --- Cultivation of Critical and Rational Mind --- p.200
Chapter 9.3.6 --- The Search for Freedom of Love and Marriage --- p.202
Chapter 9.3.7 --- We are Graduates of 1937 --- p.205
Chapter 9.3.8 --- The Bond of Sisterhood --- p.208
Chapter 9.4 --- Conclusion --- p.210
Interview Guide --- p.213
Glossary --- p.214
Reference in English --- p.217
Reference in Chinese --- p.227

梁偉明.
論文(碩士) -- 香港中文大學硏究院歷史學部,1995.
參考文獻: leaves i-ix (5th group)
Liang Weiming.
Chapter 一、 --- 前言 --- p.1-8
Chapter 二、 --- 政治取向探索期(1946 ´ؤ 1954) --- p.9-32
Chapter 一一 --- 中文中學復員的困難和分裂
Chapter 一一 --- 中文中學面對的困難
Chapter (1) --- 辦學經費
Chapter (2) --- 師資與敎材
Chapter (3) --- 學生出路
Chapter (4) --- 會考課程與辦學方針
Chapter 一一 --- 小結
Chapter 三、 --- 經濟需求促變期(1955 ´ؤ 1965) --- p.33 -53
Chapter 一一 --- 政治民族意識的消磨
Chapter 一一 --- 中文中學面對的困難
Chapter (1) --- 學生出路
Chapter (2) --- 學生流失
Chapter (3) --- 資金和校舍
Chapter (4) --- 敎材與課程
Chapter (5) --- 工業發展對資源分配的壓力
Chapter (6) --- 香港中文大學的成立
Chapter 一一 --- 小結
Chapter 四、 --- 學術目標轉向期（1966-1975 ) --- p.54 -81
Chapter 一一 --- 中文敎育新路向
Chapter 一一 --- 中文中學面對的困難
Chapter (1) --- 學生流失
Chapter (2) --- 中國語文課程的困局
Chapter (3) --- 來自政府的壓力
Chapter (4) --- 中文的地位
Chapter ´ؤ一 --- 小結
Chapter 五、 --- 新生角色醞釀期(1976 ´ؤ 1982) --- p.82 ´ؤ107
Chapter 一一 --- 中文中學面對的困難
Chapter (1) --- 在學人數縮減
Chapter (2) --- 僑校意識、政治意識的淡化
Chapter (3) --- 來自考試的壓力
Chapter (4) --- 第二次中文運動
Chapter (5) --- 混亂的語文現象
Chapter ´ؤ´ؤ --- 新角色的思考
Chapter ´ؤ´ؤ --- 小結
Chapter 六、 --- 結論 --- p.108´ؤ118
附錄一：中文、中英文中學學校及學生數目一覽表
附錄二：國內中學與香港一般中學課程比較表
附錄三：1951年頒佈之香港中文中學高中畢業會考中文科課程內容
附錄四：〈曾钰成校長訪問稿〉
附錄五：1872-1982年創校，現在仍然運作的中文中學一覽表
參考書目
中文 --- p.i-vi
英文 --- p.vii-ix

This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research.
Educational Foundations
D. Ed. (History of Education)

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.

M.Ed. (Educational Psychology)
The main aim of this research was to do an exploratory study of the value-orientations and perceptions of the Zulu pupi Is in Sebokeng in order to enable teachers to understand the Zulu pupils better and thus be in a posi tion to teach them more effectively. The phenomenological strategy served as a basis from where the research was undertaken. This strategy made provision for the employment of various methods such as action research, literature study, word- and concept analysis. A questionnaire was used to determine the value-orientations and perceptions of the standard eight and ten Zulu pupils. For the purpose of empirical investigation a total of 224 standard eight and ten Zulu pupils was drawn from Botebo-Tsebo and Moghaka secondary school s • This was the total number of all standard eight and ten Zulu pupils in the two fore-mentioned schools during the academic year 1991. The most important findings of the research are as follows: * The typical value code of the Zulu child is not compatible with the values promoted in the school. * The beliefs of the Zulu pupils range from tradi tional belief in ancestors to those of modern times. A large percentage of the pupils are Christians. However, they still support the traditional religion. * The present Zulu pupil is inclined towards individuality rather than group consciousness that characterized traditional culture. * When comparing the valueing of school related matters, it was found that the standard ten pup! Is were relatively more positive to schooling than their standard eight counterparts. * Another important finding is that Zulu pupils prefer nonintegrated schools. They give preference to schools for their own people.

D.Ed.
The past four decades will probably be remembered as revolutionary in South-Africa - years of unrest during which attempts were made to change and reform the system of education in South-Africa, particularly in the black and brown areas. The South-African education system did not respond to the demands and needs of the black and brown pupils. The education system was caught in the web of a political spider spun by the dictates of the apartheid system. The structure and organization of the education system, as well as the influence of political, social and economic factors promoted the development of a system which was primarily aimed at benifitting a minority group (the whites) of the population. The inequality, underlined by the system of apartheid led to the segregation of and rebellion against this system by black and brown pupils, their parents and teachers. The school has been the focus of political-ideological conflict and the black schools became an instrument for revolution. In the past few years and particularly since 1994 a new generation of pupils has emerged to claim equal education for all, where all pupils, regardless of race or colour are entitled to the same quality of education. After the first democratic election on 27 April 1994, South-Africa has chosen to follow a new road where equality for all people has become the most important focus. In the search for "freedom, equality and brotherhood" which promotes integration and non-racism in schools, it has become essential to examine and revise existing educational theory and practice. Creative solutions must be found and applied in order to create a climate of learning in the schools, in order that pupils, irrespective of their colour, heredity, language, religion, sosio-economic background or gender may find optimal benefit.

This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).

The diploma thesis focuses on didactic and historical analysis of history textbooks used during the Communist totalitarian regime at secondary schools in Czechoslovakia republic between 1948-1989. Goal of this thesis was to find out if there were any changes of historical events interpretation of Classical antiquity in consideration of political development in the country. The theoretical part consists of brief political development and development of education in Czechoslovakia in observed period. The practical part deals with the analysis and the comparison of textbooks from totalitarian and present era with emphasis on didactics and content. I concluded that interpretative texts influenced by the communist ideology were more focused on social problems in contemporary society. Textbooks were also focused on slavery issue, especially their hard life and described passed slave rebellions. This is most obvious in textbooks published in the 1950s. Keywords: history textbooks, antiquity, secondary school, communism, Czechoslovakia, education, 20th century