To see the other types of publications on this topic, follow the link: Fitzroy High School History.
Dissertations / Theses on the topic 'Fitzroy High School History'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Fitzroy High School History.'
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
Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
2
Fernandez, Mario. "Ideology challenged : aspects of the history of St Columba's high school (1941-1990) and their application to an oral history project in the high-school classroom." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13504.
Full textAbstract:
Bibliography: p. 164-188.In a number of senses, this dissertation represents something of a challenge to orthodoxy. In the first instance, it breaks with the traditional triumphalist approach to South African school-history writing by attempting to place the history of St Columba's High School within its socio-political context. It examines the nature of its unique ethos, and attempts to trace the complex interaction between this ethos and the external societal pressures it was subject to, especially those generated by the protracted South African political crisis beginning in 1976. In doing so, its historical research component relies, unlike some earlier, pioneering South African works in this field (which might be termed the social history of education) largely upon primary sources, especially oral evidence. In the second place, it investigates the challenge from below, especially on the part of students, to the "official ideology" (or ethos) of St Columba's that developed :from the watershed year of 1976, specifically in the areas of governance, discipline, student representation, politics, and the teaching of history. It finds that, though the traditional authoritarian, hierarchical ethos remained largely intact by the end of the 1980s, it had been modified by pressures on the ground, and that the challenge to achieve a more liberal, participatory dispensation at St Columba's was set to continue into the 1990s, spearheaded now by a committed cohort of teachers. Thirdly, it employs the popular-history technique of oral history both as an appropriate technique for exploring the challenge from below to the official ideology of St Columba's, and as an unorthodox pedagogical strategy in the senior-secondary classroom for deepening students' understanding of the nature of history, improving their attitude towards its study, and developing in them, at least at a rudimentary level, some of the skills of the historian. It describes the implementation of an oral history project in the senior high-school classroom, and concludes that this is a most efficacious way of achieving the desired ends and, indeed, other positive results not anticipated.
3
Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.
Full textAbstract:
The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.
4
Tlusty, Roger Harold. "Curricular transformation as social history Eau Claire High School, 1890-1915 /." Madison, WI : University of Wisconsin-Madison, 1986. http://catalog.hathitrust.org/api/volumes/oclc/15308873.html.
Full text
5
Bergh, Amy. "TO THE AGES OF AGES: RECONCEPTUALIZING HIGH SCHOOL ART HISTORY CURRICULUM." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2434.
Full textAbstract:
Through this curriculum study, I explored the application of ideas found within contemporary art education to a course of traditional secondary art history. These contemporary art education ideas included: visual culture instruction, interdisciplinary instruction, contemporary art instruction, curriculum development, the use of enduring ideas, and the inclusion of a variety of perspectives based on gender and ethnicity. Through these art education ideas, a new curriculum was formed, that pushed both the students and the teacher toward a more inclusive art history course that made real connections for students and allowed students to be active members in their own learning. Instruction shifted away from lecture and became more dialogue and discussion oriented. Unit examples are included for Romanticism, Dadaism, and American Social Realism.
6
Abreo, Rosa Maria. "A history of Rio Grande City, Texas high school 1960-1969." Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035927.
Full text
7
Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.
Full textAbstract:
The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.
8
Stalnaker, Ann. "Desegregating Hickory High School, 1955--1975| Capturing the untold stories." Thesis, The University of North Carolina at Greensboro, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568921.
Full textAbstract:
The purpose of this research is to capture for history the events and consequences of the racial desegregation of high school students within the Hickory Public Schools in Hickory, NC. The study includes a retelling of the events surrounding the desegregation of Hickory Public Schools, beginning with the Brown v. Board of Education ruling in 1955 and going through an analysis of four case studies of student conflict that disrupted daily high school life between 1966 and 1973.
The study is based on primary source documents including school board minutes, school district memos, articles in the local newspaper, and the high school student newspaper. Primary source documents were supplemented by oral history interviews with eight students who attended Hickory High School during the early years of integration.
The central finding is that desegregating Hickory Public Schools was a lengthy, complex process. At every step of the way through the desegregation of Hickory High, the school was left to handle the social changes that the community attempted to avoid. Four themes emerged in the stories of student conflict at Hickory High including loss, resistance, leadership, sports as a catalyst and arena for social change, and the power of symbols to represent a school.
Rather than viewing the student conflicts as examples of what was wrong with Hickory, they are evidence that the students were wrestling to create an inclusive school community that symbolically represented them all.
9
Rains, Brandon. "The Career Intern Program: An Alternative High School in 1970's Philadelphia." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/697.
Full textAbstract:
In 1971, Leon Sullivan, founder and chairman of the Board for the Opportunities Industrialization Centers of America, created the Career Intern Program. The purpose of the Program was to identify and help dropouts and potential dropouts from high school graduate and select and start a career. In order to accomplish these ambitious goals, Program leaders introduced a variety of educational innovations designed to help interns succeed where traditional educational methods had not. During the Career Intern Program's operational life, CIP leaders turned to the federal government for funding, and the National Institute of Education became CIP's primary funder from 1972 to 1976. This collaboration caused several programmatic changes that simultaneously challenged and improved the Program and its ability to fulfill its purposes. When the NIE period ended, the Department of Labor funded the CIP until 1981, after which the Program failed to find further funding and ceased operation.
This thesis looks at the civil rights, urban, and economic roots of the Career Intern Program. By looking at these origins, this thesis seeks to derive the Program's original goals, and also by extension how the Program changed during its operational life, especially during the NIE period in Philadelphia. By looking at the Program, education will be identified as a part of the urban and civil rights historiographies, a topic which has largely been underdeveloped by historians of these topics. Also, the CIP-NIE period serves to shed light on private organization-federal agency collaboration during the post-War on Poverty era. Overall, this thesis hopes to contribute to an expanding historiography and help create a more comprehensive narrative of the post-World War II urban north.
10
Richardson, Tracy Bryant. "Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26157.
Full textAbstract:
The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today.
Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in-depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context.
Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system.Ed. D.
11
Sower, Derek Wayne. "The Willis White Era of Salem High School Football." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2108.
Full textAbstract:
From 1978-1982 Salem High School suffered from a series of losing seasons from its football program. In wanting to regain its former tradition the Salem City Council hired Willis White to rebuild the program from the ground up. This thesis investigates the history of the Salem program prior to and through the Willis White years.
The research for this thesis came from personal interviews with present and former coaches as well as members of the community. Several different newspaper companies in the Roanoke Valley contributed to the history of Spartans' games. It also comes from a collection of secondary sources that contribute to background history of the city and program.
12
Leung, Shuk-yi Louise. "Students' approaches to learning and understanding in AS level history." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329973.
Full text
13
Basham, Dwight Cornell. "The History of the Eastern Mennonite High School Touring Choir: 1917-1981." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/34611.
Full textAbstract:
For more than 35 years, the Eastern Mennonite High School Touring Choir has provided concerts for choral enthusiasts throughout the United States, Canada, and Europe. The present study documents the development, establishment, and growth of Touring Choir from its inception, through June of 1981: identifying (1) the events leading to the development of Touring Choir; (2) the philosophy and purpose of Touring Choir; (3) the directors of Touring Choir and their musical and professional backgrounds; (4) the contributions of each of the directors; and (5) the origin and development of the Senior Parent Weekend Concert, Tour Concert, Mennonite High School Music Festival, and Commencement Concert traditions.
The study reports that the history of the Eastern Mennonite High School Touring Choir can be traced to the expressed desire of the school's founders in 1917 that vocal music be an integral part in the education of its students in order to enhance worship and singing in constituent churches. As touring choirs developed, the unique organization of Eastern Mennonite College and High School provided a basis for emulation by the high school when it became a separate organization during the 1960s, culminating in the establishing of Touring Choir in association with the Mennonite High School Music Festival. Marvin Miller's leadership as Touring Choir director established the Senior Parent Weekend Concert, Tour Concert, Mennonite High School Music Festival, and Commencement Concert traditions which became the foundation of Touring Choir's activities during the 1960s and early 1980s.
Implications of the study consider the importance of modeling for music education practitioners. The growth of the Eastern Mennonite High School music department and the success of the Eastern Mennonite High School Touring Choir during the combined tenures of Annetta Wenger Miller and Marvin L. Miller were characterized by an enthusiasm for the subject matter of music, high expectations and motivation of students by challenging them to sing music of enduring value in a variety of styles by master composers, placing responsibility for learning on students, a positive approach in teaching, care and concern for students as individuals, and an emphasis on the expressive aspect of music study. In addition, the results of the music program under Marvin Miller's direction may have been due in part to his overall philosophy of music curriculum design that each student would understand the place of music in his or her life experience.Master of Arts
14
Lee, Mathelle K. "A history of Luther P. Jackson high school: a report of a case study on the development of a black high school." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40030.
Full textAbstract:
Prior to 1954, blacks in Fairfax County who wanted to receive an education beyond the seventh grade were bussed by the county to Manassas Regional High School in Prince William County or independently attended Dunbar High School, Phelps Vocational Center, Cardoza High School or Armstrong High School in Washington, D.C. The purpose of this dissertation was to describe, record and analyze the events and actions that led to the establishment, operation, desegregation and eventual demise of Luther P. Jackson High School, the first and on1y high school for blacks in Fairfax County, Virginia. This study provides useful information to the Fairfax County School System. The population for the study consisted of representatives from community and civil rights leaders, school administrators, students, teachers and secretaries who were involved with Luther P. Jackson at various stages of its existence.Ed. D.
15
Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textAbstract:
Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
16
Holcom, Andrew C. Young Kathleen Z. "Misrepresentations as complicity : the genocide against indigenous Americans in high school history textbooks /." Online version, 2010. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=351&CISOBOX=1&REC=12.
Full text
17
Barnes, Charline J. "Against all odds : the natural history of an alternative-adult high school program /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-163950/.
Full text
18
Combs, Ronald Lewis. "The development of a curriculum for a course in high school world history." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1433.
Full text
19
Harmon, Larry G. "The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5273/.
Full textAbstract:
Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement in student achievement. The purpose of this study was to compare the effectiveness of two types of pedagogy: traditional and inquiry-based upon student achievement as measured by a standards-based, state administered examination. Second, this study examined the relationship between the treatment teachers' level of implementation and student achievement. A nonequivalent control group posttest and experimental design was used in this study. Subjects involved in this study include 84 secondary American history teachers and their respective students from a large urban public school district in Texas. The sample consisted of two groups, one taught by traditional/didactic instruction (n=48) and the other taught by inquiry-based pedagogy (n=36). Data for this study were collected using a classroom observation protocol based upon the level of use rubric developed by the concerns-based adoption model. An analysis of variance (ANOVA) (p<.05) was used to measure the effects of inquiry-based instruction and traditional pedagogy on student achievement. Student achievement results were measured by the Texas Assessment of Knowledge and Skills (TAKS) for American history, grades 8 and 11. The study found that mean scores of the Grade 8 History Alive! group were significantly higher than the scores of the control group, but not for the Grade 11 History Alive! group. However, a comparison of mean scores by teachers' level-of-use suggested that the more faithful the teacher in designing standards-based lessons and delivering them through inquiry, the greater retention of American history student's knowledge about the subject.
20
Bennett, Scott Lyle. "Progressive education and high school social studies in Alberta in the 1940's." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38523.pdf.
Full text
21
Walsh, Brendan John. "'Nobly and well' : secondary school teaching in Ireland 1878-2010." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709459.
Full text
22
Leahey, Christopher R. "Hegemony and history a critical analysis of how high school history textbooks depict key events of the Vietnam War /." Diss., Online access via UMI:, 2007.
Find full text
23
Paxton, Richard J. "The effects of a visable author on high school students : solving historical problems /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7806.
Full text
24
Peck, Carla Lee. "Multi-ethnic high school students' conceptions of historical significance : implications for Canadian history education." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/9877.
Full textAbstract:
Sociocultural studies in history education demonstrate that “positionality” influences how one understands history. In this study I investigated the relationship between students’ ethnic, cultural and/or national identities and their ascriptions of historical significance to moments in Canada’s past. Twenty-six grade 12 students living in an ethnically diverse urban centre in British Columbia participated.
Phenomenographic research methods were followed, with a range of data informing the findings. In groups, students completed a “timeline task” during which they were asked to make decisions about the historical significance of particular events and themes in Canadian history. Students were asked to describe their ethnic identity and then reflect about the ways in which their ethnic identity may have influenced the decisions they made during the timeline task.
The students in this study employed five types of historical significance consistent with the typology originated by Cercadillo (2000; 2001): contemporary significance, causal significance, pattern significance, symbolic significance and significance for the present-future. It was common for students’ explanations to include multiple types of historical significance.
Students employed three narrative templates to construct the history of Canada and used specific types of historical significance depending on the narrative(s) they used. The narrative templates were categorized as: Founding of the Nation, Diverse and Harmonious Canada and Diverse but Conflicted Canada.
The students’ ethnic identities played a central role in determining which narrative template(s) they employed and the criteria they used to select the events for their narratives. Many students articulated complicated notions of their identities, with some perceiving that particular “sides” of their identity were at play, or in use, during the research task. Students who collaborated during the timeline activity often interpreted the timeline using different narrative templates.
The students in this study were able to engage in metacognitive thinking because of a research design that pushed them to articulate their beliefs about the relationship between identity (self-ascribed) and the narrative they constructed. Implications for teaching, policy and further research are explored.
25
Phillips, Aaron. "High School Students' Experiences with Social Studies Inquiry and Technology in Two History Classrooms." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787901.
Full textAbstract:
This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes.
26
Alban, Peris Wyn. "Fiorello H. LaGuardia High School of Music and Art and Performing Arts: a history." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10926.
Full textAbstract:
Thesis (D.M.A.)--Boston UniversityThe Fiorello H. LaGuardia High School of Music and Art and Performing Arts in New York City was formed through a merger of two existing arts high schools in 1961-- the High School of Music and Art and School of Performing Arts. Although the High School of Music and Art's history has been well documented, no studies have documented the histories of the School of Performing Arts and the Fiorello H. LaGuardia High School of Music and Art and Performing Arts. Therefore, this concise history of the development of the Fiorello H. LaGuardia High School of Music and Arts and Performing Arts in New York City fills a gap in current historical literature. Research questions focused on (1) the founding of the two independent performing arts high schools and their amalgamation into the Fiorello H. LaGuardia High School of Music and Art and Performing Arts; (2) key personnel and their role in facilitating the merger; (3) the shaping forces of the philosophies/missions/visions of the two independent high schools on the Fiorello H. LaGuardia High School of Music and Art and the Performing Arts; (4) how the music curriculum of the High School of Music and Art and School of Performing Arts helped shape the music curriculum of the Fiorello H. LaGuardia High School of Music and Art and Performing Arts, and (5) students' musical activities throughout the school's history. Research methodologies included consulting primary and secondary sources and interviewing former and current administrators, students, alumni, friends, and other key personnel from each of the three schools. I discuss music education challenges with implications for music educators and administrators, as well as political leaders and members of communities at large engaged in providing education at similar mis high schools. From the schools' rich independent beginnings to their turbulent transitional years, where the amalgamation and relocation took nearly a quarter century to complete, the school remains a model for subsequent specialized arts high schools in the nation.
27
D'Ignazio, Catherine M. "History of High School Girls' Sport in the City and Suburbs of Philadelphia, 1890-1990." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/55935.
Full textAbstract:
Urban EducationPh.D.
This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the uneven impact of national professional standards on city and suburban schoolgirl sport programs, the creation of a unique city sport culture, the changes in school sport as a result of the suburbanization in the region and finally, the impact of suburban school district reorganizations on black schoolgirl athletes. Along with an examination of newspapers and other secondary sources this study suggests that suburban schoolgirl experiences emerged as the normative expression of schoolgirl sport.
Temple University--Theses
28
Cooper, Graham S. "Broad Shoulders, Hidden Voices: The Legacy of Integration at New Orleans' Benjamin Franklin High School." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1971.
Full textAbstract:
This paper seeks to insert the voices of students into the historical discussion of public school integration in New Orleans. While history tends to ignore the memories of children that experienced integration firsthand, this paper argues that those memories can alter our understanding of that history. In 1963, Benjamin Franklin High School was the first public high school in New Orleans to integrate. Black students knowingly made sacrifices to transfer to Ben Franklin, as they were socially and politically conscious teenagers. Black students formed alliances with some white teachers and students to help combat the racist environment that still dominated their school and city. Ben Franklin students were maturing adolescents worked to establish their identities in this newly integrated, intellectually advanced space. This paper explores the way in which students – of differing racial, socio-economic, religious, educational, and political upbringings – all struggled to navigate self and space in this discordant society.
29
Catron, Rhonda Karen. "Dual Credit English: Program History, Review, and Recommendations." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27146.
Full textAbstract:
Wytheville Community College implemented the Dual Credit English program in 1988 following the Virginia Community College Systemâ s adoption of the Virginia Plan for Dual Enrollment. Essentially, the program allows qualified high school seniors to enroll in the collegeâ s freshman-level ENG 111: College Composition I and ENG 112: College Composition II courses while simultaneously completing senior English. The guarantee of college credit for students who earn at least a â Câ average and other cost-saving and time-saving features have contributed to the increased popularity of the program in recent years. This institutional study examines multiple facets of the program and determines program strengths and weaknesses. The dissertation provides historical data on the rationale for the program and presents perspectives from various constituencies involved in the program, including community college administrators, high school administrators, community college English faculty, dual credit English faculty, program graduates, and currently enrolled dual credit English students.
The study found that both the community college and high schools are committed to providing dual credit English courses that are of comparable quality to the collegeâ s regular freshman composition courses. Generally, students and graduates reported a high rate of satisfaction with the program. Students benefit monetarily from the program because the public school systems, not individual students, pay tuition costs. Also, students save time by accumulating college credits while still enrolled in high school and, thus, are often able to complete college degrees in a shorter time frame. Articulation agreements guarantee the transferability of dual credit English courses to most state-supported colleges and universities.
The study also discusses relevant administration issues such as curriculum development, placement policies and procedures, faculty selection, and program evaluation. Administrators strongly support the program, pointing out that it helps build student confidence and encourages students to consider higher education opportunities. Faculty perception varies, with community college faculty expressing concerns about student preparation and philosophical issues related to combining senior English with freshman composition. Dual credit English faculty, on the other hand, generally expressed more positive views, noting many of the same benefits students had cited.
The final chapter summarizes program successes, identifies concerns, and makes recommendations for improvements in the dual credit English program.Ed. D.
30
Drummond, Anne (Anne Margaret). "From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.
Full text
31
Hornbeck, Dustin Dwight. "OUTSOURCING THE TWELFTH-GRADE YEAR OF HIGH SCHOOL: A CASE STUDY." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552052341625115.
Full text
32
Beiting, Mary Anne. "A Case Study: Archbishop Hoban High School’s Journey to Coeducation." University of Akron / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=akron1132329970.
Full text
33
Bredell, Kyle Hampton. "Black Panther High: Racial Violence, Student Activism, and the Policing of Philadelphia Public Schools." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216534.
Full textAbstract:
HistoryM.F.A.
The school district of Philadelphia built up its security program along a very distinct pathway that was largely unrelated to any real needs protection. This program played out in two distinct phases. In the late 1950s, black and white students clashed in the neighborhoods surrounding schools over integration. Black parents called upon the city to provide community policing to protect their children in the communities surrounding schools. As the 1960s progressed and the promised civil rights gains from city liberals failed to materialize, students turned increasingly to Black Nationalist and black power ideology. When this protest activity moved inside their schoolhouses as blacks simultaneously began moving into white neighborhoods, white Philadelphians began to feel threatened in their homes and schools. As black student activism became louder and more militant, white parents called upon the police to protect their children inside the school house, as opposed to the earlier calls for community policing by black parents. White parents, the PPD, and conservative city politicians pushed the district to adopt tougher disciplinary policies to ham string this activism, to which black parents vehemently objected. The district resisted demands to police the schools through the 1960s until finally caving to political pressure in the 1970s.
Temple University--Theses
34
Petkov, Marin M. "Using a serious game to motivate high school students to want to learn about history." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159573.
Full textAbstract:
Serious games are games, whose primary goal is not entertainment, but instead education (Michael & Chen, 2005). They have the capability of presenting the educational material into a way that is more engaging than traditional classroom instruction. The researcher has decided to develop a serious game called National Pastime. National Pastime is an online role playing game with the main goal of motivating high school students to learn about the Japanese internment camps that were established in the United States during World War II. The game intends to improve the students' motivation with its engaging story and gameplay.
35
Anders, Carollynn. "The Effects of a Metacognitive Strategy on the Reading Comprehension of High School History Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/487.
Full textAbstract:
The purpose of the current study is to add to existing research on the effectiveness of the SRSD RAP strategy on reading comprehension. This study describes a single-subject research design involving professional development in the RAP metacognitive strategy and a teacher’s implementation in her high-school history courses. The study aims to assess the strategy’s effectiveness in the high school general education setting with inclusive instruction and without pull out sessions to learn that strategy. The current study explores RAP strategy research and uses a week-long unit of instruction for teaching the RAP strategy. The results of the RAP strategy on the reading comprehension of high school students were found by using the scores of the reading comprehension probes.
36
Nuzum, Kathleen A. "A cycle of American educational reform : Garfield and Bellingham High Schools in the state of Washington, 1958-1983." Thesis, University of St Andrews, 2004. http://hdl.handle.net/10023/14467.
Full textAbstract:
This thesis examines the educational experience from 1958 to 1983 in two Washington State high schools: Bellingham High School and Garfield High School, Seattle. It focuses on what happened to the structure, curriculum content and environment within these schools, and also discusses the process of centralisation in Washington State educational administration. The period of study was bounded by two reports: James Bryant Conant's The American High School Today (January 1959), and A Nation at Risk (issued in 1983) by the U.S. Secretary of Education, Terrell Bell, and the National Commission on Excellence in Education, reports which were issued in response to the Cold War and to growing international economic competition. Conant and his generation of educators sought a system of secondary education that, by opening educational opportunities to all young Americans, would close the critical Soviet- US gap in missile and space technology, and would give the Cold War victory to the United States. However, national policies, state administration and socio-cultural change in American life all contributed to a shift in classroom emphasis away from traditional academics and measures of students' achievement during the quarter-century after Conant - a condition made clear by the National Commission in 1983. Whatever the other values of these educational reforms, they had a negative effect on student attitudes towards academic achievement, resulting in a disengagement from all aspects of school life. Despite cultural differences, the parallel institutional experiences of Bellingham and Garfield, and the similarities that emerged between the schools' administrative structures, educational goals, teaching strategies and learning styles, imply that class was also an important factor shaping the educational experience in the United States during the 1960s and 1970s.
37
Calvert, Hildegund M. "Germany's Nazi past : a critical analysis of the period in West German high school history textbooks." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/517188.
Full textAbstract:
The question of how to deal with the legacy of the National Socialist dictatorship and how to teach the period in West German schools has been and continues to be a controversial issue in the Federal Republic of Germany. During the 1950s and early 1960s history textbooks were severely criticized for their inadequate coverage of National Socialism, particularly regarding the persecution of the Jews and the Holocaust. Such criticism combined with a number of anti-Semitic incidents in 1959 led authorities to initiate major reforms on how schools should teach the Nazi period and consequently brought about major textbook revisions.The objective of this study was to determine how adequately textbooks used in the 1980s cover this period and whether what they are teaching is accurate and sufficient to deal with the enormity of the events and policies of that time. The study in four chapters analyzes textbooks regarding their coverage of such topics: I, Hitler's early life, his beginnings in politics to his nomination as chancellor; II, the consolidation of power and of social and political control; III, the treatment of the Jews; and IV, National Socialist foreign policy before and during World War II. Each chapter was divided into two parts, with the first part recommending material textbooks should include, and the second part analyzing this coverage based on criteria established in the first part.Findings showed that textbooks satisfactorily covered the majority of the topics examined and found them to be much improved, especially concerning the treatment of the Jews and the Holocaust.Despite marked improvements, areas of concern nevertheless remain, and coverage of some topics needs to be corrected and/or expanded in future textbook editions. Most topics on which coverage was weak or nonexistent concerned issues which are painful and embarrassing for German people to deal with. Among these issues were the German treatment of prisoners of war, German occupation policies in western Europe, forced relocations from areas such as Alsace and Lorraine, Nazi reprisal actions and the killing of hostages, activities of the SS Einsatz units, documentation concerning deportations and ghettos, medical experiments, and the role German industry played in the mass murder of innocent people.One of the more disturbing findings was that no changes had been made between the 1966 and 1978 (1983 printing) editions of one text and between the 1968 and later undated [1983?] editions of another text. It is strongly recommended that those responsible for the publication of German history textbooks take the necessary steps to correct these still existing errors and omissions before a new wave of criticism at home or from abroad forces them once again to do so.
38
Marshall, Gerald L. Rich Beverly Susan. "Using history of mathematics to improve secondary students' attitudes toward mathematics." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9995668.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2000.Title from title page screen, viewed May 4, 2006. Dissertation Committee: Beverly S. Rich (chair), Michael Marsalli, Edward S. Mooney. Includes bibliographical references (leaves 89-124) and abstract. Also available in print.
39
Lucas, Joanne Harris. "The History of Princess Anne County Training School and Union Kempsville High School Princess Anne County/Virginia Beach, Virginia 1925-1969." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/19367.
Full textAbstract:
The primary purpose of this study was to investigate the history of Princess Anne County Training School and Union Kempsville High School in Princess Anne County/Virginia Beach, Virginia. The method of inquiry was qualitative, historical research that relied on oral histories to provide a cultural understanding of the school from the perspectives of its students, administrators, teachers, and staff. The school\'s history was reconstructed through direct engagement with individuals whose interviews recounted the establishment, growth, operation, and demise of Princess Anne County Training School/Union Kempsville High School. In order to minimize the nostalgic influence and bring greater validity to the oral histories, data were also collected from historical accounts, school board and community organization minutes, local periodicals, and school artifacts. Segregation cultivated legally separate-but-equal schools for Blacks and Whites, with little or no attention given to actual equality. In 1925, the Black community in Princess Anne County, Virginia, mobilized to build a high school for their children who were denied an education beyond seventh grade. Princess Anne County Training School opened for Black students in 1938 and initially utilized a curriculum based on industrial education. It was the first and only Black high school in Princess Anne County/Virginia Beach, Virginia. As Princess Anne County Training School progressed, the Black community eventually repudiated the term, training school. The school\'s name was changed to Union Kempsville High School in the fall of 1961. Gradual desegregation inaugurated by the Brown v. Board of Education decisions led to a decline in student enrollment, and Union Kempsville High School closed in 1969.
Ph. D.
40
HUNG, YUHAN, and 洪瑀韓. "An Exploration of High School History Teachers’ Subjectivity in the Reform of High School History Curriculum Guideline." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/06686309612694377252.
Full textAbstract:
碩士國立臺灣師範大學
教育學系
95
An Exploration of High School History Teachers’ Subjectivity in the Reform of High School History Curriculum Guideline Abstract This study aims at exploring related issues of teachers’ subjectivity and the exercise of teachers’ subjectivity in the existing cultural and structural context. It proceeds to understand high school history teachers' role in the reform of High School History Curriculum Guidelines through analyzing teachers’ perspectives and attitudes toward the reconstructed History Curriculum Guidelines. To achieve the research purposes methods applied in this study include: 1.literatue review: probing into the Teachers’ Subjectivity in pedagogical practices and inquiring the nature and aims of history education. 2. Document Analysis: exploring the related document of reformed High School History Curriculum Guidelines research reports and news commentary on the reformed issues. 3. Interviews: collecting the viewpoints about the High School History Curriculum Guidelines reform from the ten high school history teachers from Taipei Taichung ,Tainan , and Kaohsiung. It is found that teachers’ subjectivity and its surrounding structure and culture are iterdependent. The reform process of High School History Curriculum Guidelines reform restrains the development of teacher’s subjectivity. The decision-making process at national level does not offer teachers a way to express their opinions. Teachers’ subjectivity is confined to the classroom level only and their opinions can not affect national curriculum policy making. However, teacher’s subjectivity can be more or less enacted in the classroom teaching through the development of teacher’s subjectivity is still confined to the situated cultural and structural environment Finally, this study provides suggestion for the reform of curriculum guidelines: 1. Offer an open space for teachers to express their opinions on History Curriculum Guidelines reformation. 2. Provide teachers further professional development opportunities. 3. History Curriculum Guidelines reform should break through structural barriers. Suggestions for future study and research are as follows: 1. Probe into History Curriculum’s effect on students’ learning .2. Explore mass media’s role in the conflicted pricey of curriculum making..
41
Covington, Linda E. "COTEACHING IN A HIGH SCHOOL HISTORY CLASS:." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-706.
Full textAbstract:
Coteaching is one instructional delivery model that purports to provide students
with supports they need to succeed in the general education setting. This case study used
qualitative methodology, which was supplemented by quantitative data, to explore the
instructional factors that may contribute to the achievement of high school students with
learning disabilities who are placed in a cotaught setting. An optimal environment was
created for coteaching and included careful selection of the cotaught team, support from
the campus administration, initial and ongoing training for the coteachers, and the
creation of common planning periods. Two cotaught classrooms were observed for one
semester, and five students with learning disabilities were selected from these
classrooms for observation and interview. Additional data included interviews with the
campus principal, campus teachers, and the coteachers, as well as weekly observations
using the Stallings Observation System. Interviews and observations suggested that there
was little change in teacher or student behaviors.
42
HUANG, MENG-YING, and 黃孟瑩. "Infographic Used In Junior High School History Textbook." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8e8x38.
Full textAbstract:
碩士國立臺灣藝術大學
視覺傳達設計學系
106
With the development of new technology, information has grown faster than before. Under this circumstance, it has become a trend in graphic design that is used to substitute information that presented by words and being used in different purposes such as news report, marketing and advertising. As more infographic samples appeared, there were varied definitions and categories of infographic. Through literature review, the study clarified that infographic’s categories should be different due to information’s different properties and divided information into “Quantitative Information” and “Narrative Information.” The creation first elucidated history information’s properties to classify relevant definitions and categories, and expect to conclude infographic design process for specific purpose. Information explosion not only influence the public but also impact the teaching environment. How to expressed and absorb information effectively become an issue to teachers and students in campuses. Since the use of infographics has skyrocketed in the past couple years, the study main to use infographic to rectify teaching material in textbook. Through interview, the creation used history teaching materials as information and set feudalism as main topic. The literature review focus on infographic, textbook design and visualization, and the research is to figure out the elements and design process for teaching-specific infographic. The study has been through four phases. To begin with, by literature review and case analysis to clarify the definition and categories of infographic used in history textbook. Then, interview junior high school history teacher to collect information and set design purpose. Further, start design process and take visual attractive, information structure, visual movement and color planning as design criteria. Finally, provide infographic design advises and reference to relevant researchers and designers.
43
Lisa and 徐麗鳳. "Exploring the developmental history of Chishang Junior High School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/g738wd.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
96
This study aimed at exploring the developmental history of Chishang Junior High School. The study results and suggestions were proposed to be references for other school’s study in school history. This study used qualitative research, documentary analysis, and interview. The school documents and data were analyzed including the documents of Chishang Junior High School, publications, graduation class books, and other relevant data. In addition, 2 principals, 2 directors, 2 teachers, 3 local people, and 2 alumni were interviewed individually in order to have more understanding of the development of Chishang Junior High School. There were 6 conclusions of the study, including the hard time of building the Chishang Junior High School, the incredible local teaching spirit, the principals, teachers, and students, who brought the life to Chishang Junior High School, the local geographic environment in Chishang and the teaching at school, the critical events of Chishang and educational system, retrospect or evaluation, and future development. The last, the suggestion of collecting more data and records was proposed to those who would like to have in-depth research in school history. The school history room should also be established because the development of school was kept in the school history room. Team work was critical in reducing the risks at school. The more the study explored, the more complete the school was. How to establish mutual trust between the school and the local was an important issue of Chishang Junior High School.
44
Cheng, Ling-chun, and 鄭玲君. "Research on “Resist foreigh aggression history”－Discourse of Junior High School History Textbooks." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58634883985416753742.
Full text
45
Orozco, Steven Raulph. "Aggressive Students and High School Dropout: An Event History Analysis." Thesis, 2016. https://doi.org/10.7916/D8MP539P.
Full textAbstract:
Aggressive students often struggle in multiple domains of their school functioning and are at increased risk for high school dropout. Research has identified a variety of warning flags which are strong predictors of high school dropout. While it is known that aggressive students exhibit many of these warning flags, there is little research which identifies the paths aggressive students take towards high school dropout.
This study attempts to better characterize the relationship between aggression and dropout using a sample of students (N=685) from two middle schools in an urban, low income school district in the Northeastern United States. This study utilizes survival analysis, a longitudinal data analysis strategy for examining event occurrence. The sample was followed over a course of seven years, spanning from when students start middle school in the sixth grade through their expected on time-graduation year in the twelfth grade. In this study, hazard and survivor functions, key components of survival analysis, were utilized to examine the timing of high school dropout and compare timing of dropout for students characterized as aggressive vs. not aggressive. Discrete time hazard models using logistic regression were analyzed to determine how well aggression as rated by teachers and peers as well as a variety of educational and demographic variables predict high school dropout.
Hazard and survivor functions showed that for this sample, aggressive students were at increased risk of dropout through the course of their educational careers. Their pattern of risk, i.e. grades in which they were at a lower or higher risk for dropout, however, was similar to that of non-aggressive students. Peer-rated aggression was related to each of the dropout warning variables as aggressive students were absent more often, had lower GPA’s, accumulated more suspensions and were more likely to be retained at some point during their educational careers. Results of discrete time hazard models showed that aggression was no longer a significant predictor of dropout when other educational “warning flag” variables were included in models. A discrete time hazard model including the effects of time, Age for Grade status and Retention status produced the best goodness of fit measures amongst a host of models that were analyzed. In all models that were analyzed, time was a significant predictor, indicating that dropout is not time invariant and a student’s grade must be considered when determining the effect of any of the hypothesized predictors on dropout. Implications of these results for schools, specifically regarding effective management of aggressive behavior in schools, are discussed.
46
Ching-meiWang and 王清美. "“Industrial Revolution” Present of world history textbook in high school." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/50680881810981397130.
Full text
47
Liang, An-chi, and 梁安琪. "The Study of Textbook of World History in High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/21294915535747992748.
Full textAbstract:
碩士國立成功大學
歷史學系碩博士班
97
This research is probing into the development of world historical education in high school over the past 60 years mainly. It wants to understand the corresponding way between curriculum standards and textbooks, and the purpose, development of world history course. Deepen the textbooks, analyze the subject, implicit ideology and the textbook systems. Finally, discuss synthetically curriculum standards and textbooks are influenced by external force in development, distinguish the contents of world history and make a self-criticism. We can find the purpose of historical education by the revise of curriculum standards of history in high school is from realizing historical knowledge into training historical ability. The part of the world history is from being concerned with the position of self politics turns into the cultural diversifications. In addition, the writing of the textbook transfers from comprehensive history so far to slightly ancient detailed today, caring about the important major issues of world related to forming of the world today. The Western countries are the most important subjects, the other areas join gradually. Besides the world history textbook has taken consciousness of the white race, man and middle class as the core all the time. The formulation of curriculum standards is influenced by each side's force deeply. The consciousness that the textbook is decided by the thinking of the persons who compile too. Opening hopes to incorporate a lot of different sounds, offer more choices to the students. So the textbook in the future should try to construct world history in the structure of world history, let students train the extensive world outlook.
48
YEH, JIH-SHENG, and 葉日陞. "The Developmental History of Hualien Senior High School (1936~2002)." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/18856787672722917517.
Full textAbstract:
碩士國立東華大學
教育研究所
93
Abstract Hualien Senior High School was established by Japanese during the previous nine years of the Retrocession of Taiwan (1936). The school went through militarism of the Japanese-Occupied Periods. The school also experienced military era after the Retrocession of Taiwan. It overcame the period of the Hsun-Cheng Periods as well. Now the school stands lofty in its age with multiple liberty and democracy. During the process, although the name of the school has changed according to the different periods, it can still make its way to establish its own style. As a part of Hualien Senior High School, I am proud of it. Today, it is an honor to be the 15th principle of my original school. I am also the third principle of the alumni at the school. While doing the duty, I dare not take it lightly and I always think twice how to create the running water to make the school run forever. As far as I am concerned, collecting and organizing the history of Hualien Senior High School is one of the effective ways to analyze the essence of the campus culture of the school. Meanwhile, some historical evidences can be left and proved for those persons who have ever worked here. “The members of Hualien Senior High School are really a nutshell of perfect men in Hualien.” From the above reasons, choosing the research of the developmental history is not only meaningful but also worthy of the historical value. By doing so, the common consensus can be united together to turn the school to a new leaf. The research topic is “The developmental history of Hualien Senior High School.” The main purposes to study this are “Analyzing the school systems and the changes and developments of the environment and modules”, “Studying the behaviors and contributions of every member of all organizations during the developmental process of Hualien Senior High School”, and “Explaining Hualien Senior High School students' learning and living conditions during different periods.” Hoping through the historical evidences of educators can help the present members of Hualien Senior High School gather powerful and meaning life-forces. The methodology of the research is “Historical Research Method” by means of collecting, identifying, and organizing information to have a further understanding of the process of the developmental changes. Hualien Senior High School is sixty-eight years old through “Japanese-occupied Five-year Middle School (1936-1945)”, “the Complete School of Six-year Curriculum (1945-1970)” after the Retrocession of Taiwan, and “Three-year Senior High School (after 1971). No matter which stage it is, the school plays an important in cultivating seventy thousand talented persons who may live abroad or in Taiwan and become the useful men. The reasons why the school can stand firm and improve continuously are due to “Building powerful vitality from the successive principles”, “Having excellent models of faculties to settle the basis of students’ promising future,” and “Possessing multiple and abundant learning environment and modules to let students prove themselves.” During the past sixty-eight years, although experiencing the many natural disasters from earthquakes to typhoons and the administrative changes from the Japanese-Occupied Periods to the Retrocession of Taiwan, the successive principles and all faculties gather together to try their best to make the school become better and better. No matter how different the environment changes, those people still stick to their posts, change difficult calamities to good opportunities, transform crises to turning points, and create magnificent and brilliant historical sites.
49
HUANG, CHUN-I., and 黃君儀. "Research on International Education Connotations of High School History Textbooks." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/08202453575480311621.
Full textAbstract:
博士國立高雄師範大學
教育學系
105
Research on International Education Connotations of High School History Textbooks Abstract The purpose of this study is to find out the integration of "international educational connotations" in high school history textbooks, and to explore the differences between the main categories, sub-categories and items in sub-categories of high school history textbooks by content analyses. In addition, with the United States, Japan and Taiwan high school history textbook versions of the cross-country comparative study, it is hoped to understand each other’s "international education connotation" of the commonality and differences. With the mutual advantages and disadvantages,I try to provide some suggestions and reflections on something to be desired. Besides, the use of questionnaires from high school history teachers helps me to outline my views on promoting the "international education" policy, as well as the quality of history teaching in senior high schools and the history teaching of high schools. The importance of the "international education content" is also reflected in its relevance and difficulty. The research results indicate that the compilation of history textbooks should strengthen the relationship with educational issues；the narration of Taiwan high school history textbooks should show an actual international status and the development of a broad international perspective. Keywords: High school history textbook、 International education content Cross -cultural understanding、International Civic and Citizenship World Human Rights Values
50
Pan, Chin-Yun, and 潘瑾筠. "Under One Outline Multiple Textbook Edition High School History Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/94943644432965360662.
Full textAbstract:
碩士臺北市立教育大學
歷史與地理學系碩士班
100
The purpose of history education in secondary schools is to culture national consciousness. Allowed by the Ministry of Education, the course can be issued by the book version of social edited textbooks,the"one outline, multiple textbook edition" program replace "one outline, one textbook edition" policy.Therefore, the curriculum guidelines is an important part of history education. In recent years, high school history curriculum guidelines been revised many times by various factors. The focus of debate includes the proportion of the history of Taiwan, Chinese history and world history, ideology and other issues. On the one hand ,the textbooks should be how to write? To write textbooks, in addition to the requirements in accordance with the curriculum guidelines, which should have the condition? The author believe that the textbook should have a certain level of correctness and national identity. High school history textbooks at this stage to allowed to various publishers can issue its own version, derived from a variety of drawbacks. High school history textbooks to a larger market share of in several versions to compare content, I believe that part of the first volumes of the History textbooks, various Press to write modern history part of the gap between them, included for how to describe the Japanese colonial rule and the Government of the Republic of China. Different versions of textbooks in words or describe many different ways, the same time to re-discuss the issue of "Taiwan's status is undetermined." caused to the the education sector sector and the the public in discussion and concern. Secondly, in school, high school history teachers how to deal with the many versions of textbooks selected for their schools? History teachers how to adjust teaching methods to cope with a multiple with many textbooks?Curriculum guidelines of the most important "historical thinking" so that the majority of history teachers worry. The key point is that a Grade 1-9 Curriculum high school students the basics of weak, it is difficult to historical thinking training. High school history teachers should be teaching evaluation or instructional assessment? Through questionnaires, in order to understand that the rapid changes in teaching and learning environment. High school history teachers will be how to respond to the complex realities. Thirdly ,students as the subject of education, learning the history lesson as well as historical examinations, what kind of ideas?High school students to study history how to deal with the diverse changes in the entrance examination questions?This article from the high school history textbooks, high school history teacher and high school students in three areas to be discussed.