Dissertations / Theses on the topic 'Local history Study and teaching'
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Snow, Brian Craig. "No place like home: Using local surroundings and history to implement environmental education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2713.
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This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.
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Lui, Man-ho Joseph, and 雷文浩. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195733X.
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Pitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.
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This research study examined the perceptions of school administrators and of historic site directors toward the function of the sites in the public school curriculum. In-depth, personal interviews were conducted, tape-recorded, and transcribed at six selected sites, representing the various ethnic historic settlements of Texas, a variety of population densities, each of the major physical geographic regions, and different economic levels in the state. Data analysis involved careful study of the taped interviews, comparisons of responses given by people of similar roles, and comparisons of responses regarding the same site. Documentation of elements of the historic sites, of programs offered, of participation of the local school district in programs, and of written school policies were examined. The perceptions of the interviewees along with recommendations for changes were noted. Responses varied from expressed impression of students who are steeped in local history and are bored with their heritage, to enthusiastic positive opinions that the prosperity of the community is directly related to the strong identification of the citizens with its local history. The role of local history and of specific sites in the curriculum of the public schools is not consistent in Texas. This research study suggests that positive gains are possible if communication between local historic site/park/museum personnel and professional educators who are responsible for planning and implementation of school curriculum can be improved. Professional educators tend either to value local history and historic sites as part of the curriculum, or to avoid the question of meeting state mandates for classtime through the use of off-campus visits to historic sites by interpreting recent reforms to prohibit them. Professional personnel who oversee the historic sites tend to offer programs to the public schools that will meet the mandated curriculum, while adhering to the scheduling constraints of school reform legislation.
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Farragher, Matthew F. "Getting to know my downtown in the 3rd grade : a local history handbook for use in the Youngstown City Schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371191.
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My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community.Department of Architecture
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Cowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.
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The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities.Department of Architecture
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Walls, Gail Lin. "A case study developing and demonstrating the introduction of heritage education information in a fourth grade classroom." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115426.
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This project involves two major components: research on the importance of heritage education and a five-lesson unit prepared to introduce fourth-grade students in Muncie to the history and architectural heritage of the area. The research revealed the fact that there are many concepts of heritage education ranging from ideas that involve only architecture to schemes that involve all aspects of culture. This thesis argues that the built environment, along with its cultural history, needs to be taught in the schools so that children at an early age may learn to appreciate their historic legacy. The unit of five lessons on heritage education was presented to two Muncie fourth-grade classes. The unit provided a guide for the students to examine the history and architecture of Muncie, Indiana. At the end of the unit, the students were tested to see what they had retained.Department of Architecture
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Menin, Izabel Cristina Durli. "O ensino da história local : historiografia, práticas metodológicas e memória cotidiana na era das mídias interativas no município de Veranópolis." reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1108.
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Este estudo tem por objetivo analisar as obras historiográficas do município de Veranópolis, bem como algumas fontes e sua potencialidade na metodologia aplicada ao ensino da história local. Para isso, foi feito um diagnóstico junto aos professores da Rede Municipal de Ensino, a partir da aplicação de questionário de cunho qualitativo e quantitativo, identificando se a história local é trabalhada e quais estratégias e os recursos metodológicos utilizados em sala de aula para cumprir esse intento. A análise realizada sobre as obras, bem como o resultado da pesquisa dos dados coletados, indicou um futuro caminho para propostas voltadas a um olhar sobre as ausências na historiografia atual, no ensino da história local e no fazer social da História. À experimentação do ensino da história local com a produção de fontes, utilizou-se do blog, uma mídia de comunicação, para o registro escrito das memórias individuais e coletivas presentes no espaço escolar e na comunidade. Essas memórias, individuais e coletivas, fazem parte da dinâmica da sala de aula, tornando-se vivas no contexto escolar, necessitando, portanto, de abordagens metodológicas que acompanhem a velocidade vertiginosa das mídias digitais para que possam explorar, assim, formas de sua inserção no ciberespaço. As escolas caracterizam-se como espaços privilegiados de construção de identidade e de memória coletiva. Assim, o objetivo é relatar as experiências obtidas, junto aos avós, por meio de um projeto desenvolvido com as alunas dos 2º e 3º anos do Curso Normal, do Colégio Regina Coeli de Veranópolis. O estudo desenvolveu-se sob a perspectiva de entrevistas orais com posterior registro do relato em blog. A escolha de um meio digital para o registro dos relatos orais se justifica pelo fato de existir a necessidade de inserir ferramentas tecnológicas nas atividades relacionadas ao ensino de História. A partir da análise do conteúdo do blog, que são as vozes silenciadas, buscou-se demonstrar o potencial que possuem as fontes produzidas no âmbito privado como fotografias, cartas, objetos pessoais de valor material e imaterial na construção identitária de um local.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-02-24T11:17:48Z No. of bitstreams: 1 Dissertacao Izabel Cristina Durli Menin.pdf: 2238713 bytes, checksum: 138834a6f28e7a2213455de37e3a2022 (MD5)
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The following study aims to analyze the historiographic works from the city of Veranópolis, as well as some research sources and their potentiality in the methodology applied to the teaching of the Local History. A research is made involving the teachers of Municipal Education System, by applying a qualitative and quantitative questionnaire in order to identify whether the Local History is worked at school and what strategies and methodological resources are used in the classroom. The analysis of the works, as well as the research result of the collected data presented a way forward for a proposition of further attention on the absence in the current historiography in the teaching and social making of Local History. The trial of Teaching Local History with the production of sources was through a blog, the communication media resource used to report the individual and collective memories present at school and in the community. These individual and collective memories are part of the classroom dynamic, becoming alive in the school context, requiring, therefore, methodological approaches to follow the unstoppable speed of digital media so that they can explore ways of participating in the cyberspace. Schools are characterized as privileged spaces to build identity and collective memory. Therefore, the objective is to report the experience gained with the grandparents, through a project developed with the students of the 2nd and 3rd grades of the Teaching Course of the School Regina Coeli, from Veranópolis. The study was developed from the perspective of oral interviews and their reports in a blog. The choice of a digital medium to record oral reports is justified by the fact that there is the need of integrating technological tools in activities related to the teaching of History. From the analysis of the blog content, which are silenced voices, it was aimed to demonstrate the potential that the sources produced in the private sector, such as, photographs, letters, personal objects with material and immaterial value have in the construction of the identity of a place.
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Norris, Mary Beth. "A walking tour for elementary students of the historical district of Highland, California." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1441.
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Silva, Túlio dos Reis da. "O crescimento urbano na cidade de Caxias do Sul nos anos de 1972 a 1988: uma contribuição ao ensino da história local." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/1233.
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Esta dissertação tem por objetivo analisar as contradições da terceira fase de crescimento urbano da cidade de Caxias do Sul, tendo como recorte temporal, os anos de 1972 a 1988, período de vigência da Lei nº 1925, que regulava a abertura de loteamentos. Esta lei, que a princípio deveria organizar um padrão de urbanização para a cidade, cumpriu papel inverso, sendo considerada de caráter eminentemente elitista, acabou por incentivar a proliferação de loteamentos clandestinos, que neste momento, se farão em grande número, a ponto de no ano de 1985, serem catalogados 256 loteamentos deste tipo. A tudo isso, ainda soma-se, uma política habitacional pouco eficiente, para população de baixa renda, tanto por parte da prefeitura municipal quanto pelos governos estadual e federal. O período é rico em contradições, sendo simbolizado politicamente pelo regime de repressão militar, economicamente, pelo desenvolvimento das indústrias do setor metal-mecânico e socialmente pela deterioração do padrão de vida da classe trabalhadora e por um êxodo rural de grande dimensão. Para essa pesquisa utilizou-se o vasto material contido nas bibliotecas, arquivos e nas instituições públicas e privadas, desde uma criteriosa revisão bibliográfica, até a consulta de leis, mapas, levantamentos governamentais e entrevistas. A história deste período é rica em contradições e necessita ser explorada para quê se possa entender as grandes diferenças que hoje a cidade apresenta nos aspectos urbanos, sociais e até mesmo culturais. Hoje, uma parte considerável das escolas públicas encontra-se nestes loteamentos clandestinos e seus alunos não se veem representados na história oficial da cidade. No intento de incluir esta população, esta dissertação, é apenas um primeiro passo no incentivo a pesquisa dessa história, ainda não contada, mas que urge para ser escrita.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-07-22T19:44:52Z No. of bitstreams: 1 Dissertacao Tulio dos Reis da Silva.pdf: 14025317 bytes, checksum: aa9133c40e61478a65af287e5171e875 (MD5)
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This thesis aims at analysing the contraditions of the third stage of urban growth in the city of Caxias do Sul, considering as temporal cut the years from 1972 to 1988, period when it is validity the Law number 1925, which regulates the allotments creations. This law, which initially should organize a standart for city urbanization, ended up encouraging the proliferation of unlawful allotments, and at that moment, this kind of allotments had created in great number, to the point that in 1985 256 unlawful allotments were cataloged. Moreover, there was an inefficient housing policy for people of low-income, by both: the city, the state and the federal government. This period is rich in contraditions, being politically symbolized by military repression regime, economically by the development of metal-mechanic industries, and socially by the deterioration of the standart of living of the working class and a large rural exodus. For this search was used the supporting material avaliable in libraries, historical archives and public and private institutions archives, including a detailed bibliographic rewiew and also the consultation on laws, maps, government surveys and interviews. The history of this period is rich in contradictions and needs to be explored for been undertood the great differences that there is today in the city, in urban, social and even cultural aspects. Nowadays, a considerable part of public schools are in these illegal allotments and their students do not see themselves represented by the official history of the city. This work is Just a first step in encouraging researches this history, wich was not told, but that is urgent to be written.
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Bryan, William Jennings. "Toward pastoral teaching of church history in the local church." Theological Research Exchange Network (TREN), 1986. http://www.tren.com/search.cfm?p100-0078.
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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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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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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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Cantrell, William D. "Placing anthropology in local schools : a collaborative project." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272764.
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The purpose of this thesis is to develop, implement, and evaluate a program to incorporate anthropology into precollegiate education at the local level. While the focus of this project is on secondary education, I hope that it will serve as a model for individuals interesting in incorporating anthropology at all levels.I have structured my thesis in four parts. In part one I discuss the background of attempts to incorporate anthropology into precollegiate curriculums on both the local and national level. Part two of the thesis focuses on analyzing data gathered through interviews with local educators in an attempt to formulate an effective intervention strategy. In part three I discuss and implement my intervention program. Part four of this thesis focuses on the evaluation of the intervention. In the conclusion, I revisit these issues and address some final thoughts about the project (including suggestions for future projects along these lines).Department of Anthropology
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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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McCall, W. Michael. "Teaching sound doctrine a study of and strategy for the local church /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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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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Walker, Sandra Lee. "The Role of Local History in the Curriculum at a Rural, Southeastern Community College." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1233.
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Local history knowledge informs citizens of the political, social, economic, and cultural aspects of their communities. Community colleges are uniquely situated to address citizens' educational needs because of their historic mission to serve local people. The problem at a rural college located in a southeastern region of the United States was the perception of a lack of local history in the curriculum. Dewey, Schon, Brookfield, and Mezirow's perspectives on reflection guided this case study. Two research questions focused on how faculty and staff at the college perceived the role of local history and its relationship to the curriculum and how local history could be included in the curriculum. Using a qualitative case study approach, 12 faculty, administrators, and staff were selected through purposeful and maximum variation sampling. Qualitative data collected from open-ended questions and history and humanities course syllabi were inductively analyzed and coded towards an emergent approach. The most important findings related to (a) the high value of local history knowledge to educators, students, and communities; (b) the abundance of internal and external resources to address local history in the curriculum; and (c) the desire of faculty to participate in future reflective activities designed to improve teaching and learning. Based on these findings, a position paper was developed for administrators, faculty, and staff, which included 3 recommendations: curriculum review, community partnerships, and professional development and faculty reflective practices. This study identified strategies and resources that may more effectively support students' learning outcomes and developmental needs, in relation to local history knowledge, which positions the institution to employ the curriculum as a vehicle to encourage citizens to actively participate in a democratic society.
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Chung, Kwok-cheong, and 鍾國昌. "A study of the exercise of judicial powers by Qing local governors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26842993.
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Quaiatto, Denise Belitz. "Ensino de história local: uma história didática de Santa Maria e região." Universidade Federal de Santa Maria, 2016. http://repositorio.ufsm.br/handle/1/12725.
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This paper aims at presenting the need for local history of education with the production of a
textbook on the history of Santa Maria and the region facing the fundamental series. At first it
will be presented a brief history of the textbook in Brazil from the primary education
institution in the first half of the nineteenth century. Next, the concept of historical
consciousness for the construction of citizenship will be presented, followed by important
local history of education in the construction of historical subjects. From a reflection abouf
the local historiography, finally, the proposal for a material for educational use from the
academic production and nonacademic on the history of Santa Maria and the region will be
presented.Esse trabalho tem por objetivo expor a importância do ensino de História local na construção de sujeitos históricos. A partir da argumentação, pretende-se apresentar como produto da discussão, um livro didático sobre a história de Santa Maria e região voltado para as séries iniciais. Em um primeiro momento será apresentada uma breve trajetória do livro didático no Brasil a partir da instituição do ensino básico na primeira metade do século XIX. A seguir, será apresentado o conceito de consciência histórica para a construção da cidadania, seguido da importância do ensino de História Local na construção dos sujeitos históricos. A partir de uma reflexão sobre a produção historiográfica local, finalmente, será apresentada a proposta de um material para uso didático a partir da produção acadêmica e não acadêmica sobre a História de Santa Maria e região.
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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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Chen, Shu-Hsin. "Intercultural team teaching : a study of local and foreign EFL teachers in Taiwan." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/1947/.
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Gatenby, Mark. "Teamworking : history, development and function : a case study in Welsh local government." Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55772/.
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Teamworking has been a fashionable management idea in the redesign of work for over half a century. After being observed in UK manufacturing environments in 1950s, the concept has developed and spread widely across industries and international contexts. Today, surveys suggest that management practitioners across all sectors are enthusiastically adopting teamworking initiatives. However, empirical research has not kept pace with the diffusion of team ideas in different contexts. There has been relatively little attention to the concept in service industries and particularly in public services. This study takes up the challenge of exploring team ideas in new contexts, conducting a case study within the UK local Government. An ethnographic approach is adopted to enable the collection and analysis of detailed descriptive data. Central concerns include the way in which teamworking is used as a vehicle for organisational change and how employees experience management attempts to implement teamworking. The study findings suggest that there is as much interest in the idea of teamworking in local Government as in traditional team contexts. In the case study, teamworking was used as part of a wide ranging strategy of organisational transformation. More specifically, it was used by senior management as a way to legitimise strategic change and provide a soft veneer to a more demanding performance regime. The ambitious variety of new team initiatives led to considerable implementation problems and resistance from workers. Particular levels of management were seen to be trapped between the old approach and the new team discourse. The study presents a warning for the advocates of teamworking in appreciating senior management motivations for introducing change and considering the unappealing detail when implementing and maintaining teamworking systems.
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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S.III local history curriculum in three schools." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B3195733X.
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Lui, Man-ho Joseph. "A study of the implementation of the S.I - S. III local history curriculum in three schools /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832748.
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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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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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Taliaferro, B. Dale. "A study of Christian liberty including a suggested curriculum for teaching the study in a local church." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Bispo, Luana Maria Cavalcanti. "Relicário urbano: uma leitura do Bairro do Roger na cidade de João Pessoa-PB (2003-2013)." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8083.
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This work looks for one construction of Roger’s Neighborhood History in João Pessoa city from official and bibliography sources and memory reports of the dwellers and ex-dwellers. We used as methodology the storytelling in order to identify continuities and disruptions that the neighborhood suffered during the time. We approached in a first moment from the literature review intertwined between the local history and the micro-history, in transit with others concepts of memory, identity and citizenship, the trajectory of occupation of a central space localized in the north zone. The local that is situated the neighborhood was stage for the initial development of the city, entering in the local characteristics of Roger’s Neighborhood through testimonials, bibliographies and official documents found at the Metropolitan Curia. We proposed to reflect on bucolic view of the neighborhood due to the specific elements as the “Lixão” (garbage dump) and the penitentiary that collaborated with the negative view disseminated by the press and appropriated by the non-dwellers, individuals that do not have experience in the neighborhood. In the last chapter, we deal about the Teaching of Local History from a reflection on the space that this approach occupy nowadays. We analyzed the ongoing legislation and the reports about the Teaching of Local History from teachers of history of the three public schools of Roger’s Neighborhood. We elaborated, in the end, a source guide that brings productions about the neighborhood and the João Pessoa city in the form of consultancy material and support for teachers, students and those that want to know more about Roger’s Neiborhood.
Este trabalho visa à construção de uma História do Bairro do Roger na cidade de João Pessoa a partir de fontes oficiais, bibliográficas e relatos de memória de moradores e ex-moradores. Utilizamos, enquanto metodologia, a História Oral a fim de identificarmos continuidades e rupturas que o bairro sofreu ao longo do tempo. Abordamos num primeiro momento, a partir de uma fundamentação teórica entrelaçada entre a História Local e a Micro-História, em trânsito com outros conceitos como memória, identidade, cidadania, a trajetória de ocupação do espaço central da cidade, localizado na zona norte, local em que se situa o bairro e que foi palco para o desenvolvimento inicial da cidade. Refletiremos sobre a formação de uma visão bucólica do bairro devido aos elementos pontuais como o Lixão e o Presídio, que colaboram com a imagem negativa disseminada pela impressa e apropriada pelos não moradores, indivíduos que não estabelecem vivências no bairro. Mapeamos os lugares de memória e outros elementos que delimitam o sentimento de pertencimento e a dicotomia espacial e social existente no bairro. No último capítulo, tratamos sobre o Ensino de História Local a partir de uma reflexão sobre o espaço que esta abordagem ocupa nos dias de hoje. Analisamos a legislação vigente e os relatos sobre o Ensino de História Local dos professores de história das três escolas públicas do Bairro do Roger. Elaboramos, ao final, um guia de fontes que traz produções sobre o bairro e a cidade de João Pessoa em forma de material de consulta e apoio para professores e alunos e aqueles que desejarem conhecer mais sobre o Bairro do Roger.
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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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Venter, Edith Christina. "Framework for a task-based approach to the teaching of Xhosa as a second language for local government purposes." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52853.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The purpose of this study is to apply contemporary theories about language and language learning in a South African and Western Cape context in order to address the specific needs of isiXhosa second language learners in local government. This study explores the use of communication tasks for vocational language teaching. It aims at providing a sound theoretical foundation of second language learning principles that support a task-based approach to language teaching for specific purposes. The perspectives of a broad range of theories that view the learner as autonomous and a social individual are regarded. Second language learning is assumed to rely on some degree of access to Universal Grammar and an innate ability to acquire language. It is argued that controlled and purposeful learner-learner interaction provides the learner with the most opportunities to negotiate meaning and to develop effective communication. The role of instruction in second language acquisition is explored. A greater interface between second language acquisition theory and pedagogy is motivated and classroom research is regarded to form a platform for more open dialogue between the two fields. The study addresses practical issues regarding learner participation, error treatment, learning strategies and culture studies. A discussion of task types, examples of tasks and criteria for task development has the potential to inform and guide second language teachers and programme developers. In order to motivate the use of tasks in second language teaching for specific purposes, theoretical perspectives of the instructional task are reviewed and the properties of communication tasks and referential communication tasks are described. Learning tasks which focus on form and provide learning strategies and cross-cultural awareness are assumed to playa supportive role in the taskbased syllabus. Finally, a task-design that addresses the needs of the municipal worker is presented and provides a framework for developing task-based second language teaching programmes for local government workers. A range of target tasks are described and analyzed according to the principles and properties of communication tasks and possible move-structures and language structures are listed for consideration for learning tasks.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om huidige teorieë omtrent taal en taalleer in "n Suid-Afrikaanse en Wes-Kaapse konteks toe te pas ten einde die spesifieke behoeftes van leerders van isiXhosa tweede taal in plaaslike regeringsinstansies aan te spreek. Die studie ondersoek die gebruik van kommunikasie-take in beroepsgerigte taalonderrig. Dit stel ten doel die daarstelling van "n deeglike fondasie van beginsels van tweedetaalverwerwing wat "n taakgebasseerde benadering tot taalonderrig vir spesifieke doelstellings steun. Die perspektiewe van "n wye verskeidenheid van teorieë wat die leerder as outonoom en as "n sosiale individu beskou word in ag geneem. Tweedetaalverwerwing word beskou as afhanklik van "n mate van toegang tot Universele Grammatika en "n aangebore vermoeë om taal aan te leer. Daar word geredeneer dat beheerde en doelgerigte leerderleerder interaksie die meeste geleenthede bied vir onderhandeling van betekenis en die ontwikkeling van effektiewe kommunikasie-vaardighede. Die rol van onderrig in tweedetaalverwerwing word ondersoek. "n Hegter interaksie tussen tweedetaalverwerwingsteorie en onderrig word gemotiveer en klaskamer-navorsing word beskou as "n platform vir meer vrye-dialoog tussen die twee velde. Die studie spreek praktiese kwessies aan, soos leerder-deelname, hantering van foute, leerstrategieë en kultuurstudies. "n Bespreking van taaktipes, voorbeelde van take en kriteria vir taakontwikkeling kan moontlik van praktiese waarde wees vir tweedetaalonderwysers en programontwikkelaars. Ten einde die gebruik van take in tweedetaalonderrig vir spesifieke doeleindes te motiveer, word die teoretiese perspektiewe ten opsigte van die instruksionele taak hersien en die eienskappe van kommunikasie-take en verwysingskommunikasie-take beskryf. Leertake wat op vorm fokus en wat leerstrategieë en kruiskulturele bewustheid voorsien, word beskou as ondersteunend in 'n taakgebaseerde sillabus. Ten laaste word 'n taakontwerp voorgestel wat die behoeftes van die munisipale werker aanspreek en wat 'n raamwerk voorsien vir die ontwikkeling van taakgebaseerde onderrigprogramme vir plaaslike regeringswerkers. 'n Reeks teikentake word beskryf en geanaliseer volgens die beginsels en eienskappe van kommunikasie-take en moontlike struktuur-skuiwe en taalstrukture word gelys om vir leertake oorweeg te word.
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Irving, Catherine Mary Anne. "Leadership in Higher Education : a longitudinal study of local leadership for enhancing learning and teaching." Thesis, University of Chester, 2012. http://hdl.handle.net/10034/620842.
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Local level leadership for the enhancement of learning and teaching in higher education is an under-researched area in the leadership literature. The growth of the ‘quality agenda’ in HE over the past 20 years has led to an increase in the number and range of local leadership roles. These posts, although not usually requiring the exercise of management responsibility, have the potential for considerable influence on practice in local academic communities. This study aimed to explore local leaders’ experience of their role and to examine the barriers and opportunities they faced, in order to determine the optimum conditions for the conduct of this work. The study was focused on one regional HEI in NW England, CountyUni. A subset of data was obtained from another HEI, MetroUni, for comparative purposes. The research design adopted employed an interpretive, ethnographic approach, generating qualitative data from 29 interviews and three focus groups over the course of six years. The majority of the participants were HE staff in local level leadership roles at department or faculty level. Additionally, 8 staff in managerial roles were interviewed. Data collection focused on the characteristics and practice of local level leadership in the context of learning and teaching. Purposive sampling was used to identify participants. An iterative process was used to generate interview questions, so that significant themes could be tested for ‘saturation’ as the study progressed. Data was analysed thematically, based on the approaches of Grounded Theory. A model of the features of local leadership at department level was generated from the data. The discussion of results incorporated contributions from a number of theoretical strands in social science: structuration theory; communities of practice; networks; academic culture. The nature of local level leadership was contrasted with other extant models of leadership. The findings showed that, although leadership was demonstrated by local level leaders, there was a low level of recognition and uncertainty of the leadership aspects of these roles, with individuals often feeling that they had “responsibility without power”. The importance of leadership for learning and teaching at all levels of the institution was identified as critical to the effective implementation of local enhancement activities. It was concluded that local level leadership in this context has characteristics in common with leadership elsewhere. The absence of managerial responsibility but the presence of significant responsibility for establishing links between local academic communities and the policy development tiers of an organisation, provides particular challenges. It was shown that success was dependent upon leadership and commitment at all levels of the institution. The roles provide valuable experience for career development. Opportunities for further avenues of investigation were identified.
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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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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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Lee, Edward D. H. "A survey of selected house church leaders regarding the cults with the strongest impact on their churches in the People's Republic of China, including counteractive teaching measures." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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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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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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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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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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Ng, King-hang, and 伍經衡. "An investigation into local senior secondary students' competence in English vocabulary knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193554.
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Various research has been done to investigate the relationship between learners’ vocabulary size and collocation knowledge (Gyllstad, 2007; Brown, 2012; Nizonkita, 2012). However, none has been done on Hong Kong senior secondary students who are taught under the new education curriculum and take the new Hong Kong Diploma of Secondary Education examination before pursuing their university studies. This study involved 90 secondary five students as participants who were divided into high-, medium- and low-ability groups. They were asked to do a test paper for the assessment of their vocabulary sizes and collocation knowledge. Also included in the test paper was a task to assess their vocabulary levels, aiming to find out the word levels they need to work on for the improvement of their academic vocabulary for university pursuit.
The results found a significant positive correlation between the vocabulary size and collocation knowledge for the 90 participants as a whole group; interestingly, when divided into three proficiency groups, such a correlation was obtained only in the medium-ability group. Findings also indicated that the academic vocabulary level (AVL) closely correlated with the 3,000 and 5,000 word levels. Most of the students in the high-ability group performed well at AVL, and this group needed only to work on the 5,000 word level for the improvement of their academic vocabulary, whereas the other two groups needed to work on both the 3,000 and 5,000 word levels for the same purpose. The study concluded with suggested ways for teachers to help their students develop a bigger vocabulary size and improve their collocation knowledge.published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics
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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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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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Cunningham, Deborah Lynn. "Professional practice and perspectives in the teaching of historical empathy." Thesis, University of Oxford, 2004. http://ora.ox.ac.uk/objects/uuid:5bf95dbe-0fd9-49c2-9cc2-d2893d13da45.
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To empathise, in a historical sense, generally means to entertain the perspectives and values of people in the past through consideration of the circumstances they faced. Widely acknowledged as a fundamental part of the historian's craft, empathy has had a more tenuous place in school history due to the conceptual confusion of the term, its association with the promotion of a leftist political agenda, and its difficulty for pupils. Scholarship on empathy has focused upon its philosophical meaning and students' thought processes, but has largely neglected to explore teachers' knowledge and practice about how to cultivate it. Instead, it has tended to offer norms for good practice that take little account of differing contexts or the sometimes competing goals that teachers seek to achieve. It has been guided as well by a particular image of empathy teaching as dedicated exercises, often involving immersion in many historical sources. My study begins to address the lack of attention to teachers' actual ideas and practices for fostering empathy by presenting a case study of four experienced history educators in England. Through extensive analysis of lesson and interview transcripts, I derive a new framework for thinking about empathy teaching that takes into account both the major activities and smallscale discourse strategies - heretofore largely unexamined - that the teachers use to promote understanding. It attends to their ways of conceptualising empathy, their means of establishing the conditions they view as essential, their negotiations of myriad factors helping or hindering their efforts, and their complex deployments of various types of relevant knowledge. The framework shows how, in making decisions about empathy teaching, they consider student factors such as capacities, preconceptions and motivation, structural factors such as time, resources, and examination priorities, and factors concerning their own knowledge, beliefs and state - then utilise a broad and flexible repertoire of strategies to address the shifting variables they encounter. Finally, the study explores curriculum as an interaction between teachers, pupils and educational context, recognising the influence of each on understanding in particular classrooms. Significant divergences between how teachers think and practice and how empathy teaching is discussed in the educational literature emerge for a spectrum of issues. These include how empathy is conceptualised, what sorts of strategies are enacted, who the historical subjects of empathetic efforts are, how students' achievements are assessed, and how empathy-related dilemmas are construed and managed. All of these discrepancies suggest that research stands to benefit by attending more closely to teachers' ideas. For their part, the teachers appear to be oriented toward self-improvement - learning and changing through experience, collegial contact, and focused reflection of the sort prompted by this research. Implications for teachers' professional development and for future research approaches are explored.
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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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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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PEREIRA, Andr? Luiz Correa da Silva. "Usos poss?veis da hist?ria local e do aprendizado das no??es de temporalidade na constru??o do conhecimento hist?rico no ensino fundamental." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/2125.
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The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps.
A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.
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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 EducationPh.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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Kolinski, Marizete Kasiorowski. "IMIGRAÇÃO POLONESA NA COLÔNIA ÁGUA BRANCA: USOS E POTENCIALIDADES PEDAGÓGICAS." Universidade Estadual de Ponta Grossa, 2018. http://tede2.uepg.br/jspui/handle/prefix/2742.
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O presente trabalho propôs-se a desenvolver possibilidades pedagógicas no ensino de História a partir da temática “Imigração Polonesa”, o qual desenvolveu-se na colônia agrícola Água Branca, situada no município de São Mateus do Sul/PR, fundada por integrantes desse grupo étnico, vindos da Região da Mazóvia. Buscou-se desenvolver uma metodologia embasada na inserção dos estudantes na história de seus antepassados a partir de suas vivências, propiciando a conscientização da historicidade do seu grupo. Para tanto, os conceitos de memória e identidade foram norteadores, tomando-se a ideia de que a memória é um elemento que desenvolve o sentimento de identidade individual ou coletiva, mesmo sendo uma referência dinâmica e passível de transformações, diferenças e inconstâncias. Pensando nas particularidades desse grupo, a memória dos mais velhos foi buscada e ouvida para revelar uma história oculta que contribuiu para o desenvolvimento da localidade. Apoiada em referências bibliográficas e documental, foi possível alcançar o embasamento necessário para a construção de uma metodologia, que abrangesse possibilidades pedagógicas voltadas ao ensino de História. Pretendeu-se a partir desta proposta pedagógica, demonstrar como a abordagem no ensino de História, contemplando a memória, a identidade e a História Local, contribui para auxiliar o educando a olhar historicamente seu local de vivência e pensar criticamente sobre seu passado, concedendo significado ao presente.
The present study aims to develop pedagogical possibilities in the teaching of History from the theme "Polish Immigration", which was developed in the agricultural colony Água Branca, located in the municipality of São Mateus do Sul / PR, founded by members of this ethnic group, from the Region of Mazovia. It was sought to develop a methodology based on the insertion of students in the history of their ancestors from their experiences, propitiating the awareness of the historicity of their group. For that, the concepts of memory and identity were guiding, considering the idea that memory is an element that develops the feeling of individual or collective identity, even being a dynamic reference and susceptible of transformations, differences and inconstancias. Thinking about the particularities of this group, the memory of the elders was sought and heard to reveal a hidden history that contributed to the development of the locality. Based on bibliographical and documentary references, it was possible to reach the necessary foundation for the construction of a methodology, which encompasses pedagogical possibilities focused on the teaching of History. It was intended from this pedagogical proposal, as an broach in the teaching of History, contemplating a memory, an identity and a history about the past, giving meaning to the present.
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Look, Wing-kam, and 陸詠琴. "A phenomenographic study of teachers' understanding of the successful implementation of the local history curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963134.
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Look, Wing-kam. "A phenomenographic study of teachers' understanding of the successful implementation of the local history curriculum." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25151034.
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