Dissertations / Theses: 'History of Education'

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Thorp, Robert. "Uses of history in history education." Doctoral thesis, Högskolan Dalarna, Pedagogiskt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23027.

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This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.

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CASTRO, LUCAS BARROS DE. "TEACHING HISTORY IN HIGH BRIDGE FARM: HISTORY, CULTURE AND EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23928@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
O trabalho entrelaça historiografia, espaços não formais, cultura e ensino de história. A pesquisa busca compreender as práticas educativas desenvolvidas no roteiro guiado da Pousada Fazenda Ponte Alta (PFPA) e suas relações com o ensino de história nas escolas cariocas. Está estruturado em três capítulos, além da introdução e considerações finas. Após a introdução, o capítulo II aborda as diversas reescritas historiográficas desenvolvidas pela Escola dos Annales e pela Nova História Cultural, assim como aprofunda no sentido e relevância da chamada educação não formal. Termina com reflexões direcionadas as propostas didáticas observadas hoje no ensino de história. O terceiro capítulo realiza uma descrição da PFPA: história, arquitetura, características centrais, os atuais serviços e, principalmente, analisa as atividades e dinâmicas educativas realizadas no local. O quarto e último capítulo está centrado na análise dos dados construídos através da pesquisa, cujas estratégias metodológicas foram revisão bibliográfica, análise documental, observações e entrevistas. Nas considerações finais destaca-se que o espaço tem consolidado seu roteiro histórico como importante ferramenta e prática educativa. Acreditamos que a PFPA possibilita avanços no ensino de história ao promover a ampliação das fontes de pesquisa, de experiências e dinâmicas pedagógicas e, assim, contribui para o enriquecimento do ensino de história nas escolas do Rio de Janeiro, particularmente no Ensino Fundamental.
The work weaves together non-formal spaces, historiography, culture and history teaching. The research tries to understand the educational practices developed in the screenplay of Pousada Fazenda Ponte Alta guided (PFPA) and their relationships with the teaching of history in schools in Rio. It is structured in three chapters, besides the introduction and considerations. After the introduction, chapter II discusses the various historiographical rewritten developed by the Annales school and New Cultural history, as well as deepens in meaning and relevance of the so-called non-formal education. It ends with reflections directed to didactic proposals observed today in history teaching. The third chapter is a description of the PFPA: its history, architecture, key features, the current services offered and, above all, educational activities and dynamic analyses carried out on site. The fourth and final chapter is focused on the analysis of data built through research, whose methodological strategies were bibliographical revision, document analysis, observation and interviews. In the final considerations it stands out that the space has consolidated its historic route as an important tool and educational practice. We believe that the PFPA provides updates in teaching history to promote the expansion of research sources, experiences and pedagogical dynamics and thus contributes to the enrichment of history teaching in schools of Rio de Janeiro, particularly in elementary school.

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Fredriksson, Knöös Ida, and Ida Andersson. "Schools' democracy mission in history education." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27581.

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Detta examensarbete har haft som syfte att undersöka hur historielärare tolkar och undervisar i skolans demokratiuppdrag med fokus på de demokratiska värderingar som ska utvecklas. Genom en intervjustudie med tre historielärare undersöker vi enligt våra frågeställningar hur lärarna tolkar uppdraget och hur de uttalat anser sig arbeta med det (explicit arbete). Genom tre lektionsobservationer undersöker vi även hur lärarna arbetar med uppdraget outtalat eller omedvetet (implicit) baserat på teorier om hur demokratiska värderingar kan utvecklas genom historiemedvetande och historisk empati i historieundervisningen. I observationerna tittar vi då efter aktiviteter och stoff som låter eleverna resonera kring historiska aktörer, deras val och handlingar samt bakgrund till och konsekvenser av dessa. Vi undersöker också om aktörernas levnadsvillkor diskuteras och om jämförelser mellan dåtid, nutid och framtid görs för att utveckla ett historiemedvetande som, enligt de teoretiker vi lutar oss mot anser är väsentligt för att utveckla den historiska empatin. Den historiska empatin är sedan i sin tur grundläggande för att demokratiska värderingar ska kunna utvecklas.Studiens resultat visar att alla de lärare vi intervjuat kopplar demokratiuppdraget till praktiska demokratiska färdigheter samt kunskapen om demokrati, men ingen av lärarna tar upp utvecklingen av värderingar. Trots att ingen av lärarna tar upp de demokratiska värderingarna som en del av demokratiuppdraget i intervjun kan vi se att samtliga ägnar lektionstid åt att diskutera aktörers val och handlingar i förhållande till deras levnadsvillkor. Enligt våra teorier är det en indikation på att lärarna anser sig arbeta med demokratiuppdragets praktiska och teoretiska del, men att de omedvetet även arbetar med värderingar i historieundervisningen.

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Ghosh, Guruprasad. "Subjugated history: Empire, education, and espionage." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539791815.

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For more than five decades the British government suppressed the work of the Special Operations Executive (SOE) in India during 1941--1946. The SOE was a secret body engaged in sabotage, subversive activities, and black propaganda in enemy, enemy controlled, and neutral countries during the Second World War. Through the perspective of subalternity, this study reconstructs the career of Shottyendro K. Ghosh, an Indian member of the Indian Civil Service, a tiny administrative elite, overwhelmingly British in composition that was responsible for overseeing all government activity in British India. Ghosh became a quisling and leader of a fierce guerilla force for the SOE during World War II in order to protect his homeland from Japan's imperial conquests. Much of Ghosh's life continues to be an untold story. This study also examines the current World War II curriculum at a flagship university in Bengal, India, where much of the SOE operations were based, to evaluate the state of curricular affairs, the level of familiarity and scholarly activity amongst active historians and to learn to what extent SOE operations in India is included in the World War II curriculum that is taught to undergraduate history students at this institution. The contextual framework for this examination is nested in the sociology of knowledge. This study will illuminate both a precise historical moment and the ways it has been narrated in academic discourse. In doing so, it will fill a gap in Indian history.

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Carolyn, Cadena A. "The Politics of History Education: An Exploration of Revisionist History and Educating for the Enrichment of Democracy, Community, and International Cooperation." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250681787.

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ARAUJO, CINTHIA MONTEIRO DE. "EMANCIPATORY EDUCATION EFFORTS: INTERCONNECTIONS BETWEEN HISTORY TEACHING AND HUMAN RIGTHS EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9211@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Nas últimas décadas do século XX os Direitos Humanos se afirmaram como um tema global. Esse contexto tem favorecido a construção de alguns consensos, dentre eles a consolidação da Democracia como um dos princípios imprescindíveis para a plena realização dos Direitos Humanos. Neste âmbito a educação em Direitos Humanos aparece como uma proposta defendida pelos organismos multilaterais a partir da identificação da necessidade de realização de ações educativas sistemáticas na direção da promoção dos próprios direitos. A pesquisa apresentada pretende reafirmar as relações entre Direitos Humanos, Educação e Democracia através da busca das possíveis alianças entre a educação em Direitos Humanos e o ensino de História, defendendo este como lugar privilegiado para a realização de uma prática emancipatória. Para isso foram entrevistados quinze professores de História da rede municipal de ensino do Rio de Janeiro que atuam em turmas de 5ª à 8ª séries do ensino fundamental. As entrevistas tinham por objetivo identificar e analisar suas concepções sobre a educação e o ensino de história e as relações estabelecidas com a educação em Direitos Humanos. Os resultados apontam para a existência de um amplo espaço de potencialidades, mas a efetiva realização dessas alianças exige um movimento de aproximação e diálogo entre o campo da educação e os Direitos Humanos.
Human Rights became a relevant global issue during the last decades of XX century. In this context it is possible to identify the construction of few consensus such as the statement that democracy´s consolidation is as a priority for the full accomplishment of the Human Rights. In the same way, human rights education efforts became a proposal shared by multilateral organizations involved in the struggle to promote human rights. This investigation intends to emphasize the existing relations between Human Rights, Education and Democracy, focusing on the interconnections between human rights education and history teaching practices. In order to gather information about those relations we interviewed fifteen teachers of basic education (5th to 8th grade) public schools in Rio de Janeiro. The interviews were conducted with the purpose to clarify the conceptions of history teaching and its possible links with human rights education. The results of this present study suggests the existence of a wide space of potentialities, but the effective accomplishment of those alliances demands an approach movement and dialogue between the field of the education and the Human Rights.

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Tabor, Lisa Kay. "Using geography to help teach history: dual-encoding history lesson plans." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7133.

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Master of Arts
Department of Geography
John A. Harrington Jr
Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed to improve K-12 geography education are growing in number and strength. How can we teach more and better geography within the school system? Given the dominant role of history in the K-12 social studies curriculum, use of the psychological theory of dual-encoding to integrate geography and history lesson planning is one approach to bring more geography into the classroom. As part of Kansas Geographic Alliance programmatic activity, Kansas history and geography standards, with emphasis on the tested standards, were assessed to identify candidate themes for development of dual-encoded educational units and associated lesson plans. Three workshops were delivered to share these dual-encoded units and lesson plans. The workshops were for education faculty, teachers getting in-service professional development, and for a group of pre-service teachers in a social studies methods class. Attendees at the workshops provided assessment and feedback of the material. Based on informal comments and written responses from the workshop attendees, it is concluded that dual-encoding will enable considerable progress in geography education. Not only will the knowledge provided demonstrate the impact and significance of geography to history teachers and their students, but dual-encoded lessons will advance teacher content and pedagogical knowledge, and most importantly students will learn both geography and history better.

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Bayne, Irman D. "The history of education in Calcasieu Parish." Lake Charles, La. : Dept. of Archives and Special Collections, Frazar Memorial Library, McNeese State University, 2007. http://www.library.mcneese.edu/depts/archive/FTBooks/bayne.htm.

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Faust, Carolyn J. Pethtel. "Progressive education in transition an intellectual history /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/carolyn_j_faust/faust_carolyn_j_200701_EdD.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 116-127) and appendices.

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Pastor, Clara. "Education in Belize : history and current issues." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22616.

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This study examines the evolution of preschool, primary and secondary education in Belize for the period 1816 to 1994 in relation to access, quality, effectiveness and efficiency in the use of available resources. Qualitative analysis of documentary evidence and interviews with 40 Belizean educators was combined with quantitative analysis of enrollment and other statistics. The data collected identified the major development milestones including compulsory attendance for primary students, the Primary School Leaving Certificate, the Belize National Selection examination for primary students, the Caribbean Examination Council examinations for secondary students and local teacher training. Major continuing issues include: lack of proper planning, inadequate human and financial resources, shortages of qualified teachers, high dropout rates, irrelevant curricula, and imbalance between rural and urban educational opportunity. This study concludes that although preschool, primary and secondary education has expanded, much still remains to be done to provide equal access, and improve its quality, effectiveness and efficiency.

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Thorp, Robert. "Historical Consciousness, Historical Media, and History Education." Licentiate thesis, Högskolan Dalarna, Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14121.

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This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical consciousness a complex and vague concept. The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, application, development, and significance. The study includes research about historical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes historical consciousness an important concept for identity constitution and morality. The third paper proposes a methodological framework of historical consciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.
Forskarskolan Historiska Medier (ForHiM)

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Wills, Ivan Raymond. "The history of Bantu education: 1948-1994." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/f6bb666ae24a99af27caf82f697d4328b132299cec03800214325a88e393c081/2003673/Wills_2011_The_history_of_Bantu_education.pdf.

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This thesis is a critical analysis of the history of Bantu education under apartheid. Bantu Education was implemented by the South African apartheid government as part of its general policy of separation and stratification of the races in society. This research, using historicalcomparative methodology, examines the role of ideology in education and the state, the shifts in ideology and representations of schooling – designed to train and fit Africans for their role in the evolving apartheid society. In this thesis it is argued that Bantu Education was a segregated system of schooling for lowskilled occupation and domestication. This research examines the nexus between African Education and the social production process during this period. References will be made to the evolution of African education from 1948 to 1994, in order to give a clear background of Native Education, under apartheid. The thesis analyses the way the Bantu Education policy directly affected the school curriculum, and access to schooling, in order to reinforce racial inequalities and social stratification. The Apartheid regime advocated that native education should be based on the principle of trusteeship, non-equality, and segregation. The aim of the Bantu Education policy was to inculcate the white man’s view of life, especially that of the Boer nation (Afrikaners), which was the senior trustee. This research project demonstrates that the outcomes of Bantu Education hampered South Africa’s cultural, economic and scientific progress.

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Fisher, Patricia. "Evaluating financial education : history, theory & application." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181157357.

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Thesis (M.S.)--Ohio State University, 2003.
Co-advisors: Jonathon Fox and Sharon Seiling, Dept. of Family Resource Management. Includes bibliographical references (leaves 100-104). Available online via OhioLINK's ETD Center

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Hoi, Bual Kip. "History of education in Burma and proposal to develop Burmese education system." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Chughtai, Mariam. "What Produces a History Textbook?" Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461056.

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In this dissertation, I undertake a sequential analysis of an elaborate system of forces that contribute to the production of history textbooks in Pakistan. I review longitudinal series of data on education policies and history textbooks from 1938-2012, and examine the decision-making processes, which inform said policies and textbooks, at the federal, provincial and local levels of government in Pakistan. My analysis is grounded in a particular understanding of religious nationalism and identity politics which is essential in conceptualizing religious political extremism and its role in defining what it means to be “Islamic” in context of history education in Pakistan. Findings suggest that a history textbook in Pakistan is produced by seven highly influential and complex variables: (1) Religious ideology: religious ideological direction set through federal education policy, and the international pressures and domestic political events that inform this policy; (2) Identity politics: the scope of identity that the state mandates for its citizens, including the resistance to that scope as captured by student interaction with textbook content; (3) Military revisionism: war narratives and the state’s reconciliation with its past; (4) Political power: perceptions, leadership, and exclusionary tactics; (5) Financial vulnerabilities; (6) Systemic inefficiencies; and (7) Past history textbooks, in how they empower certain interest groups which inhibit curriculum development and revised conceptions of history. My analysis reveals that while state sponsored curriculum material is used for the purpose of solidifying the relationship between religion and state, the content, the process, and the constantly shifting narrative of religious nationalism, selected from a multitude of narratives, are products of strategic choices that may well employ religion but are not entirely religiously motivated. Consequently, I propose the possibility that history education in Pakistan does not foster religious nationalism for the sake of religion, but uses religion as one tool amongst many, to further secular, political, and nationalistic objectives.
Education Policy, Leadership, and Instructional Practice

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Ray, Timothy D. "A History of Graduate Education in Agricultural Education in the United States." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1449231598.

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Snyder, Jane. "Literary Continuities/Imperative Education." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153843.

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Literary Continuities: British Books and the Britishness of Their Early American Readers People get their worldview from what they read. in a reading-saturated society such as 18th-century America, the most popular books determined the public consciousness. as such, the origin of these books must be carefully examined. Herein lies the question of whose books and ideas were popularized. According to quantitative analysis of primary evidence gathered from private and public library collections as well as booksellers' advertisements and inventories, the majority of books read in 18th-century America could be considered British more than American. Before, during, and after the American Revolution the most popular and highly culturally valued books were still British. This explains the continued Britishness of Americans even after they declared and won political independence. Few scholars consider the implication of the origin of early American ideas, particularly in the study of popular books, leading to a common misconception about the rate at which American society became wholly American. Imperative Education: The Politics of Reading and Advice in Colonial American Colleges Harvard, William & Mary, Yale, Princeton, Columbia, the University of Pennsylvania, Brown, Rutgers, and Dartmouth were all founded in some iteration before the American Revolution. Amazingly, these colleges are rarely studied collectively. Even more individualized is the discussion of their early college libraries. These book collections determined the range of knowledge available to students, so the people who decided which books were included had a great deal of power over the colleges. Library benefactors across the American colonies and from institution to institution had quite similar reasons for donating certain books. This commonality can be called imperative education, a scheme through which books were donated to consciously further the donor's value system and assign it as truth. Such a structure means the nine colonial colleges were pieces of one movement rather than polarized individual entities fighting religious representation wars as they are often misrepresented. Their charters and founding documents back up the universality of imperative education. The general idea that students' reading habits needed to be strictly controlled is also apparent in controversies surrounding several of the institutions in their early years.

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Erdal, Erinc Ayca. "History And Education In The Inonu Era: Changes And Continuities On Perceptions Of History And Its Reflections On Educational Practices." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615073/index.pdf.

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This research aimed to put forth changes and continuities in the formation of the official history and its dissemination through education, with particular emphasis to history courses in high schools during the Early Republican Era with reference to the ministerial decisions, parliamentary discussions, history textbooks and also history and educational congresses held during Atatü
rk and Inö
nü
eras. 1930s for the Turkish Republic was a time span when the core principles of the regime were formulized to ensure that they were publicly comprehended and posesed. Correspondingly, formal and informal educational institutions were established for the dissemination of these principles, i. e. official ideology. Among them, Turkish History Association played an important role in formulation of official history which was one of the major means to install Turkish identity and a collective memory to the nation. In this respect, history courses and especially textbooks served instilling Republican understanding of history. The presidency of Ismet Inö
nü
were the years when the regime was consolidated and intoleration to the opposing views was decreased. This also affected the official perception of history, by dissolving the clear break from the recent past and reconciling it with the modernization process of Ottoman-Turkish history while paying attention to the ccontinuities.

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Harding, James Craig. "Teachers' conceptions of history education, a phenomenographic inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/NQ46353.pdf.

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Smith, Wilmer R. "The history of public education in Cameron Parish." Lake Charles, La. : McNeese State University, Frazar Memorial Library, Dept. of Archives and Special Collections, 2008. http://library.mcneese.edu/depts/archive/FTBooks/smithwilmer.htm.

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Chavarria, Sara Patricia. "Anthropology and its role in teaching history: A model world history curriculum reform." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284264.

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This study addresses the importance of committing to redesigning how world history is taught at the high school level. Presented is a model for curriculum reform that introduces an approach to teaching revolving around a thematic structure. The purpose of this redesigned thematic curriculum was to introduce an alternative approach to teaching that proceeded from a "critical perspective"--that is, one in which students did not so much learn discrete bits of knowledge but rather an orientation toward learning and thinking about history and its application to their lives. The means by which this was done was by teaching world history from an anthropological perspective. A perspective that made archaeological data more relevant in learning about the past. The study presents how such a model was created through its pilot application in a high school world history classroom. It is through the experimental application of the curriculum ideas in the high school classroom that I was able to determine the effectiveness of this curriculum by following how easily it could be used and how well students responded to it. Therefore, followed in the study was the evolution of the curriculum model's development as it was used in the pilot classroom. Thus, I was able to determine the extent of its success as a tool for teaching critically and for teaching from an anthropological perspective.

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Arias, Simone R. "Conceptualizing global world history : a study of participants at the Aspen World History Institute 1996." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291130411.

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Hoit-Thetford, Elizabeth. "An Educational History of the Gullahs of Coastal South Carolina from 1700 to 1900 (black Education)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2922.

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The educational efforts of the first fifty years of the 1700s for the Gullahs, black slaves brought to South Carolina's low country, were a by-product of the Church of England's concern for the souls of heathens. Through the Church's offspring, the Society for the Propagation of the Gospel in Foreign Parts, missionaries were sent to South Carolina beginning in 1702. By 1704, Samuel Thomas, the Society's first missionary there, reported that he had taught about twenty blacks to read, and by 1743 the Society opened a school for blacks in Charleston despite a 1740 law prohibiting slave education. Using two black slaves as teachers, the Society's school continued until 1764, "graduating" about twenty students a year. After the Revolutionary War, the free person of color population grew in numbers and influence, establishing the Brown Fellowship Society, the first non-white benevolent society in Charleston. One of its activities was the education of members' children. Other societies followed suit, and by 1834 there were dozens of private schools in Charleston for free persons of color. While an 1834 law created additional restrictions on the education of the free persons of color, many private schools continued to operate. As early as 1861, teachers from the North, under the auspices of freedmen aid societies, arrived in the sea islands to help the blacks adjust to their new status. In 1865, their efforts were coordinated by the federal government under the Bureau of Refugees, Freedmen, and Abandoned Lands. With a new state constitution in 1868, the public schools of South Carolina were reorganized. Although tremendous gains were made, by 1870, the majority of the black students were still studying only spelling and reading. After the 1896 Plessy v. Ferguson decision which created a "separate but equal" school system, the actual situation was anything but equal, with black schools in session a shorter term and a higher pupil-teacher ratio for black students. The education of the Gullahs from 1700 to 1900 was the result of compromise, and the blacks suffered from a lack of educational opportunities, not a lack of intellectual abilities.

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Jones, Amy Lynn. "Emotional factors in history learning via digital history narrative creation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3473.

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This study investigated the potentialities of student produced digital narratives in the context of a secondary history classroom. Using qualitative mixed methods, I employed think-aloud observations, interviews, nonparticipant observations and document collection with 14 high school freshmen as they completed digital history narratives, i.e., historical documentaries, as a requirement of their United States history course. The study found that components of digital history narrative creation evoked strong emotions in secondary high school students. Specifically, working with historical imagery and through a technological medium, study participants showed observable, activity-related achievement emotions; emotions that further resulted in increased motivation towards the successful completion of an original history product. The findings provide evidence that the use of technology and historical imagery possess potential to enhance the emotional quality of students' experience in the history classroom, and furthermore, that certain achievement emotions result in an increase in student motivation.

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Elich, Steven T. "Recovering a transformative perspective in theological education portraits in the history of education /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p002-0838.

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Trubceac, Angela Stefan. "Moldovan Secondary Education Social Studies Teachers Conceptualization of Multicultural Approaches to Peace Education (MAPE)." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594297317320949.

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Cadena, Carolyn Ann. "The politics of history education an exploration of revisionist history and educating for the enrichment of democracy, community, and international cooperation /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250681787.

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Thesis (M.A.)--University of Cincinnati, 2009.
Advisor: Laura Jenkins. Title from electronic thesis title page (viewed Nov. 10, 2009). Includes abstract. Keywords: history education; revisionist history; civic education. Includes bibliographical references.

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Smith, Neville Benjamin. "The history of vocational education's role in educating the disadvantaged, 1800s to 1963." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/27988.

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Ho, Sun-yan Anita. "Post-1949 China in Hong Kong's "History" and "Chinese History" curricula a comparative study /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/b40203815.

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Parker, Christine Susan. "History education reform in post-communist Poland, 1989-1999 historical and contemporary effects on educational transition /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054534962.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains ix, 272 p.; also includes graphics, col. map Includes bibliographical references (p. 237-254). Available online via OhioLINK's ETD Center

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Thompson, Simon J. "Where do history teachers come from? Professional knowing among early career history teachers." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/6289/.

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The Training and Development Agency for Schools continue to set an official agenda for what constitutes professional knowledge for teachers in England. The Professional Standards for Teachers (TDA, 2007) set out expectations regarding attributes, knowledge and understanding and skills for teachers at different stages in their careers. Such prescriptions have been the subject of critique by the academic community (Furlong, 2001, Phillips, 2002, Ellis, 2007) for their implicit reductionist assumptions about professional knowledge. History teacher educators (John, 1991, Husbands et al, 2003) have long recognised the need to focus on what history teachers do know, rather than what they should know. However whilst scholarship offers us rich understandings of those considered experts (Turner-Bisset, 1999) or engaged in initial teacher education (Pendry, Husbands, Arthur and Davison, 1998), little is known about the professional knowledge of early career history teachers. This study explores professional knowing of early career history teachers working in secondary schools in South East England. Through presenting twelve case studies of teachers at the end of initial teacher education, induction, experiencing the first two to three years of teaching and more experienced practitioners the study analyses the nature of professional knowing as well as its interrelations, origins and development. Two research questions are addressed: • What do beginning history teachers know? How does this relate to existing models of professional knowledge? • Where does their professional knowledge come from? What are its origins? What factors influence its development? The study draws upon a constructivist interpretation of professional knowing (Cochran et al, 1993) rejecting the static nature of knowledge and instead presents knowing as a dynamic entity. The study also draws upon Eraut's (1996, 2007) epistemology of practice, specifically the interplay between context, time and modes of cognition and reflection as well as conceptions of teaching as a craft (Cooper and McIntyre, 1996). In addition, the study acknowledges the nature of situated learning and identifies how early career teachers develop within different communities of practice (Lave and Wenger, 1991). Inspired by life history research, a mixed methodology is used to examine how childhood experiences, schooling and pre-professional education combine with formal and situated learning. Interviews exploring “critical incidents” (Tripp, 1994) are used to encourage participants to reflect and associated narratives are analysed using a constructivist conceptualisation of grounded theory (Charmaz, 2005), to reveal the temporal and spacial dimensions (Clandinin and Connelly, 2000) of professional knowing as well as broader “genealogies of context” (Goodson and Sykes, 2001) telling of changes in history education over the last three decades. The findings illustrate how early career history teachers draw upon their knowing of history, pedagogy, resources, learners and context as well as their beliefs and values. Whilst it will be shown that these areas of knowing can be described and illustrated discretely, they work in complex ways with each other and decisions, actions or reflections often necessarily draw upon complex inter- relationships. Whether intuitively or deliberatively, these ways of knowing are developed through interactions between personal historical forces, learning situations and shifting professional contexts. Drawing on these findings the thesis makes an original contribution in presenting a new model of professional knowing connecting historical, pedagogical, curriculum knowing, knowing about learners, the context, and ideological knowing with teacher reflectivity; all situated in an envelope that recognises the roots, complexity and fluidity of what history teachers know including personal histories, formal and informal learning experiences and their environments.

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Iler, Sarah M. "The History of “Multicultural” in the United States During the Twentieth Century." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1482068203633072.

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Manjikian, Sevak Joseph. "Education and training under the Mamlūks." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20444.

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This work analyzes the methods the Mamluk Sultanate (1250--1517) used to train and educate its military and religious elite. Three separate classes of people are examined: the Mamluks, the religious elite (' ulama') and finally the children of the Mamluks (awlad al-nas). It is demonstrated that in order for the Mamluk Sultanate to function properly, both military and religious scholarship were needed. During the Mamluk period, these methods of training and education were not applied in a uniform manner.

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Ambrosio, John. "Understanding the history we have become : education as transformation /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7805.

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Winfield, Ann Gibson. "Eugenics and Education: Implications of Ideology, Memory and History." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-04072004-131230/.

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Eugenics has been variously described "as an ideal, as a doctrine, as a science (applied human genetics), as a set of practices (ranging from birth control to euthanasia), and as a social movement" (Paul 1998 p. 95). "Race suicide" (Roosevelt 1905) and the ensuing national phobia regarding the "children of worm eaten stock" (Bobbitt 1909) prefaced an era of eugenic ideology whose influence on education has been largely ignored until recently. Using the concept of collective memory, I examine the eugenics movement, its progressive context, and its influence on the aims, policy and practice of education. Specifically, this study examines the ideology of eugenics as a specific category and set of distinctions, and the role of rhetoric and collective memory in providing the mechanism whereby eugenic ideology has shaped and fashioned interpretation and action in current educational practice. The formation of education as a distinct academic discipline, the eugenics movement, and the Progressive era coalesced during the first decades of the twentieth century to form what has turned out to be a lasting alliance. This alliance has had a profound impact on public perception of the role of schools, how students are classified and sorted, degrees and definitions of intelligence, attitudes and beliefs surrounding multiculturalism and a host of heretofore unexplored ramifications. My research is primarily historical and theoretical and uses those material and media cultural artifacts generated by the eugenics movement to explore the relationship between eugenic ideology and the institution of education.

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Bai, Yu <1985&gt. "Three Essays in Economics of Education and Economic History." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amsdottorato.unibo.it/8805/1/Final_thesis_Yu.pdf.

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This dissertation consists of three essays in Economics of Education and Economic History. The first essay “Disentangling the Effects of Education on Health: A Sibling-pair Analysis” examines the causal effect of education on long-run physical health, using survey data on matched siblings. The second chapter “Good Bye Chiang Kai-shek? The Long-Lasting Effects of Education under the Authoritarian Regime in Taiwan” analyzes whether experiencing an authoritarian regime at an early age have long-lasting effects on people’s political outcomes, such as political attitudes, voting behavior, and national identity? The third chapter “Quantity-Quality Trade-off in Northeast China during the Qing Dynasty” paints a detailed picture of how, in the absence of an industrialization process, the regional popularization of education shaped the trade-off between human capital and fertility decisions in Northeast China during the Qing Dynasty.

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Clark, Leigh. "An historical and critical analysis of the development of education and teacher education in Nunavut /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85143.

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The focus of this dissertation is the teacher education program of Nunavut, until 1999 the eastern part of the Northwest Territories. Through interviews and personal experience as a participant observer within the program, this longitudinal qualitative case study, influenced by social constructivist theory, of the Nunavut Teacher Education Program attempts to provide an account of the program's growth and development, its strengths and its weaknesses and possibilities for the future. However, in order to locate the program in its time and place, it is necessary to examine the nested contexts of traditional, colonial and post-colonial worlds from which and in which it has developed.
Consequently, I begin by tracing the political and social development of Nunavut to its present day realities, realities that are far from the often overly romantic view of the Canadian arctic. I then outline the impact of colonialism upon the Inuit and their pre-contact traditional lifestyle before reviewing the growth and development of education. I commence with precontact traditional education and what it may have been like before embarking upon a description of the education experienced by Inuit, first from the missionaries, and then by the Federal government followed by the Territorial Government of the Northwest Territories and finally by the government of Nunavut. Data for the study was collected, in part, from fifty interviews conducted predominately in Iqaluit, the location of the institutional program.
The Nunavut Teacher Education Program (NTEP) is a key element in the development of education in the territory. There are therefore great expectations put on the program, expectations that may exceed its ability to fulfil them. In my account of the program and its effect, seen through the lens of critical pedagogy, upon students' academic, linguistic and cultural knowledge, I examine the pressures and the tensions caused by these expectations upon on the program and its students.

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Johnson, Scott Louis. "Effectively Using Presentation Technology in the History Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/919.

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In spite of increased use of technology in the history classroom, the impact of technology remains low on student retention and comprehension of historical information. This project study examined the manner in which PowerPoint slides in history classes are formatted and the elements they contain for effective use. The literature related to best methods was reviewed to reveal practices that lead to the highest levels of comprehension and retention and how those practices could be implemented in PowerPoint presentations. This grounded theory study in the field of cognition and instruction centered on a high school that successfully implements technology in the history classroom. Qualitative data were obtained from interviews with 4 history teachers who used presentation technology on a regular basis and surveys that asked for both qualitative data and some limited quantitative data for demographic and background purposes of students and other teachers. Data from the study were viewed through the lens of schema theory. Findings indicated that bullets promoted memorization, and, as a result, information was placed in a narrative format. Findings also suggested the effectiveness of visual images and interactive activities and they were incorporated extensively. The project study's impact and the resulting implications for social change include increased retention and comprehension of history for students.

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Hougland, Uchwat Gail Ann. "Natural history of the saguaro." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1466.

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Johnston, Glenn T. Laney James Duke. "Teenagers doing history out-of-school an intrinsic case study of situated learning in history /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6090.

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LeFils, Gregory William Jr. "History of the Stetson University Concert Choir." Thesis, The Florida State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638022.

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The Concert Choir has been the flagship choral ensemble of Stetson University, a private, liberal arts university in DeLand, Florida, since 1935. The choir has traveled extensively throughout the southeast United States and twice abroad, serving as ambassadors for Stetson University. This study documents Stetson University's early history, the first few decades of choral activity at Stetson University, and the complete history of the Concert Choir through the tenure of Milburn Price. The study explores 1) the individuals, events, and institutions leading to the formation of the Concert Choir, 2) the philosophy and purpose of the Concert Choir, 3) the individuals, events and institutions that have shaped that philosophy and purpose, and 4) the ways in which the Spring Concert repertoire of the Concert Choir reflects the ensemble's philosophy and purpose.

The three major conductors of the Concert Choir, occupying 71 of the last 77 years, were Harold Giffin (1935-1972), Robert Rich (1972-1989), and Duncan Couch (1989-2006). Giffin was responsible for combining the separate glee clubs into one performing ensemble, performing Handel's Messiah annually for twenty-five years, and instituting an extensive touring schedule throughout the United States. The performances at the National Federation of Music Clubs (1939), New York City's Lincoln Center (1967), and the recording session that was broadcast coast-to-coast with NBC in Chicago (1953) were three of Giffin's tours that were most significant. Rich was the first alumnus of the Concert Choir to be hired as Director of Choral Activities and conducted the ensemble for their first ACDA convention performance in 1974. During his tenure, the High School Choral Clinic and Christmas Candlelight Concert, modeled after the English Lessons and Carols, were started and have continued annually throughout the scope of this study. Couch grew the popularity of both the clinic and the Candlelight Concert, took the Concert Choir on two European concert tours, and cultivated collaborations with many professional orchestras.

This study concludes that the Concert Choir is a choral organization influenced by the sacred a cappella choral traditions; however, it was not dominated by it. This study further identifies that the development of the annual Christmas Candlelight Concert and spring tour were foundational for the choir's activities each year. Documentation illustrates each director's willingness to accept this heritage and develop the Concert Choir accordingly throughout its history.

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Baker, Florence Zeigler. "Reading Strategies, Tenth Grade World History." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/34.

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Text specific reading/learning strategies that reflect recent theoretical research in the reading process were incorporated into the 10th grade world history curriculum. These methods were intended to afford success for a specific group of students who had a history of failure and so lead those students toward independent reading and learning. They were also intended to motivate the world history teachers to use procedures that are congruent with the findings of research in reading and learning.

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Bacharach, Sondra Wynne. "Definitions of art : narratives, history and essentialism /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402288259281.

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RAUPACH, MARY PAT. "“It Depends on the Kind of History That You Learn”: Teacher Practices and Students’ Understanding of History and Race." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1217880750.

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Sutphin, Cathy M. "History of Virginia Congressional District Agricultural High Schools." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27689.

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Most research studies of American agricultural education begin with an overview of the events leading to the passage of the Smith-Hughes Act of 1917. By doing so, researchers have neglected an important, foundational era of agricultural education. With the passage of the Morrill Acts of 1862 and 1890, states began establishing land-grant colleges to provide instruction in the scientific method of agriculture. However, the faculty found that students attending the colleges were ill prepared for collegiate level agricultural courses. At the same time, there was increased interest in agricultural education due in part to the establishment of the land-grant system and later the development of a national system of experiment stations. This interest, coupled with a strong national movement to improve secondary education, provided the incentive to for educational leaders to campaign for secondary agricultural education. Hence, the movement for Congressional district agricultural schools began. The state legislatures of Alabama, Georgia, and Virginia established a system of Congressional district agricultural schools. The states of Arkansas and Oklahoma set up similar systems. These schools only lasted a short time but had a great influence on the development of agricultural education, cooperative extension, and public education in general. The purpose of this dissertation is to document the establishment and accomplishments of Congressional district agricultural schools in the United States with an emphasis on Virginia. An overview of the agricultural schools in states other than Virginia is provided. The events leading to the development of such schools in Virginia are described as well as the statutory establishment. Finally, the researcher has described the 11 Virginia Congressional district agricultural schools and their accomplishments are documented. A careful review of related material was conducted. The major outcomes of this study are as follows. First, the study provides historical documentation of the Virginia Congressional district agricultural schools. Secondly the study explores the strong programming partnership that developed between extension and the Congressional district agricultural schools in Virginia. Lastly, the study highlights the importance of the Congressional district agricultural schools in the foundational development of the public school system, the cooperative extension program, and vocational education in Virginia.
Ph. D.

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Ohrnberger, June E. "A history of world University /." Access Digital Full Text version, 1985. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10783738.

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Holman, Rebecca. "Music history pedagogy| Three approaches to teaching a one-semester music history survey course in accordance with the LEAP Initiative." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527558.

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Music appreciation is a popular General Education course at the university level and is included as a survey course for music majors at many universities, yet there is not a consensus on the "correct" way to teach the course. Many pedagogical approaches have been explored; each having its merits, and it is probable that there will never be unanimous agreement among music educators regarding which approach is the most effective. Three pedagogical approaches in particular have been effective; namely the analytical approach, the historical approach, and the contextual approach as described by professor of music Dr. Lewis W. Gordon. These approaches were applied in a onesemester survey music history course with the goal of analyzing which is the most effective in teaching freshman music majors. The assessment of these results will be discussed, and suggestions of ways to incorporate these methodologies into teaching will be offered. These approaches will also be discussed in their accordance with the Essential Learning Outcomes of AAC&U's LEAP initiative.

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Owen, Donald. "Economy, education and ecumenism : a consideration of forces that prompted local education authorities & religious bodies (with special reference to parts of Lincolnshire) .... educational provision in the period 1931-84." Thesis, University of Hull, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359934.

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Ashkettle, Bryan L. "The power of the provocative| Exploring world history content." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618923.

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This study addresses how my freshman world history students come to understand controversial issues as provocative within the secondary social studies classroom, and in what ways does their engagement with provocative issues influence their understanding of the content and the world around them. In addition, this research study seeks to discover in what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students. The three research questions were established to guide this study.

1. How do my world history freshman students come to understand provocative materials in regards to the historical content?

2. How does my students' engagement with these provocative materials influence their understanding of historical events and the world around them?

3. In what ways does the teaching of these provocative materials inform and influence my curricular decisions, my pedagogy, and my relationship with my students?

Self-Study methodology was selected as a way to personally explore and examine my students understanding of provocative issues as well as my instruction. Grounded theory was utilized exclusively as a coding and analyzing device. To address these questions, thirteen student participants were selected for this study based on the criteria assumed by the questions. Data was collected from individual interviews, group interviews, student blog posts, and my own journal.

As the data was analyzed and coded, nuanced constructs of the students' thinking began to coalesce on three distinct perceptions of provocative issues which evolved into the findings of this study. The first finding involved students who advocated for the inclusion of provocative issues. Their rationales for this inclusion were; Real World Phenomenon, Provocative for Grade Sake, Provocative for Interest Sake. A second finding involved a student who opposed the inclusion of provocative issues. This student's rationales were labeled Oppositional. The first two findings were partnered with the six students' rationales. The third finding involved the other seven students who had a varying range of nuanced articulation, varied their opinion across time, or lacked a clear robust rationale. This finding was labeled developing rationales. These students' perspectives were labeled other voices.

In addition to the student data, journaling was utilized to explore my own rationale for using provocative issues within my world history classroom. These journals provided a space for reflection on my practice in regards to the teaching of provocative issues, thus addressing my third research question. The journals, like the other data sources, were coded using grounded theory as the main analytical device. Upon completion of the data analysis of my journals, themes began to emerge that progressed into findings. The self-study findings were categorized as; The Closed Space of Sexuality, The Banality of Violence, and Anti-Americanism Linked to Racism to Foster Critical Thinking.

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Dissertations / Theses on the topic 'History of Education'

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