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Published: 10 December 2022
Last updated: 28 January 2023

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1

Paris, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.

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Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
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2

Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.

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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.
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3

Gardiner, Diane. "A historical analysis of the construction of education as an area of study at university-level in Western Australia." University of Western Australia. Graduate School of Education, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0183.

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[Truncated abstract] This thesis develops an understanding of how, historically, Education as an area of study (Education) has been constructed at each of the five universities in the State of Western Australia. The motivation for the study was the claim made by some academics that historically Education has been marginalised in certain universities in the UK, the USA and Australia, and that this marginalisation was intensified by a negative attitude towards its association with teacher preparation. Very little evidence, however, has been put forward to support this claim, thus highlighting a major neglected area of research. This thesis is a response to such neglect in relation to the situation in one state in Australia. The focus of the thesis is on the 'preactive curriculum' as represented in the plans and syllabi that outline what was included in programs and courses. An 'internal' analysis of relevant documents was conducted along with an 'external' analysis which considered the broader social, economic and political context. It was recognised that a study of the 'interactive curriculum' also needs to be conducted to gain insights into how the 'preactive curriculum' was mediated by lecturers and students. From the outset, however, it was deemed that this would constitute a further major study in itself. ... The most prominent were the 'academic', 'integrated', 'vocational', 'technical', 'pragmatic' and 'professional' orientations. The content of Education at the five universities also varied. Such variation offered breadth of opportunity for students. It also meant that, collectively, the universities served the needs of the State and their students by providing relevant and flexible curricula beyond what would have been possible in a 'one size fits all' model. Furthermore the claim that there was tension regarding the inclusion of 'Education' as an area of study within Australian universities generally, is not upheld for the Western Australian context. While this thesis contributes to an understanding of how, historically, Education as an area of study has been constructed in one State in Australia, much further research remains to be done in this field of curriculum history. In particular, future research could focus on the way in which Education, along with other areas of university study, have been constructed in the other states of Australia and overseas. The identification of areas of contestation and omissions from courses are also worthy of consideration. Finegrained studies of this nature could collectively make an important contribution to the understanding of the history of developments in the university curriculum at a macro level. Such work would, in the fullness of time, contribute to new understandings about institutionalised learning at tertiary level and provide historical insights to inform current practice as universities continue to try to find their way in a global society.
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4

Quin, Robyn. "A socio-historical study of the construction of knowledge in secondary media education in Western Australia - whose knowledge?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1022.

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This thesis investigates the history of the construction of knowledge in the school subject media studies using the Western Australian experience as the case for the study. It seeks to explain why the subject media studies looks and sounds the way it does today through the production of a genealogy of the subject. The problems addressed are first, why was this subject introduced into the curriculum in the 1970s. Secondly, how has the knowledge in the subject been defined and contested, how and why has it changed in the course of the subject’s history. Thirdly, which knowledge attains the status of truth and becomes the accepted definition of what the subject is about.
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5

Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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6

Clark, Anna. "Teaching the nation : politics and pedagogy in Australian history /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000860.

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7

Ebot, Tabe Fidelis. "The history of History in South African secondary schools, 1994-2006." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1259564328.

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This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."

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8

Aroney, Nicholas Theodore 1966. "The Federal Commonwealth of Australia : a study in the formation of its constitution." Monash University, Faculty of Law, 2001. http://arrow.monash.edu.au/hdl/1959.1/8864.

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9

Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.

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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
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10

Farhanieh, Iman. "A Study in History Teaching Using Serious Games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-12948.

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The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.
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11

McGuire, Anthony. "Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.

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12

Macrae, Michael John. "Some aspects of concept acquisition in history." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001433.

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There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)
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13

House, Nancy Ellen. "Teaching art history to adult students: A teaching model and pilot study /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487943341526939.

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14

Tan, Kang John, and 陳岡. "History of the history curriculum under colonialism anddecolonisation: a comparison of Hong Kong andMacau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956749.

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15

Denholm, Michael. "Art magazines in Australia, 1963-1990 : a study of values, influence and patronage." Thesis, Canberra, ACT : The Australian National University, 1994. http://hdl.handle.net/1885/139448.

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16

Ho, Sun-yan Anita, and 何蕣顏. "Post-1949 China in Hong Kong's "History" and "Chinese History" curricula: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203815.

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17

Mills, Christine Elizabeth. "The portrayal of women in history textbooks." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/885.

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18

O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.

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19

Reid, Helen M. J. "Age of transition : a study of South Australian private girls' schools 1875-1925 /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phr3545.pdf.

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20

Fu, Meng. "Yukata: a case study of transformation in consumption culture." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110723.

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Yukata, a casual form of kimono, has undergone transformation in terms of both its associated meanings and its material forms in the post-WWII period in Japan. During this period, it changed from attire for private use to dress for events in public and became connected with various ideological notions. Tracing changes in the scale of the yukata industry in the postwar period, this thesis examines transitions in consumption patterns of yukata as a case study and compares it with observations on Japanese consumption culture by other scholars in the context of other commodities. In illustrating the transformation of yukata, I focus on its changing relations with everyday life, with discourses, and with other commodities. From these perspectives I attempt to describe how a commodity is consumed in relation with other social factors and how the consumption affects the commodity, in terms of both its meanings and its forms.
Durant la période suivant la Deuxième guerre mondiale, le yukata japonais, une forme de kimono porté dans un contexte informel, a subit des transformations à la fois en terme des significations qui lui sont associées, et dans ses formes matérielles. Il passe en effet d'un vêtement principalement porté à la maison à une tenue de sortie en public, et en est venu à être relié à une variété de notions idéologiques. Traçant les changements dans la dimension de l'industrie du yukata dans la période d'après-guerre, ce mémoire prend comme étude de cas les changements des tendances dans la consommation du yukata, et les compare avec les observations de différents auteurs sur la culture de consommation japonaise dans le contexte d'autres marchandises. En dépeignant la transformation du yukata, je mets l'emphase sur les changements survenus dans sa relation à la vie de tous les jours, aux discours qui l'entourent et à d'autres marchandises. À partir de ces perspectives, je tente de décrire comment une marchandise est consommé en relation avec d'autres facteurs sociaux et comment la consommation affecte la signification et la forme des marchandises.
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21

Iliouchine, Alexandre. "A study of the central scripture of Laozi (Laozi zhongjing)." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96714.

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This thesis is a study of the Laozi zhongjing, an early medieval Chinese text, preserved in the Daoist Canon (Daozang) in two versions. In the first chapter, I compare the extant versions, inquiring into the relationship between them, and then establish the interval for the text's possible dates of composition. In the second chapter, I argue that the text was deliberately written as an esoteric scripture and analyze the techniques which the text uses to create an atmosphere of secrecy; I then suggest that the best way to approach an esoteric scripture consists in scrutinizing the text in order to unravel its understanding of the categories which underlie its lifeworld. The third chapter is an investigation of the practices described in the Laozi zhongjing; I aim to demonstrate that their main goal, immortality, is consistent with the text's cosmological model and is achieved via nurturing the Red Child, a numen residing within one's body that is associated with one's self.
Cette thèse est une étude du Laozi zhongjing, un texte chinois datant du début du Moyen Âge, préservé dans le Canon taoïste en deux versions. Dans le premier chapitre je compare les versions existantes et examine la relation entre les deux; ensuite j'établis un intervalle approximatif de la date de composition de ce texte. Dans le deuxième chapitre, je soutiens que le texte a été délibérément conçu comme une écriture ésotérique et j'analyse les techniques utilisées dans le texte afin de créer une atmosphère secrète; ensuite je propose que la meilleure façon d'approcher une écriture ésotérique est d'examiner minutieusement le texte afin de discerner sa compréhension des principales catégories de son monde vécu. Le troisième chapitre est une investigation des pratiques décrites par le Laozi zhongjing; mon but est de démontrer que leur l'objectif principal, l'immortalité, est en accord avec le model cosmologique de ce texte, et qu'il est atteint en entretenant l'Enfant rouge, un numen qui réside à l'intérieur du corps et qui est associé avec le soi humain.
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22

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

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23

Mrwetyana, Notemba. "Group work in black history classes." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.

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As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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24

Yang, Li. "The emperor's generals, a study of the Sanya commanders inthe Northern Song (960-1126)." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290094.

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The primary focus of this study is on the Sanya ("Three Headquarters Offices") commanders of the Northern Song, who commanded the three divisions of the Song imperial army, namely, the Infantry, Cavalry, and Palace Corps. The first three chapters examine the institutions pertaining to the selection and promotion of the Sanya commanders, concluding that the Northern Song selected and promoted for high army command ranks men whose loyalty to the throne had been tested and proven. It is further demonstrated that the Northern Song exercised effective control over its army commanders and had their powers scrutinized by civil officials, the majority being southern bureaucrats advanced through the civil service examinations. The two chapters that follow analyze the social and geographical backgrounds of the Sanya commanders, revealing that elite members of the Northern Song military in general enjoyed special ties to the emperors and the ruling house. Such imperial connections safeguarded their political and family fortunes from rapid downward sliding. The Northern Song elite, as such, was a self-perpetuating elite group, composed of predominantly northern military men who were closely associated with the dynasty's founding elite. The remaining chapter in the body text further sheds light on the super elite status of the Sanya commanders, attesting that they were among the highest paid office-holders in the Northern Song and were recipients of high political honors and privileges. This study calls into question the received view of the inferior status of the Northern Song military elite. I suggest that during the Northern Song period a unique and distinctive balance between aristocratic and bureaucratic forces was achieved whereby state power was split between the semi-hereditary northern military elite and the newly arisen professional, bureaucratic elite. The ruling class of Northern Song society was therefore neither thoroughly aristocratic nor thoroughly bureaucratic, contrary to the generally held assumptions about the nature of the Song elite. In my opinion, the rise of southern civil leadership in state and society around the mid-eleventh century challenged, for the first time in Chinese history, northern aristocratic monopoly of state power and eventually precipitated its demise by the Southern Song.
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25

Kehoe, Earl. "The teaching of history in post-genocide Rwanda : a case-study of a post-genocide secondary school history curriculum." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33446/.

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The focus of this thesis is an investigation of secondary school history in post-genocide Rwanda. The thesis addresses a knowledge gap by examining the 2008 O-level Rwandan history curriculum as a case of a post-genocide secondary school history curriculum. The issues surrounding the construction of the 2008 O-level history curriculum and the wider opportunities and challenges of teaching and learning history in Rwandan schools are addressed. The research is located in the field of literature that investigates school history in different post-genocide and post-conflict countries and the connections between history education, conflict, peace and reconciliation. Research involved two periods of fieldwork in Rwanda of 11 weeks and 16 weeks respectively. During this time curriculum documents were collected and field-notes taken. Also, interviews were conducted with Rwandan policy-makers (3), secondary history teacher-educators (5) and secondary history student-teachers (10). Informal discussions were held with four additional policy-makers. The empirical research was related to the research question: What opportunities and challenges does teaching history face in post-genocide Rwanda - perceptions of what, why and how history is taught to secondary school pupils? A thematic analysis of the data resulted in three key inter-related findings. Firstly, there are competing policy visions and curriculum processes at the heart of the 2008 O-level secondary school history curriculum. Secondly, the memory of the 1994 genocide is central to the 2008 O-level history curriculum construction (policy), mediation (teacher-educators) and implementation (student-teachers). Finally, and related to finding two above, limited learner-centeredness in student-teachers’ classroom practice demonstrates how the legacy of the Rwandan 1994 genocide impacts on the delivery of the 2008 O-level history curriculum. Based on these findings the thesis makes three original contributions to knowledge. The legacy of the genocide in terms of post-genocide fears of future violence and aspirations for unity and reconciliation needs to be at the centre of our understanding of school history curriculum reform in post-genocide Rwanda. Also, over 20 years after the 1994 genocide the on-going emotional legacy of the genocide in the classroom shapes the classroom practice of a new and university trained generation of history teachers. Yet, student-teacher classroom practice also challenges the uniform depiction of teacher-led history teaching by writers, suggesting a more complex history classroom reality. Finally, this is the first empirical study to use the theoretical framework of ‘unity in homogeneity’, ‘unity in diversity’ and ‘diversity’ approaches to frame and investigate the opportunities and challenges the teaching of history faces in post-genocide Rwanda.
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Shooklyn, Samuel. "Moral instruction in budo: a study of Chiba Chosaku with a translation of his major work." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86511.

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This thesis provides a translation and transliteration of a late Meiji period martial arts text, Moral Instruction in Budo (1912), together with a study of its author, Chiba Chosaku (1861-1935). The aim is to contextualize Chiba's thinking in the framework of historical events and ideological currents of his time, in order to facilitate better understanding of his contribution. Chiba argued that martial arts practice (budo) is the way to maintain and transmit martial religious ethics (bushido) in the modern condition of Westernized Japan. The importance of Chiba's study lies in his claim that bushido is not a legacy of the medieval samurai class, but a due faith based on loyalty to the Emperor and patriotism toward the Japanese nation, which provides the foundation for budo practice. Chiba submits that the implementation of budo instruction at the level of national education would prevent the slackening of morals and contribute to strengthening of the Japanese national character and military institution. Chiba's career and writings demonstrate that the militarist slant in the budo ideology of Japan did not occur in the 1930s, as is generally accepted, but began at least two decades earlier. As the earliest example of a narrative that blends budo and bushido ideologies, Moral Instruction in Budō remains a crucial text for understanding the historical impact of martial arts in Japan.
Cette thèse offre une traduction et une translittération d'un texte datant de la fin de l'ère Meiji sur les arts martiaux, Moral Instruction in Budo (1912), ainsi qu'une étude sur l'auteur, Chiba Chosaku (1861-1935). L'objectif visé consiste à conceptualiser la pensée de Chiba dans la perspective des événements historiques et des courants idéologiques de son époque, en vue de faciliter une meilleure compréhension de sa véritable contribution. Chiba défendait l'idée que la pratique des arts martiaux (budo) soit la manière de maintenir et de transmettre l'éthique religieuse martiale (bushido) dans la condition moderne du Japon occidentalisé. L'oeuvre de Chiba prend toute son importance lorsqu'il affirme que le bushido ne découle pas d'un héritage issu de la classe des samouraïs médiévaux, mais plutôt d'une foi récompense basée sur la loyauté en l'Empereur et sur le patriotisme envers la nation japonaise, laquelle fournit les fondements de la pratique du budo. Chiba soumet l'idée que la mise en application de l'enseignement du budo au niveau de l'éducation nationale préviendrait contre le relâchement de la morale et contribuerait au renforcement du caractère national japonais et de l'institution militaire. La carrière et les écrits de Chiba démontrent que la tendance militariste de l'idéologie budo n'a pas fait son apparition dans les années 1930, comme il est généralement accepté, mais qu'elle a débuté au moins deux décennies plus tôt. Comme il s'agit du tout premier exemple d'une narration fusionnant les idéologies budo et bushido, Moral Instruction in Budo ne laisse pas d'être un texte crucial dans la compréhension de l'impact historique des arts martiaux au Japon.
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Ho, Chi-ming Ronald, and 何志明. "Epistemological beliefs and constructivist teaching for secondary students learning history." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37321444.

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Poswa, Mandisa. "History reading comprehension in black secondary schools : a Ciskei study." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.

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This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.
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Kaplan, Richard E. "Teaching adolescents about war." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/791.

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McNabb, Cheri Andrea. "Oral history: An approach to teaching limited english proficient children." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1054.

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31

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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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.

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Winter, Regina Beth 1945. "An integrative model for a discipline based feminist history of art." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276708.

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This thesis establishes guidelines and develops art historical instructional materials that answer requirements of discipline-based and feminist art education. Recent literature on the theoretical bases and curricular applications of DBAE,and feminist writings in art education and art history serve as conceptual sources for developing an integrative art historical model. This study applies this model to develop a variety of high school level instruction materials based on the lives of 19th century American neoclassical women sculptors. These materials contain biographies, sources of reproductions, and an analysis of these artists' particular positions as women, and as artists, in nineteenth century America. The last chapter provides information and suggestions for teachers on how to use the materials in a discipline based context. This kind of integrative approach can serve to broaden our understandings and experiences of the visual arts so that they are more truly representative of all humankind.
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Hsu, Yeong-huei. "Song Gaozong (r. 1127-1162) and his chief councilors: A study of the formative state of the Southern Song dynasty (1127-1279)." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284092.

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In 1126, the Song was invaded by the Jin, a northern enemy who sprang up to become a continuing lethal threat to the survival of the Northern Song dynasty (960-1127). The Song people, in the meantime, suffered an unprecedented humiliation when their two emperors were captured and taken as hostages to the north by the invading Jin army. As the Song regime was collapsing, Zhao Gou (1107-1187), later referred to by his temple name as Song Gaozong (r. 1127-1162), strove to ascend the throne and perpetuate the Song regime in the south--known to historians as the Southern Song (1127-1279). The process was difficult not only because the Song emperor himself was relentlessly pursued by the Jin army, but also because the Song itself could hardly decide on an appropriate policy regarding the invaders. It took nearly sixteen years for the Song to finally settle in south China and obtain formal recognition from the Jin as a sovereign state. This dissertation adopts a method which focuses on studying the interactions between Song Gaozong and his series of ten chief councilors in shaping the future of the Southern Song. The successive chief councilors, appointed by Song Gaozong, are studied based on the Song records with special attention to their interactions with the emperor in discussing important issues. The dissertation evaluates each chief councilor's performance and explains why some chief councilors stayed in power longer than others. The dissertation also expounds how the Song emperor maintained a balance between two conflicting factions and how he struggled to consolidate his power in adverse circumstances. By consideration of Gaozong and the influence of successive chief councilors, the author depicts a picture showing how the Southern Song was established.
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Tharp, Glenda Nell. "A whole language approach to teaching history: Social studies through literature." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/979.

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36

Rehman, Jonas. "From Bantu Education to Social Sciences : A Minor Field Study of History Teaching in South Africa." Thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8022.

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The thesis concerns History teaching in South Africa 1966-2006. Focus lies on the usage of History as a tool of power and empowerment. Primary sources for the survey are textbooks, curricula’s and syllabuses. From a theoretical perspective the thesis discusses power, usage of history and pedagogic literature. The survey is done in a qualitative, hermeneutic way in order to find, discuss and explain underlying structures in the collected data. The thesis results show that History teaching in South Africa was based on an idea of a shared historical consciousness, apartheid, which legitimised the hegemony of the white people. The educational system was an important tool of power and empowerment for the government. The apartheid ideology was reproduced by the pedagogic literature. Today History is a part of Social Sciences and the subject has a focus on natural sciences and technology, which results in certain dilemmas educational-wise.

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SCORSOLINI, VALENTINA GIOVANNA. "TRADIZIONE CULTURALE E INSEGNAMENTO LINGUISTICO IN AUSTRALIA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/40178.

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Alla luce del recente interesse verso l’insegnamento della lingua italiana all’estero, il presente elaborato esamina la storia della comunità italiana e dell’evoluzione della didattica dell’italiano nello stato del Victoria, in Australia. La tesi presenta inoltre i risultati della mia ricerca sull’influenza dei flussi migratori e delle politiche linguistiche australiane sull’insegnamento dell’italiano nelle scuole, descrivendo come la percezione della lingua italiana sia cambiata nell’immaginario australiano. Tale analisi storica mi ha permesso di formulare una valutazione critica e suggerimenti per migliorare le metodologie didattiche impiegate nei corsi di italiano nelle scuole secondarie del Victoria.
In light of the growing interest towards Italian teaching abroad, the present dissertation investigates the history of the Italian community and the evolution of Italian teaching in the state of Victoria, Australia. I hereby present the results of my research on the history of the Italian community in Victoria, as well as the influence of Australian immigration and language policies on Italian teaching in Victorian schools, highlighting how the perception of Italian language evolved in Australian public opinion throughout history. Based on this historical framework, a critical evaluation of Italian teaching methodologies in Victoria was conducted, which informed my suggestions for future improvement of Italian teaching practices.
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Hope-King, Lizabeth Ann. "Natural history of Hesperoyucca whipplei." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2991.

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Explores many aspects of the Hesperoyucca whipplei (formerly known as Yucca whipplei), a type of chaparral plant that grows in arid regions of Southern California. Five of the subspecies of H. whipplei are individually described and discussed. Its relationship with its pollinator, Tegeticula maculata, is traced and documented throughout the process of a reproductive season. The project examines the historic uses of H. whipplei by the Native Americans as well as its current uses in the modern world. It includes field study lessons and Hesperoyucca recipes.
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Bellefeuille, Barbara Kae. "The history of the Bluefield bible program 1939-1989." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54491.

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The United States has had an interesting and full history of debate over the place of religion in the public schools and each state has had its own unique history on the same subject. Religion/Bible saturated the typical public school in western Virginia before 1863. After West Virginia became a state, the saturation of religion/Bible gradually lessened, producing concern among some citizens. In 1917, the State adopted a direct plan for outside Bible study to incorporate elective Bible study class. Since 1935, however, there is no record of any statewide promotion of religion/Bible in the schools. In 1939 Bluefield, Mercer County, West Virginia, submitted a request to and received approval from the State Board of Education to offer Bible classes in its schools. Adjustments have been made to the program due to judicial or committee decisions. Some of these adjustments have been prompted by national and local controversy over religion/Bible in the public schools. Nevertheless, the existing Bible program has been sustained as a result of its location, community support, and dynamic leaders. The purpose of this study is two-fold: 1) to identify and describe the impact various influences such as the co-founders, the community, and the first teachers, had on the Bluefield Bible Program which contributed to its continued existence to this day; and 2) to create an accurate record of the history and proceedings of the Bluefield Bible Program.
Ed. D.
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40

Summers, Jerry L. (Jerry Lynn). "The Association Between Postmodernistic Trends and Historical Scholarship With Implications for the College-Level Teaching of History." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332541/.

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The debates among historians regarding the "crisis in history" have been directed to various problems. The fragmentation of historical scholarship and writing embodied in the "new history," the alleged overspecialization of historical scholarship, and recent challenges to the objectivity of historical fact and interpretation receive attention. Successive chapters attend to a general background study and description of postmodernism, the association between postmodernistic trends and historical scholarship as seen in poststructuralism and deconstruction, and the implications of postmodernistic criticism for post-secondary history instruction. Deconstruction, or the hermeneutical challenge of poetics, is a criticism of historical epistemological presuppositions and practices. Deconstruction yields insights that are useful to judge historical knowing. However, deconstruction does not present a compelling alternative to accepted standards of historical scholarship and practice
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Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.

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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.
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42

Coffin, Caroline School of English UNSW. "History as Discourse: Construals of Time, Cause and Appraisal." Awarded by:University of New South Wales. School of English, 2000. http://handle.unsw.edu.au/1959.4/17810.

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This thesis is concerned with making explicit the role that language plays in apprenticing social subjects into different social or 'discourse' communities. It focuses specifically on the textual and rhetorical strategies of school history texts written by students, aiming to bring a close linguistic analysis of the texts into relationship with the wider social and cultural context. In particular it focuses on three semantic domains. These are Cause, Time and an area of interpersonal evaluation known as Appraisal. The main questions addressed are ???How do the semantic motifs of Cause, Time and Appraisal function within the discourse of school history? How are they grammatically and lexically realised? What are the semantic and grammatical shifts and interactions that occur as a result of students moving through the different levels of their apprenticeship? In order to answer these questions the analytical tools of systemic-functional grammar are applied to a corpus of texts produced within the context of Australian secondary schooling. These texts represent the range of written genres that history students need to produce in order to fulfil the objectives and outcomes of the history curriculum. A major feature of the research is the use of Appraisal theory, a framework recently developed in systemic-functional linguistics, for analysing the linguistic resources used to negotiate emotions, judgements and social valuations. This theory proves valuable in taking us beyond more traditional linguistic concerns with interpersonal meaning, which focus on modality and mood structure. The main findings of the linguistic analysis show that construals of Cause, Time and Appraisal are core linguistic tools both for interpreting the past and for persuading audiences of the validity of such interpretations. Analysis also reveals that induction into the (discourse) community of historians can be generally characterised as a process of the student expanding their repertoire of metaphorical and specialised language resources as they move from recording the past to arguing about the past. By providing a fine grained linguistic analysis of the different types of texts that make up school history writing, the research is able to provide insights into the apprenticeship process and into the function and role of history both within and beyond the school context. The major conclusion reached here is that history inducts students into an abstract world of grammatical metaphor and in so doing provides them with the linguistic means to talk about people and time as abstract entities. It also provides them with the positioning and persuading strategies (the ???intellectual flexibility???) necessary for social positions of responsibility.
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43

Halbwidl, Dieter Anton. "The teaching of history at the Habsburg Universities of Vienna, Graz and Innsbruck, compared to Padova and Pavia between 1848 and 1855 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44449.pdf.

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44

Leung, Kam-har Yvonne, and 梁錦霞. "The impact of the introduction of data-based questions in Hong Kong Certificate of Examination on the teaching strategies for history inform 4 and 5: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957249.

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45

Martisius, William Elmer. "Colonial Russia in California history: A multimedia tutorial." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1502.

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46

Richardson, Lina. "AN ETHNOGRAPHIC STUDY OF BLACK STUDENTS LEARNING ABOUT AFRICAN AMERICAN HISTORY: IMPLICATIONS FOR TEACHING." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/443294.

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Urban Education
Ph.D.
The value of Black students knowing about their history has been well-established within the scholarly literature on the teaching and learning of African American history. There is a paucity of empirical studies, however, that examine how exposure to this knowledge informs students’ historical and contemporary understandings. Framed by the theory of collective memory, the purpose of this study was to investigate how two teachers’ contrasting representations of African American history shaped student’ understanding of the Black past and its relationship to the experiences of Black Americans today. To examine this, I conducted an ethnographic study at two school sites that each required students to complete a year-long course on African American history. The participants in this study were two groups of Black high school students and their respective African American history teacher. Analysis of data derived from classroom observations, student and teacher interviews and curricular artifacts (e.g., reading materials, handouts, assessments and writing samples) indicate that teachers’ representations of African American history shaped students’ understandings in distinctive ways. This study contributes to the existing literature by examining students’ interpretations of the Black experience in relation to two teachers’ competing narratives on the meaning and significance of African American history. Findings from this study suggest that we must go beyond advocating for inclusion of African American history curricula and work toward ensuring this is being taught in a way that is relevant and meaningful for students.
Temple University--Theses
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47

Peterson, Mary. "Developing an awareness of professionalism : nursing in Australia, 1899-1975." Thesis, 1995. http://hdl.handle.net/2440/114314.

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48

Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." 2000. http://hdl.handle.net/2440/38422.

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Erratum pasted onto front end paper.
Bibliography: leaves 248-260.
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Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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Simpson, Donald 1927. "The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education / by Donald Simpson." Thesis, 2000. http://hdl.handle.net/2440/38422.

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Erratum pasted onto front end paper.
Bibliography: leaves 248-260.
xii, 260, 9 leaves :
Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century.
Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000
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50

Waugh, John. "Diploma privilege: legal education at the University of Melbourne 1857-1946." 2009. http://repository.unimelb.edu.au/10187/5710.

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When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.
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