Dissertations / Theses: 'School of History'

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Melton, David Glenn. "A History of Manassas Park City Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.

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The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
Ed. D.

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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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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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Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.

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Holshausen, Nicole. "A history of the Good Shepherd School, Huntley Street, Grahamstown." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003436.

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This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.

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Chen, Xin S. M. Massachusetts Institute of Technology. "Lin Tongqi : an oral history." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90230.

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Thesis: S.M. in Management, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 80-81).
In this thesis, I explore the life of Professor Lin Tongqi, a well-known scholar of American Chinese studies, by using an oral history methodology. This oral history is named "Suffering and Thinking," and my goal is to illustrate how a thoughtful soul developed. His life is a trajectory in which Western and Eastern cultures are integrated, a life that is full of confusions and reliefs, challenges and responses, twists and turns, and unexpected insights and transcendences. This oral history also illustrates in a microcosm the fate of intellectuals who lived during the approximately 100-hundred-year tumult and transformation that resulted in modern-day China. Looking back is one way to consider the future. A conversation with Lin Tongqi on Ancient Chinese thoughts follows, which touches on several factors: the dynamics of understanding the Chinese culture, comparative methods of culture study, the relationships between eternal issues and contemporary issues, as well as a brief discussion on the issues facing contemporary China, and the future of Chinese society.
by Xin Chen.
S.M. in Management

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7

Myers, Kate. "School improvement in action : a critical history of a school improvement project." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.

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Gibson, Lindsay Smith. "Understanding ethical judgments in secondary school history classes." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48498.

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Ethical judgments about controversial events in history are an important part of the discipline of history, history education, and the way the public interacts with the past. This study focuses on history teachers’ beliefs about ethical judgments in the discipline of history and history education, the factors that influence their beliefs, and the relationship between teachers' approaches to ethical issues, questions, and judgments and their students' approaches to ethical judgments. The research was conducted in two parts; in the first part sixteen Grade 11 Social Studies teachers completed a survey that asked questions about their beliefs about ethical judgments in the discipline of history and history teaching, the factors that influenced their beliefs, and the classroom practices they regularly employed. In the second part, case studies were conducted with four Grade 11 Social Studies teachers as they taught about Japanese Canadian internment, an ethically controversial event in Canadian history. Data collected during the classroom observations included field notes, audio and video recordings, resources teachers used during their lessons, and completed student assignments (n=102). Among the sample I studied, the majority of teachers have sophisticated views about the place of ethical judgments in the discipline of history and history education. Yet, the teachers were not aware of the various ways ethical judgments were present in the activities and resources they used, and the extent to which they brought their own ethical judgments into the classroom. Furthermore, the teachers did not teach students how to identify ethical judgments in different accounts or to make their own reasoned ethical judgments. In other words, there was a large gap between what teachers believed about ethical judgments, and how they actually approached ethical judgments in the classroom. The main influences on the sophistication of students' written responses appear to be the amount of time students focused on the historical topic, the amount and quality of instruction students received about making reasonable ethical judgments, and the type of question asked.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01

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Gibson, Simon. "A parent-initiated school of choice: an examination of the genesis and early history of King Traditional School /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2342.

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Pedersen, Josefine. "The Colonial Era in the Gambian Secondary School History Teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1991.

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The aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?

The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?

In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.

The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.

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Huening, Michael. "Public School Desegregation in America: How School Desegregation Became the Most Important Medium for Advancing Social Justice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/171.

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The purpose of this work is to identify the particular changes in the movement for social justice for African Americans. Great strides in the advancement of social justice began just after the Second World War. Issues of ideology, foreign policy, advancement in education, and growing activism led to what is known as the Civil Rights Movement. The Civil Rights Movement was a determined effort by African Americans and their supporters to eliminate legal and societal oppression. Measured by the passage of the Civil Rights Act of 1964, the Voting Act of 1965, and the equal opportunity employment section of Lyndon Johnson’s Executive Order 11246, the movement was considered a success. Those victories certainly helped African Americans experience greater equality and opportunities to better their lives. The fact remains, however, that there was more work to be done. This work will argue that social justice was advanced in large part because of the public school system. The public education system in America was and still is imperative to eradicating social injustice. Important new laws and policies regarding public schools such as affirmative action, the busing mandates, and the Elementary and Secondary Act of 1965 helped to bring social justice into the realm of possibility for African Americans. This work will show how the public education system was used in the struggle to secure social justice for African Americans in the years following the Civil Rights movement.

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Owens, Kevin John. "The School and Society: Secondary School Social Studies Education from 1945-1970." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1368290377.

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Rossi, Alexis L. "Encountering history : student agency in history and identity : student perspectives from the International School Bremen." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/31994.

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History education has been seen a tool to transmit a socially accepted historical narrative and related characteristics of national identity across generations, often with the goal to cohesively prepare and integrate citizens into society. By utilizing a relatively privileged sample that simultaneously exists both within and outside of national and international contexts, this research contributes to the existing academic literature by providing qualitative evidence that promotes the questioning of the notion of the simple transmission of values through history education. With evidence drawn from student interviews from an international school in northern Germany as part of a micro-case study design, this thesis shows that students retain and exercise considerable agency in encounters with history and the subsequent processes of interpreting and making sense of those encounters. Students exercise significant agency through the utilization of temporal elements as tools through which they construct and deploy revised historical accounts that are relevant to their personal identities and worldviews. Additionally, social factors significantly influence the form, content and understanding of encounters with history. As such, history education is influenced by salient elements of both students’ achieved and ascribed identities in a complex and dynamic manner where students actively formulate their identities and understandings of history. Through characteristics specific to the international school, such as dedicated space for discussion and the perception of an inclusive and supportive community, students further the development and exploration of achieved identity and agency with the result of a stronger sense of self and an expanded worldview. Although the research upholds some elements of the existing debate, this research highlights that student encounters with history are more wide-ranging and complex than previously acknowledged. The level of agency that students retain in fashioning their identity in relation to and through encounters with history is significantly more considerable than previously thought.

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Pratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.

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The sociological tools of Margaret Somers are employed to dissect Indonesian high school history teachers' narratives about teaching controversial history of post-independence Indonesian communism. Twelve semi-structured interviews form a qualitative foundation to generate analysis on history teachers' stories about what enables the entanglement of alternative narratives of Indonesian communism in their teachings. This current study explores how various stories influence the teachers' standpoints on it. Moreover, the study highlights the socio-historical context of how their standpoints were formed. Empirical findings in this study suggest that the teachers draw on different narratives that navigate them to teach alternative versions, in order to counterbalance the mainstream story of Indonesian communism in school textbooks and the history curriculum. However, for some teachers, it is more challenging to teach a subject on Indonesian communism in line with their standpoints. The ease and challenges in teaching controversial history vary since each teacher is embedded in different relationships. Therefore, the social context of their teachings is also discussed.

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Johnston, Glenn T. "Teenager's doing history out-of-school: An intrinsic case study of situated learning in history." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6090/.

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This intrinsic case study documents a community-based history expedition implemented as a project-based, voluntary, out-of-school history activity. The expedition's development was informed by the National Education Association's concept of the intensive study of history, its structure by the history seminary, and its spirit by Webb's account of seminar as history expedition. Specific study objectives included documentation of the planning, implementation, operation, and outcomes of the expedition, as well as the viability of the history expedition as a vehicle for engaging teenagers in the practice of history. Finally, the study examined whether a history expedition might serve as a curriculum of identity. Constructivist philosophy and situated learning theory grounded the analysis and interpretation of the study. Undertaken in North Central Texas, the study followed the experiences of six teenagers engaged as historians who were given one year to research and write a historical monograph. The monograph concerned the last horse cavalry regiment deployed overseas as a mounted combat unit by the U.S. Army during World War II. The study yielded qualitative data in the form of researcher observations, participant interviews, artifacts of participant writing, and participant speeches. In addition, the study includes evaluations of the historical monograph by subject matter experts. The data indicate that participants and audience describe the history expedition as a highly motivational experience which empowered participants to think critically, write historically, and create an original product valuable to the regiment's veterans, the veterans' families, the State of Texas, and military historians. The study supports the contention of the National Education Association that the intensive study of history can be beneficial both to expedition participants and to their community. The assertion that engaging teenagers as researchers within a discipline serves as a curriculum of identity was supported in the study as well. The study underscored the importance of oral history as a gateway for learning about modern history.

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

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Teeple, Lisa J. "Historical development of selected design amenities in central Indiana rural school buildings, 1875-1915." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865947.

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The purposes of this study were: (1) to study the conditions that influenced the construction of early rural schoolhouses in Indiana, (2) to examine how emerging concerns for sanitation and student health surfaced from the construction of early rural schoolhouses, and (3) to provide a data base for individuals who desire to do further research on school buildings and their historic preservation. The research concentrated on the period of 1875 to .1915. Special attention was given to conditions that led to the passage of the Sanitary Schoolhouse Act of 1911.Results revealed that early schoolhouses often were constructed as little more than shelters. Virtually no consideration was given to either educational processes or the health and safety of occupants. As a result, water and other design and care of water and sewage systems resulted insanitary factors became major concerns. The inadequate serious health concerns for students and teachers. These concerns contributed to the passage of laws that eventually led to: (1) the abandonment of early rural schoolhouses, and (2) the construction of more sophisticated structures often designed by professional architects.This study also revealed that some of those early schoolhouses that survived have been converted to residential, business, or civic purposes. Photographs of such buildings in Boone, Hamilton, Hancock, Hendricks, Henry, Madison, and Tipton counties in Indiana are included in the thesis. They provide evidence that preservation is a means with which these buildings can continue to serve a useful existence.There is historical value in understanding conditions that led to the rise and fall of early rural school buildings. Collectively, data about the construction and sanitary conditions provide insights into rural culture, expand an appreciation of the uniqueness of design for these buildings, and enhance the importance and desirability of preserving these structures. The net product of this thesis is to provide a view of the construction of buildings in central Indiana of this period.
Department of Architecture

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Bell, J. Gregory Dossey John A. "A history of mathematics class for middle school teachers." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234458.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed January 19, 2006. Dissertation Committee: John A. Dossey (chair), Lynn H. Brown, Franklin G. Lewis, Albert D. Otto, Charles L. VanderEynden. Includes bibliographical references (leaves 644-648) and abstract. Also available in print.

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Dennis, Jennifer Wolf. "Middle school students' conceptions of authorship in history texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183889.

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Li, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.

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Dilek, Dursun. "History in the Turkish elementary school : perceptions and pedagogy." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3669/.

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This study investigates teachers' and pupils' roles in the teaching and learning of elementary history in relation to the social studies curriculum in Turkish schools. The methodological design of the study embraces both quantitative and qualitative research methods. Questionnaires were completed by 219 elementary teachers in Istanbul and Samsun in Turkey. Seven class teachers and three head teachers took part in the interview process based in the study's three case schools in the Bafra district of Samsun. Observations took place in three fourth and three fifth grade elementary classrooms of the same schools and lasted three weeks. The study argues that children must be given a sense of the discipline of history by introducing historical enquiry as the basis of the school history teaching in order that pupils will develop the skills which make significant contributions to their cognitive development (see Chapter three). From the analysis of the data the study found that: - There were gaps between teachers' espoused child-centred curriculum theories and their classroom practices. Teachers preferred whole class teaching techniques (i. e. lecturing and questioning) as the means of delivering the curriculum. The curriculum itself was too broad and too knowledge-based. - History was seen as a vehicle in citizenship education based on the political events of national history. The subject's classroom activities were dominated by textbooks and the practice of 'pupil's recitation' which was limited to the memorisation of factual information. - Teachers mostly used a style of questioning which checked pupils' historical knowledge rather than their historical understanding. - From the analysis of interview data and Turkish curriculum documents, the study argued that the teachers could be classified as 'national utopians' and 'utilitarian/instrumentalists' in their perceptions of elementary education. This affected their teaching styles. - The analysis of video-tape data showed that teachers used three main teaching styles. On the basis of a further classification teachers were grouped as 'lecturers', 'controllers of proxy teaching' and 'questioners'. The relationship between teaching styles and teachers' perceptions of elementary education is discussed in chapters five and six. - The teachers thought that they were experts in the teaching of literacy and numeracy and argued that subject specialism was only to be considered in other areas of the curriculum. - This study also confirmed that the social studies textbooks used in the classrooms involved in the study were not appropriate to pupils' understanding and reading levels (see chapters five and six). During the observations, it was recorded that below average pupils used their textbooks less than the above average and average pupils. The textbooks were less likely to promote the task related behaviour category 'working' than other materials. The study has implications for the process of educational change beyond the teaching of history. It focuses on issues of curriculum and practice in Turkish elementary schools by analysing the factors affecting teachers' perceptions of curriculum policy and their own practices. It investigates each of these areas and presents the implications for policy, theory, practice and research in Chapter seven by concluding that the starting point for a rational educational policy should be partnership with teachers. Therefore, the study argues that teachers must be included in research projects and that such projects need to use a variety of techniques based on classroom practice, (e. g. interview analysis, observation techniques, questionnaires, document analysis, case studies and action research) explored and evaluated throughout this study.

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Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.

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EIRite, Kimberly Ann, Laura Ann Stanley, Randi Dawn Seligson, and Deborah Ann Trautner. "An integrated approach to teaching history in the middle schools." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1196.

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Norling, Mikaela. "Historia - ur ett elevperspektiv : En kvalitativ intervjustudie med fokus på historiekultur, historiemedvetande och historisk identitet hos elever i årskurs 5." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-36269.

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The overall purpose of this study is to contribute with empirical data to a scientific area that currently is missing just that: younger pupils view on the school subject history. This study is based on the history didactics goal, which is to teach knowledge about history in school. The method used in this study is qualitative research and consists of four semi structured group interviews with, in total, eleven pupils in the fifth grade in middle school. The knowledge claims are interpretive with the purpose to develop an understanding for the pupils view on history and their acquirement of knowledge during history class. The problem statements discussed in this study are focused on which history culture the pupils are presented with during their classes and what consequences this has on their acquirement of a historical awareness and a historical identity. The teaching has, in relation to the syllabus, a central content to deliver, but the view of history seems to be a question of interpretation by the teacher. The study finds that the pupils has a positive attitude towards history as a subject, but that the cultural view on the subject can be perceived as stereotype. In different extent, the pupils show a historical awareness and an emerging historical identity in where their surroundings have a central part. This study ends on a discussion about the strengths and weaknesses of the analysis, focused on ethics.

Betygsdatum 2019-06-10

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SILVA, ELOISA MARIA LIMA SOUTO DA. "THE TEACHING OF HISTORY IN THE MIDDLE SCHOOL: NEW TIMES, OLD APPROACHES: THE IMPACT OF VESTIBULAR IN THE MIDDLE SCHOOL THE FIELD OF HISTORY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7170@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este trabalho tem como objetivo apresentar algumas reflexões sobre os conteúdos de história ensinados no Ensino Médio.No decorrer dos anos 1980 e meados dos anos 1990, as pesquisas sobre o ensino de história e as produções acadêmicas geraram uma reavaliação do ensino dessa disciplina, produzindo um conjunto de documentos que deveria nortear as políticas públicas ligadas às áreas de formação. Em 2002, são lançados pelo MEC os PCN+, cuja proposta de organização e seleção de conteúdos para o Ensino Médio, define, em certa medida, quais os conteúdos de história a serem ensinados. Em outra perspectiva, ao lado das novas propostas curriculares, os conteúdos ministrados aos alunos passam por outras instâncias de transformações, tais como o vestibular. Pretende-se, nesta dissertação, compreender as formas pelas quais os professores atuam sobre esse processo de seleção dos conteúdos e particularmente sobre os critérios utilizados para incluir, excluir ou selecionar determinados conteúdos de história em suas práticas pedagógicas,tomando a existência do vestibular como elemento de referência.
This work aims to present some reflections on the contents of History taught in the Middle School .In the 80s and in the middle of the 90s, of the XX century, the academic production and the research on the teaching of History conceived a reevaluation of the teaching of this subject characterized for the multiplicity of interpretations, possible historical readings and approaches. In 2003, MEC launched the PCN+, with the proposal of organization and selection of the contents of History to be taught. In another perspective, together the curricular proposals, the contents the students receive, go through other instances of transformations in the daily practice. This research searches to understand the forms which the teachers act in this process of selection, particularly on the criteria utilized to include, to exclude or to select some contents of history in their classes.

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Lundkvist, Marcus. "Synen på historieämnets lärande -En undersökning av synen på historieämnet och hur historiedidaktik ochdidaktiska traditioner kommer till uttryck i kursplaner över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76809.

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This text has the purpose to study how the view on history as a school subject has changedover time and through three different Swedish upper secondary school curricula. The centralquestions of this study are the following: Has the view on history as a teaching subjectchanged over time? How can history didactic be seen in the curriculum? Is there any trace ofinternational didactic traditions in the curriculum, if so, how does it show? This study hasused a qualitative text analysis as the method to answer the central questions, based inprevious research and theories regarding international didactic traditions as well as historydidactics. The study concludes that the view on history as a school subject has changed overtime, and that both international didactic traditions and history didactics can be seen in thecurricula for history.

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Sfirlea, Titus Gabriel. "THE TRANSYLVANIAN SCHOOL: ENLIGHTENED INSTRUMENT OF ROMANIAN NATIONALISM." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-07182005-174056/.

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The end of the eighteen and the beginning of the nineteen centuries represented a period of national renaissance for the Romanian population within the Great Principality of Transylvania. The nation, within a span of under fifty years, documented its Latin origins, rewrote its history, language, and grammar, and attempted to educate and gain political rights for its members within the Habsburg Empire?s family of nations. Four Romanian intellectuals led this enormous endeavor and left their philosophical imprint on the politics and social structure of the newly forged nation: Samuil Micu, Gheorghe ªincai, Petru Maior, and Ion-Budai Deleanu. Together they formed a school of thought called the Transylvanian School. Micu, Maior, and ªincai (at least early in his career), under the inspiration of the ideas of enlightened absolutism reflected in the reign of Joseph II, advocated and worked tirelessly to introduce reforms from above as a means for national education and emancipation. Deleanu, fully influenced by a combination of ideas emanating from French Enlightenment and French revolutionary sources, argued that the Romanian population of Transylvania could achieve social and political rights only if they were willing to fight for them.

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Bennett, Scott Lyle. "Progressive education and high school social studies in Alberta in the 1940's." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38523.pdf.

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Ward, David Lawrence. "The Continental Army: Leadership School of the Early Republic." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539626802.

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Beem, Ronald R. McBride Lawrence W. "Using local history in the secondary school social studies curriculum." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521328.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed April 4, 2006. Dissertation Committee: Lawrence W. McBride (chair), M. Paul Holsinger, Mark A. Plummer, Jo Ann Rayfield, Joseph A. Braun, Jr. Includes bibliographical references (leaves 155-166) and abstract. Also available in print.

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Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.

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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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Walker, Virginia. "The concept of a 'Newlyn school' : its context and history." Thesis, Birkbeck (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539900.

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The thesis explores the phenomenon of a `Newlyn school'; it contextualizes its origins in the later 1880s focussing on the artistic and cultural values associated with it and examines subsequent developments. The thesis looks at the settlement of artists in Newlyn in the 1880s, and the connections between developments there and the impact of the work of Bastien- Lepage as well as making links to the contemporary Nature Movement in England. It considers the painting of rural imagery `on the spot' and the concern to achieve `open-air effects'. The latter did not necessarily imply painting out of doors indeed it could include interiors. Artists working in Newlyn attracted patronage from philanthropic industrialists desirous of effecting beneficial influence on the urban poor. This appears to account for the early interest in Newlyn-based artists in Birmingham. It is argued that there was nothing unique about the interests of artists who settled in Newlyn nor any interest in developing a special `school' in the early 1880s. However, after the work of Frank Bramley and Stanhope Forbes began to interest critics in London matters changed. While Braniley's A Hopeless Dawn (RA 1888) stimulated the notion that there was something special about Newlyn art, it was the highly ambitious Forbes who , profited most from the concept. In the following decade he successfully promoted himself as the guiding light of Newlyn art. The thesis also considers how the promotion of a `Newlyn school' in 1889 coincided with the concerns at the Royal Academy to promote a national form of art to counter the threat of Whistlerian internationalism and other types of modernism. However, subsequent coverage was unenthusiastic and short-lived. The thesis concludes with exploring how Forbes subsequently mythologized Newlyn, identifying the `school' with his own artistic persona.

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Loury, Sharon D. "History of Knoxville General Hospital’s School of Nursing 1902-1956." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8189.

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Carter, Mary Donette. "The Role of the History of Mathematics in Middle School." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2224.

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It is the author's belief that middle school mathematics is greatly taught in isolation with little or no mention of its origin. Teaching mathematics from a historical perspective will lead to greater understanding, student inspiration, motivation, excitement, varying levels of learning, and appreciation for this subject. This thesis will develop four units that will incorporate original source documents and selected historical topics surrounding computation, numbers, and early calculating devices. Many of the units will center on the Rhind Papyrus and The Treviso Arithmetic. These units will be appropriate to middle school, with an emphasis on 6th grade.

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Peyton, Paige Margaret. "Reconstructing the Fairview School." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/774.

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Zuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.

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As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This study finds evidences of a reciprocal relationship between the changing curricula of Indonesian Islamic schools and the changing social and political circumstances.

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O'Leary, Michael Boyer 1969. "Geographic dispersion in teams : its history, experience, measurement, and change." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16883.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.
Vita.
Includes bibliographical references.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis begins with the simple argument that geographic dispersion has gone surprisingly unexamined despite its role as the domain-defining construct for geographically dispersed teams (a.k.a. "virtual teams"). The last few years have seen slow but steady growth in field studies of such teams, but our understanding of geographic dispersion and the role it plays in work is stillquite limited. The thesis attempts to open the "black box" of geographic dispersion, show that it is far from a new phenomenon in organizations, understand the ways in which it is experienced, propose ways in which it can be measured, and understand the effects of doing work at increasing degrees of dispersion. It does so through three studies which combine qualitative and quantitative methods, and draw on archival, survey, observational, and interview data. Study 1 uses rich archival data covering more than two centuries (1670-1950) of the life of one firm - i.e., the Hudson's Bay Company - to understand its far-flung managers' experience of dispersion. It shows that the managers experienced their dispersion through a combination of coordination, communication, isolation, and control challenges. It also serves as a "typifier," showing that modem "virtual" teams have deep historical roots. Study 2 proposes a multi-dimensional definition of dispersion, including spatial-temporal distance and configuration, as well as a series of new measures to capture those dimensions. It explores the measures and their relationship to communications frequency in a sample of 115 dispersed project teams from a Fortune 500 company.
(cont.) Study 3 is based on field research with nine geographically dispersed internal consulting teams in a large, national humanitarian aid organization. It follows them from the inception to the completion of their work and compares two teams in detail. One team was moderately dispersed and one was a pilot for a more fully dispersed approach to the internal consulting projects. It finds that perceptions about timing and dispersion differ from more objective measures like those in Study 2. It also shows how dispersion is a challenge for team boundaries and calls for more attention to the weighting of different team effectiveness criteria. Keywords: geographic dispersion, teams, virtual teams, effectiveness, communications, history.
by Michael Boyer O'Leary.
Ph.D.

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Leung, Shuk-yi Louise. "Students' approaches to learning and understanding in AS level history." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329973.

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Richardson, Tracy Bryant. "Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26157.

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The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today. Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in-depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context. Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system.
Ed. D.

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Pitfield, Worsley Laura. "Art history in an infant primary school : an intervention in the curriculum." Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/art-history-in-an-infant-primary-school(ff60bf64-c39c-4ff0-bbd2-4279f3e4c6da).html.

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This research set out to introduce art history in the art curriculum in an infant primary school in England. The intention was to broaden the curriculum to include interpreting art alongside making it. At the time the research began the National Art and Design Curriculum (2005) for Key Stage One included an art historical strand of learning known as Attainment Target Two (AT2) which included learning about art and artists from different times and cultures. Previous research indicated this strand of the art curriculum was overlooked by generalist classroom teachers for various reasons. A whole school action research project was undertaken lasting a full academic year. The participants were five teachers including the headteacher, three classroom teaching assistants, eighty four pupils, aged between four and seven years, and the researcher. The research tested out and evaluated a strategy for interpreting artworks. This was designed by the researcher and taught by the teachers in the classroom. The interpretive strategy for engaging and enquiring about art (known as the ISEE) included information about the art and artist in the final step of interpretation. The action research consisted of three cycles: i) preparation, planning and teacher training; ii) teachers implementing the ISEE and iii) teacher-designed lessons and research evaluation. Systematic reflection and evaluation of actions was carried out on two levels by the action team and the lead researcher and final reflective and thematic analyses were carried out by the latter in order to answer the research questions. The main finding was that the ISEE facilitated art interpretation in the classroom. Other significant findings were that i) interpreting paintings was inclusive of all pupils across the age groups and learning ability spectra; ii) the pupils’ affective response (Iser, 2006) often drove their cognition and this challenged the theory underpinning the research that art is interpreted through symbol references in meaning making; iii) when pupils used their imagination and affective response they were able to accommodate the factual information they were given about the paintings and artists; iv) despite struggling to include this information in their teaching at times, the teachers recognised that it added value to the art curriculum and the pupils expressed great interest in it and iv) the teachers preferred to combine art interpretation with other subjects such as literacy, citizenship and PSHE.

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Doyle, Ryan P. "Framing history through cinematic storytelling." This title; PDF viewer required. Home page for entire collection, 2006. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Fernandez, Mario. "Ideology challenged : aspects of the history of St Columba's high school (1941-1990) and their application to an oral history project in the high-school classroom." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13504.

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Bibliography: p. 164-188.
In a number of senses, this dissertation represents something of a challenge to orthodoxy. In the first instance, it breaks with the traditional triumphalist approach to South African school-history writing by attempting to place the history of St Columba's High School within its socio-political context. It examines the nature of its unique ethos, and attempts to trace the complex interaction between this ethos and the external societal pressures it was subject to, especially those generated by the protracted South African political crisis beginning in 1976. In doing so, its historical research component relies, unlike some earlier, pioneering South African works in this field (which might be termed the social history of education) largely upon primary sources, especially oral evidence. In the second place, it investigates the challenge from below, especially on the part of students, to the "official ideology" (or ethos) of St Columba's that developed :from the watershed year of 1976, specifically in the areas of governance, discipline, student representation, politics, and the teaching of history. It finds that, though the traditional authoritarian, hierarchical ethos remained largely intact by the end of the 1980s, it had been modified by pressures on the ground, and that the challenge to achieve a more liberal, participatory dispensation at St Columba's was set to continue into the 1990s, spearheaded now by a committed cohort of teachers. Thirdly, it employs the popular-history technique of oral history both as an appropriate technique for exploring the challenge from below to the official ideology of St Columba's, and as an unorthodox pedagogical strategy in the senior-secondary classroom for deepening students' understanding of the nature of history, improving their attitude towards its study, and developing in them, at least at a rudimentary level, some of the skills of the historian. It describes the implementation of an oral history project in the senior high-school classroom, and concludes that this is a most efficacious way of achieving the desired ends and, indeed, other positive results not anticipated.

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Garner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.

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This study traces the development of the Baylor University School of Nursing from its beginning in 1909 through the establishment of the baccalaureate nursing program in 1950. Primary data including official records of the School of Nursing, minutes of the Baylor University Board of Trustees, reports of the School of Nursing to accrediting agencies, and interviews of former students and deans were examined using the historical research techniques of external and internal criticism. A review of the literature that is relevant to the development of nursing education is presented in Chapter II. Chapter III presents the events in the development of the Baylor University School of Nursing. Chapter IV discusses the accreditation criteria which influenced the development of the School of Nursing. Chapter V discusses the curriculum, teaching methods, and faculty qualifications. Chapter VI discusses the people who were the most influential in the development of the School of Nursing. Implications of the study include the recognition that nursing education and nursing service have differing priorities. Conflicts between the needs of patients for care and the needs of students for education arose when the Superintendent of Nurses was responsible for both areas. Usually the needs of patients for care took priority over the needs of students resulting in long hours and less than optimum learning conditions for students. External factors played a major role in the development of nursing education by determining the needs of society for nurses and thus for nursing education. Accreditation criteria established by state and national agencies determined the standards by which the School of Nursing was judged. National accreditation had more impact on the School since higher standards were required. The leadership of the School played a significant role in the development of the professional nursing program. Leaders who had educational preparation and vision for the future of nursing education with an educational institution rather than a service institution worked to establish an improved educational system in nursing.

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Sethna, Christabelle Laura. "The facts of life, the sex instruction of Ontario public school children, 1900-1950." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28166.pdf.

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Gloer, Sheila Rogers Conaway Betty J. "The contribution of John Lounsbury to the development of the middle school movement in American education an oral history /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5054.

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Choi, Stanley Jeonsik. "The Christian school as a means of effective evangelism in India history and evaluation of the Saint Paul Mission School in Bangalore, India /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Tlusty, Roger Harold. "Curricular transformation as social history Eau Claire High School, 1890-1915 /." Madison, WI : University of Wisconsin-Madison, 1986. http://catalog.hathitrust.org/api/volumes/oclc/15308873.html.

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Dissertations / Theses on the topic 'School of History'

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