Bibliografie tematiche / State normal schools

Letteratura scientifica selezionata sul tema "State normal schools"

Autore: Grafiati

Pubblicato: 26 luglio 2024

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Articoli di riviste sul tema "State normal schools"

Hash, Phillip M. "Music Instruction at Selected State Normal Schools during the Nineteenth Century". Journal of Research in Music Education 67, n. 4 (2 dicembre 2019): 413–39. http://dx.doi.org/10.1177/0022429419888740.

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The purpose of this study was to explore music instruction in selected normal schools of the United States during the nineteenth century. The sample consisted of all eighteen state normal schools organized before the end of the U.S. Civil War and provided insight into the earliest period of music at these institutions. Research questions focused on normal school music (a) faculty, (b) curricula, and (c) diploma/degree programs, as well as (d) influence on the teaching profession, normal school students, and society at large. Normal schools prepared future classroom teachers and eventually specialists to teach music to K–12 students throughout the United States. They also helped professionalize the role of music teacher, solidify music’s place in K–12 curricula, and improve the efficacy of instruction among America’s youth. The preparation normal schools provided contributed to the national culture and the ability of average citizens to experience music as both listeners and performers. Although teacher education has evolved a great deal since the nineteenth century, practices related to music instruction in state normals during this time might hold implications for solving current problems in music education and preparing generalists and specialists today.

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Suleiman, Yusuf, Zahyah Hanafi e Thanslikan Muhajir. "Principals’ Perception of Health Services in Kwara State Secondary Schools: A Qualitative Approach". International Journal of Synergy and Research 7 (2 marzo 2019): 123. http://dx.doi.org/10.17951/ijsr.2018.7.0.123-143.

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The common problems of learners that contribute to absenteeism in school include malaria, cough/catarrh, typhoid, headache and stomach ache. This led to the formulation of national school health policy in Nigeria to promote health services in schools. In view of the foregoing, this study assesses principals’ perception of health services in secondary schools. The study population consists of 551 principals of secondary schools (public and private) in Kwara State, Nigeria. Purposive and convenience sampling techniques were employed to select 20 principals. Instrument tagged “Interview Protocol on Health Services (IPHS)” was used to elicit data from the participants. Data collected was transcribed and analysed via thematic approach. Findings revealed that majority of the schools does not have school clinic to dispense health services to learners. Our fidings also show that most of the schools lack health personnel and equipment. This study concludes that comprehensive health services were not provided for learners. The study recommends that the government should come up with policy statement on school health services that will help to provide quality health services to the learners. Adequate budget should be made by the government for the implementation of the policy. Lastly, the study provides practical and methodological contributions to the body of knowledge in the fild of education.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

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Rothermel, Beth Ann. "Acting Up: Drama and the Rhetorical Education of Progressive-Era Teachers at Three Massachusetts State Normal Schools". Journal for the History of Rhetoric 8, n. 1 (1 gennaio 2005): 99–129. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0099.

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Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.

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Bordelon, Suzanne. "Nineteenth-Century California Teachers’ Institutes: Exploring Connections Among Teachers’ Institutes, Normal Schools, and Elite Eastern Colleges". Journal for the History of Rhetoric 17, n. 2 (luglio 2014): 204–24. http://dx.doi.org/10.5325/jhistrhetoric.17.2.0204.

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ABSTRACT Building from extant scholarship on normal schools, this essay takes up a complementary but less well-examined topic: state teachers’ institutes of the nineteenth century and the short-term practical training and professional guidance they provided teachers. Focusing on California’s state-sponsored institutes held from 1861–1863, this study examines the ways these institutes promoted the new progressive European pedagogy. More significant, extending an ecological approach to historical analysis, this essay proposes that the relationship among normal schools, teachers’ institutes, and some faculty from select eastern colleges may have been closer than has been suggested. Thus, this analysis suggests a more complex and integrated history during this period.

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Limayyasya, Ghoirumamnun, Ahmad Atiq, Andika Triansyah, Mimi Haetami, Fitri Puspa Hidasari e Cristine Marito. "Physical conditions of soccer players participating in training during the new normal era". MEDIKORA 21, n. 2 (31 ottobre 2022): 181–89. http://dx.doi.org/10.21831/medikora.v21i2.53793.

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Physical condition is one of the most important things for soccer players. The physical condition should be maintained by soccer players as it is part of the strategy to improve techniques, tactics, or strategies in playing soccer. This study aims to investigate the physical condition of students joining the soccer extracurricular program at 7 State Senior High Schools Pontianak, 8 State Senior High Schools Pontianak, and 9 tate Senior High Schools Pontianak. In collecting the data, the researchers focused on phenomena, conditions, or certain variables, but hypothesis testing was not done in this research. The number of samples in this research is 60. This research made use of the quantitative descriptive analysis method, and a survey as done to collect the data. In order to show the cumulative results of the data analysis, percentages were used to present the soccer player conditions in terms of flexibility, agility, speed, endurance, and strength. The results of this research show that 42% of the soccer players belong to the Excellent and Very Good categories. Meanwhile, 58% of the players belong to the Good, Fair, and Poor categories. Based on the result, it is indicated that the players' physical conditions need to be improved during this pandemic. It is expected that the results of this research may become a positive input for soccer players and supporters in Pontianak

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Turaçli, M. E., S. G. Aktan e K. Dürük. "Ophthalmic Screening of School Children in Ankara". European Journal of Ophthalmology 5, n. 3 (luglio 1995): 181–86. http://dx.doi.org/10.1177/112067219500500307.

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Ophthalmic screening was done on 23,810 children visited at schools in different regions of Ankara. Children with below normal visual acuity were invited to the outpatient department and had a full routine ocular examination. Thirty-nine nursery and primary schools were selected, ten of them private, eleven average state schools, seven good state schools and eleven village schools. Among the 23,810 children, 3095 (13%) had various pathology; 1516 were girls, 1579 boys. Refractive errors were found in 85% of the children (2630). This equals 11% of the total screened population. Refractive errors were myopia 32%, hypermetropia 21%, astigmatism 47%. Strabismic children were 2.5%, and amblyopia was found in 1.1%. The purpose of the study was to assess the place of an ocular screening program in primary school children and to discuss the differences encountered in different urban areas.

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Jensen, Tim. "RS based RE in Public Schools: A Must for a Secular State". Numen 55, n. 2-3 (2008): 123–50. http://dx.doi.org/10.1163/156852708x283023.

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AbstractThis article is a reasoned, normative argument for making religion education (RE) a separate, compulsory, time-tabled and totally normal school subject at all levels in public schools. With reference to Religion (RE) in Danish upper-secondary school as well as to the way Danish departments for the study of religions (RS) educate Religion teachers, key contents and principles of an RS based RE are outlined. It is stressed that only the historical and comparative study of religions can provide the scientific basis for RE, and that it must be the RS departments that educate RE teachers. It is, furthermore, suggested that normalisation of RE in public schools be added to defining characteristics of a secular state, and that scholars of religion engage not only in studies of RE but also in establishing RS based RE.

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Chigozie John Ekenze, Timothy Olugbenga Ogundeko, Lilian Chioma Owunna, Mamzhi Seljul Crown Ramyil, Onyinye Lilian Umunnakwe e Jacqueline E Obioma-Elemba. "Knowledge attitude and practice on eye care facilities in special education settings in Imo State, Nigeria". World Journal of Advanced Pharmaceutical and Medical Research 2, n. 2 (30 giugno 2022): 001–7. http://dx.doi.org/10.53346/wjapmr.2022.2.2.0029.

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Children with special needs are at a higher risk of visual impairment as compared to normal population. Majority of the ocular disorders they suffer, like refractive errors and strabismus, are treatable. This study was aimed to assess the level of utilization of eye care services among children and teens with special needs in selected schools in Imo State, Nigeria. An interviewer-administered semi-structured questionnaire prepared was administered to children and adolescents with special needs, attending three special schools in Imo state, Nigeria. Findings from 185 respondents revealed that 43.2% never utilized eye care services, 13.5% had utilized same in the past. Socio-demographic factors identified as barriers to accessing eye care included parental misconceptions, stigmatization, poverty, ignorance, poor state healthcare facility, and physical inaccessibility. This study demonstrated that the rate of utilization of eye care services among the studied population is suboptimal. Children with special needs have little consideration in accessing proper eye care system. Early ophthalmic intervention by an eye care team at the point of enrolment into schools and establishment of ophthalmic units in special schools to provide periodic eye examination and proper management of ocular disorders are thus recommended.

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Evenson, Kelly R., Fang Wen, Sarah M. Lee, Katie M. Heinrich e Amy Eyler. "National Study of Changes in Community Access to School Physical Activity Facilities: The School Health Policies and Programs Study". Journal of Physical Activity and Health 7, s1 (gennaio 2010): S20—S30. http://dx.doi.org/10.1123/jpah.7.s1.s20.

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Background:A Healthy People 2010 developmental objective (22-12) was set to increase the proportion of the nation's public and private schools that provide access to their physical activity spaces and facilities for all persons outside of normal school hours. The purpose of this study was to describe the prevalence of indoor and outdoor facilities at schools and the availability of those facilities to the public in 2000 and 2006.Methods:In 2000 and 2006, the School Health Policies and Programs Study (SHPPS) was conducted in each state and in randomly selected districts, schools, and classrooms. This analysis focused on the school level questionnaire from a nationally representative sample of public and nonpublic elementary, middle, and high schools (n = 921 in 2000 and n = 984 in 2006).Results:No meaningful changes in the prevalence of access to school physical activity facilities were found from 2000 to 2006, for youth or adult community sports teams, classes, or open gym.Conclusions:These national data indicate a lack of progress from 2000 and 2006 toward increasing the proportion of the nation's public and private schools that provide access to their physical activity facilities for all persons outside of normal school hours.

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Lestari, Neta Dian, Ramanata Disurya, Reva Maria Valianti, Rambat Nur Sasongko, Muhammad Kristiawan e Sudarwan Danim. "Vocational High School Teachers and Students’ Perception of the Emergency Curriculum During New Normal Era in Palembang". AL-ISHLAH: Jurnal Pendidikan 14, n. 4 (7 ottobre 2022): 6361–70. http://dx.doi.org/10.35445/alishlah.v14i4.2100.

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This research aims to investigate the implementation of full-day school during the new normal period carried out by four state vocational high schools in Palembang City during the new normal period after Covid-19. This study also aims to see the development and improvement of the quality of education with the emergency curriculum. The method used in this study is a descriptive case study, which describes the phenomenon or social phenomenon under study by describing the value of independent variables, both one or more variables (independent) based on indicators of the variables studied for exploration and classification. To collect the data, the researchers employed interviews with the participants. Meanwhile, content analysis was used to analyze the data. Based on the results of the research, namely the perceptions of teachers and students against full-day school during the new normal as well as the implementation of emergency curriculum at state vocational high schools in Palembang City, it can be concluded that the respondents’ statements are in accordance with the questionnaire that the researcher has given to students with a value of 210 questionnaire respondents with a number of questions, namely 35 questions, the conclusion is 84.05% in the very high category. This implies the positive perceptions of both teachers and students in Palembang.

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Più fonti

Tesi sul tema "State normal schools"

Ostergaard, Lori Alden Neuleib Janice. "Composition in the Illinois State Normal University and Illinois high schools 1892-1921 /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251813371&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178893688&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice W. Neuleib (chair), Douglas D. Hesse, Julie M. Jung. Includes bibliographical references (leaves 171-184) and abstract. Also available in print.

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.

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Simmons, Betty Jo Whitaker. "An historical analysis of the development of teacher training at the State Normal School, Farmville, Virginia, 1884-1924". W&M ScholarWorks, 1988. https://scholarworks.wm.edu/etd/1539618449.

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The purpose of this study was to trace the development of teacher training at the Virginia State Normal School located at Farmville from its inception in 1884 through 1924 when it became a State Teachers College. The study focused upon seven characteristics identified by Charles Harper in 1939 as being typical of the developmental history of normal schools. Following these seven characteristics as a framework, the study analyzed the contributions made toward the professionalization of teaching by (1) presidents, trustees, and faculty; (2) public support; (3) in-service education; (4) curriculum provision; (5) laboratory experiences; (6) extra-curriculum offerings; and (7) pragmatic efforts.;Historical methodology was used in the data collection. Extensive use was made of the Annual Reports of the State Superintendent of Public Instruction and of the catalogs and bulletins of the State Normal School. The archives of Dabney Lancaster Library at Longwood College, Farmville, Virginia proved to be a valuable source of primary data. In addition to the review of the literature and numerous other sources, personal interviews and the Minutes of the trustees and Minutes of the Faculty were invaluable.;The study concluded that the State Normal School at Farmville, Virginia conformed to the seven characteristics identified by Charles Harper. In addition the study provided evidence that Farmville was a pioneer institution of higher education in Virginia and that through its professional teacher training leadership, the success of public education in Virginia was advanced.

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Reddinger, Amy. "Domestic inversions, domestic interventions : mapping the postwar formation of home, school, and family /". Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/9360.

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Pinheiro, Maria de Lourdes. "Trajetoria e interlocuções do educador paulista Jõao Toledo (1990-19390 : a permanencia dos modelos de lição". [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251665.

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Orientador: Maria Cristina Menezes
Tese (doutorado) - Universidade Estadual Campinas, Faculdade de Educação
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Resumo: O presente trabalho buscou entender a educação paulista por uma ótica particular, ao considerar a trajetória e as interlocuções do educador João Toledo (1879-1941). Não se pautou, porém, por uma biografia propriamente dita, mas procurou, no período selecionado, privilegiar o percurso de vida e a formação deste educador quando formando da segunda turma da Escola Complementar de Itapetininga, em 1900, abrangendo a trajetória profissional e produção intelectual do mesmo até 1939, quando escreveu "São Paulo", sua última publicação. Os cargos importantes que ocupou, bem como a presença pública através de artigos em revistas e livros, discursos e conferências proferidos, levaram-no a destacar-se no cenário educacional da época, sobretudo nas décadas de vinte e trinta. Entretanto, o seu nome não consta da plataforma dos educadores do período nos escritos da história da educação brasileira, tendo sido obscurecido diante da ênfase dada aos embates educacionais que envolveram católicos e liberais naquele momento. Ao se buscar ampliar a visão sobre tais embates, foi possível resgatar da sombra e lançar à luz um educador que defendeu uma proposta de educação pautada na pedagogia como "arte de ensinar" e em modelos de lição. O desenvolvimento deste trabalho esteve articulado ao projeto "Preservação do patrimônio histórico institucional: Escola Estadual Carlos Gomes de Campinas", coordenado pela Profa. Dra. Maria Cristina Menezes e financiado pela FAPESP.
Abstract: The present work aimed at understanding the State of São Paulo education under a private optics, when considering educator João Toledo's path and dialogues (1879-1941). It was not ruled, however, by a biography as so, but it sought, in the selected period, to privilege the life course and this educator's education when graduate of the second students group of the Escola Complementar de Itapetininga, in 1900, including his professional path and intellectual production up to 1939, when he wrote "São Paulo", his last publication. The important positions he occupied, as well as the public presence through essays in magazines and books, speeches andconferences uttered, took him to be highlighted in the education scenery of those days, above all in the decades of twenty and thirty. However, his name does not consist of the educators' platform of that period, in the writings of the Brazilian education history, having been darkened before the emphasis given to the education collisions that involved catholic and liberal citizens on that moment. In looking for enlarging the vision over such collisions, it was possible to rescue from the shadows and to throw to the light, an educator that defended an education proposal ruled in pedagogy as "the art of teaching" and in lesson models. The development of this work was articulated to the project "Preservation of the institutional historic assets: Escola Estadual Carlos Gomes de Campinas", coordinated by Prof. Maria Cristina Menezes, Ph.D., and financed by FAPESP.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação

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Rosa, Maristela da. "Rompendo normas : trajetória social e prática docente de Eglê Malheiros no Colégio Estadual Dias Velho (Florianópolis, 1947/64)". Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/990.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research proposes a socio-historical microanalysis which attempts to understand the social trajectory of social and educational practice of Eglê Malheiros through, especially her memoirs. It is questionable to what extent the choices and actions of this woman were conditioned by their social trajectory marked by the admission in renowned schools, high level of accumulated cultural capital and political activism. The methodology option for oral history is made through semi-structured interviews in which the teacher reminisces about her social family origin, the school courses, the career and about the teaching practice that she developed in the State College Dias Velho between the 1947th and 1964th years in Florianópolis (SC). Therefore, there is a theoretical support in Pierre Bourdieu, especially to operationalize the concepts of habitus, field, cultural and social capital, both essential to understand the concept of social trajectory that sets the number of positions occupied successively by the same agent during her life. Communist militant, modernist, Eglê Malheiros graduated in Laws, but she chose to be a History teacher. In her memoirs states to have appropriated the prescribed curriculum for the teaching of this subject in a unique way, by opting for a critical theoretical and methodological bias based on historical dialectical marxism, while the normative text prescribed by national legislation had as a mark the conservatism that New State prevailed through the Organic Law on Secondary Education. To understand how the teacher reframed the curriculum position, moves the concepts of appropriation and curriculum. The first one from Roger Chartier and the second one from Tomaz Tadeu da Silva and Thomas Popkewitz. From these references analyzes the prescribed curriculum for the teaching of History as a text that was read, interpreted and reframed by a sui generisteacher. Through some recalled examples by Eglê Malheiros it can be seen how she translated in classroom her theoretical and methodological marxist option. In teaching the History of Brazil, she wondered the contents presented in officers textbooks and she even added reflections that were not part of the formal curriculum. To teach about the economical formation of Brazil, the teacher included in her classes concepts such as Colonial Pact. Inspired by marxist authors, mainly in Caio Prado Junior, she was intended to make students reflect on History of a critical way, noting the condition of submission that the brazilian colony lived in relation to their cities. Take also as an example, the performance of Calabar at the time of the dutch invasion in Pernambuco. At the time, he was considered by brazilian historiography as a traitor to the country. Eglê Malheiros doubts about "betrayal" creating conditions for reflection about the clash between two metropolises (Portugal and the Netherlands) which had a common interest in exploring the brazilian colony. Daughter of a lawyer and a teacher, both political activists, Eglê Malheiros did the magisterium her main activity and her teaching practice crossed her being with her way of teaching, and unveiled in her way of teaching, her way of being.
Esta pesquisa realiza uma microanálise sócio-histórica que intenta compreender a trajetória social e a prática docente de Eglê Malheiros por meio, especialmente, de suas memórias. Questiona-se em que medida as escolhas e ações dessa mulher foram condicionadas por sua trajetória social marcada pelo ingresso em estabelecimentos de ensino renomados, alto nível de capital cultural acumulado e militância política. A opção metodológica pela história oral efetiva-se através de entrevistas semiestruturadas, nas quais a professora rememora a origem sociofamiliar, os percursos escolares, a carreira e a prática docente que desenvolveu no Colégio Estadual Dias Velho entre os anos de 1947 e 1964 em Florianópolis (SC). Para tanto, encontra-se respaldo teórico em Pierre Bourdieu, para operacionalizar os conceitos de habitus, campo, capital cultural e social, ambos imprescindíveis na compreensão da concepção de trajetória social que configura a série de posições sucessivamente ocupadas por um mesmo agente durante sua vida. Militante comunista e modernista, Eglê Malheiros graduou-se em Direito, mas escolheu ser professora de História. Em suas memórias, afirma ter se apropriado do currículo prescrito para o ensino dessa disciplina de forma singular, optando por um viés teórico-metodológico crítico fundamentado no marxismo histórico dialético, enquanto o texto normativo prescrito pela legislação nacional tinha como marca o conservadorismo estadonovista que vigorava através da Lei Orgânica do Ensino Secundário. Para compreender como a professora ressignificava o currículo posto, movimentam-se os conceitos de apropriação e currículo. O primeiro a partir de Roger Chartier, e o segundo de Tomaz. Tadeu da Silva e Thomas Popkewitz. A partir dessas referências, faz-se a análise do currículo prescrito para o ensino de História como um texto que foi lido, interpretado e ressignificado pela professora de forma sui generis. Por meio de alguns exemplos rememorados por Eglê Malheiros é possível perceber como ela traduzia em sala de aula sua opção teórico-metodológica marxista. Ao ensinar História do Brasil, ela questionava conteúdos apresentados nos livros didáticos oficiais e, inclusive, acrescentava reflexões que não faziam parte do currículo prescrito. Para ensinar sobre a formação econômica do Brasil, a professora incluía em suas aulas conceitos como o de Pacto Colonial. Inspirada em autores marxistas, principalmente em Caio Prado Junior, ela procurava fazer com que os alunos refletissem sobre a História de uma forma crítica, atentando para a condição de submissão que a colônia brasileira vivia em relação às suas metrópoles. Toma-se também como exemplo, a atuação de Calabar quando da invasão holandesa em Pernambuco. À época, ele era considerado pela historiografia brasileira como um traidor da pátria. Eglê Malheiros põe em dúvida essa "traição", criando condições para a reflexão acerca do embate entre duas metrópoles (Portugal e Holanda), que tinham o interesse comum em explorar a colônia brasileira. Filha de um advogado e uma professora, ambos militantes políticos, Eglê Malheiros fez do magistério sua principal atividade, cuja prática docente cruzou a sua forma de ser com a de ensinar e desvendou, na sua forma de ensinar, a sua forma de ser

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Martins, Cristiane Nascimento. "Estado e Igreja Católica como instâncias promotoras de educação: formação de professoras primárias em Minas Gerais na Primeira República (1892-1904)". Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13669.

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This investigation has as its theme the State and the Catholic Church, as instances of promoting education, focusing on the training of primary teachers in Minas Gerais. The temporal scope encompasses the time between 1892-1904, the first years of the Republic in Brazil. This period is justified for reasons that are interlinked: First, the demise of the functioning of the schools for the training of teachers as recorded at the time that the analysis of primary sources. Second, with the new regime, given the separation between of the State and Catholic Church took place in the legal framework, it is decreed the secularity of school education. It is also during this period that the movement occurs expansion of primary schooling and, in consequence, the expansion of Education Schools for the training of teachers to work in this level of education. Thus, this study aims to analyze and interpret the action of the Catholic Church in state affairs, so to evidence that the relationship between these two institutions continued very close in the educational field, including teacher training courses, even when the laws, as the Brazilian Constitution of 1891, decreed otherwise. The method of investigation is proposed to documentary research, consisting of documents produced in the daily Education Schools of Minas Gerais, as well as a set of laws produced in the time encompassed by our study and literature that helps us in interpreting and enforcing our arguments. The sources are listed, mostly in the custody of the Minas Gerais Public Archives in Belo Horizonte. These are documents produced in the secretariats of the Education Schools: certificates and attestations with seal of authentication to prove the trustworthiness, civil and religious, women of Minas Gerais; timesheet (containing the subjects taught in course teacher training) and normal evaluative tests (written exams) of some normal schools of Minas Gerais. As additional sources are used the encyclical Rerum Novarum (1891), legislation that organized educational laws that organized teaching in Brazil, laws and decrees of Minas Gerais as the law no. 41 of 1892 (Afonso Pena Reform) and law no. 281 of 1899 (Silviano Brandão Reform) which regulated primary education and teacher training to act in this level of education. The analysis of the sources gives us like result that the action of the Church in the training courses for teachers were part of the rescue project of Catholic ideals in Brazil, in general, and in Minas Gerais, in particular. This project of the Catholic Church has dovetailed with the plans the State which had the interest to train the girls in the traditional model of the family of Minas Gerais. Working together in education, church and State, formed women within the Catholic doctrine - with the goal that it extended this education in the family environment - at the same time that professionalize them to act in the primary teaching.
A presente investigação tem como tema o Estado e a Igreja Católica, como instâncias promotoras de educação, com enfoque na formação de professoras primárias em Minas Gerais. A abrangência temporal engloba o período entre 1892 a 1904, primeiros anos da República no Brasil. O recorte temporal se justifica por motivos que se encontram interligados: primeiro, devido às fontes primárias que revelam a efemeridade do funcionamento das Escolas Normais, formadoras de professores. Segundo, é nos primeiros anos da república que sucedeu a separação entre Estado e Igreja Católica ocorrida no âmbito legal, sendo decretada a laicidade da educação escolar. Nesse período, ocorreu o movimento de expansão da escolarização primária e, em consequência disso, a ampliação de Escolas Normais para a formação de professores para atuar nesse grau de ensino. Sendo assim, este estudo tem como objetivo analisar e interpretar a atuação da Igreja Católica nos assuntos do Estado, de maneira a evidenciar que a relação entre essas duas instituições continuaram muito próximas no campo educacional, incluindo os cursos de formação docente, mesmo quando as legislações, como a Constituição brasileira de 1891, decretaram o contrário. Como método de investigação propõe-se a pesquisa documental, composta de documentos produzidos no cotidiano das Escolas Normais de Minas Gerais, bem como um conjunto de legislações produzidas no tempo abarcado para nosso estudo e pesquisa bibliográfica que nos ajuda na interpretação reforçando nossos argumentos. As fontes elencadas encontram-se, em sua maioria, sob a guarda do Arquivo Público Mineiro, em Belo Horizonte. Trata-se de documentos produzidos nas secretarias das Escolas Normais: certidões e atestados com selo de autenticação que comprovam a idoneidade, civil e religiosa, das mulheres mineiras; quadro de horários (contendo as disciplinas ministradas no curso de formação docente) e exames avaliativos (provas escritas) das normalistas de algumas escolas normais de Minas Gerais. Como fontes complementares são utilizadas: a encíclica Rerum Novarum (1891), as legislações educacionais que organizaram o ensino no Brasil e as leis e decretos mineiros como a lei n. 41 de 1892 (Reforma Afonso Pena) e a Lei n. 281 de 1899 (Reforma Silviano Brandão) que regulamentaram o ensino primário e a formação de docentes para atuar nesse nível de ensino. A análise das fontes nos apresenta como resultado que a atuação da Igreja nos cursos de formação de professoras fazia parte do projeto de resgate dos ideais católicos no Brasil, em geral, e em Minas Gerais, em particular. Esse projeto da Igreja Católica se encaixou nos planos do Estado que tinha o interesse de formar as moças dentro do modelo tradicional da família mineira. Atuando conjuntamente na educação, Estado e Igreja, formaram mulheres dentro da doutrina católica com o objetivo de que ela estendesse essa educação no meio familiar ao mesmo tempo em que as profissionalizavam para atuar no magistério primário.
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"Writing, Programs, and Administration at Arizona State University: The First Hundred Years". Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8982.

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abstract: Composition historians have increasingly recognized that local histories help test long-held theories about the development of composition in higher education. As Gretchen Flesher Moon argues, local histories complicate our notions of students, teachers, institutions, and influences and add depth and nuance to the dominant narrative of composition history. Following the call for local histories in rhetoric and composition, this study is a local history of composition at Arizona State University (ASU) from 1885-1985. This study focuses on the institutional influences that shaped writing instruction as the school changed from a normal school to teachers` college, state college, and research university during its first century in existence. Building from archival research and oral histories, this dissertation argues that four national movements in higher education--the normal school movement, the standardization and accreditation movement, the "university-status movement," and the research and tenure movement--played a formative role in the development of writing instruction at Arizona State University. This dissertation, therefore, examines the effects of these movements as they filtered into the writing curriculum at ASU. I argue that faculty and administrators` responses to these movements directly influenced the place of writing instruction in the curriculum, which consequently shaped who took writing courses and who taught them, as well as how, what, and when writing was taught. This dissertation further argues that considering ASU`s history in relation to the movements noted above has implications for composition historians attempting to understand broader developments in composition history during the nineteenth and twentieth centuries. Notwithstanding ASU`s unique circumstances, these movements had profound effects at institutions across the country, shaping missions, student populations, and institutional expectations. Although ASU`s local history is filled with idiosyncrasies and peculiarities that highlight the school`s distinctiveness, ASU is representative of hundreds of institutions across the country that were influenced by national education movements which are often invisible in the dominant narrative of composition history. As such, this history upholds the goal of local histories by complicating our notions of students, teachers, institutions, and influences and adding depth and nuance to our understanding of how composition developed in institutions of American higher education.
Dissertation/Thesis
Ph.D. English 2011

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Libri sul tema "State normal schools"

Holmes, Elizabeth. The normal kid. Minneapolis: Carolrhoda Books, 2012.

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Ogren, Christine A. The American State Normal School. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100.

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Urías, Mariana Hernández, Homero Vázquez Carmona e Rosaura Martínez Ruiz. Pensar Ayotzinapa. Ciudad de México: Almadía Ediciones, 2018.

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Mahood, Wayne. SUNY Geneseo: From normal school to public ivy, 1871-2007. Virginia Beach, VA: Donning Company Publishers, 2008.

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T, Brown Robert. The rise and fall of the people's colleges: The Westfield Normal School, 1839-1914. Westfield, Mass: Institute for Massachusetts Studies, Westfield State College, 1988.

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Holland, Ernest Otto. Pennsylvania State Normal Schools and Public School System. Creative Media Partners, LLC, 2022.

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Landman, Ronald. From normal schools to state colleges a political social and economic. 2000.

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Laws of Wisconsin Relating to Common Schools, Free High Schools Industrial Schools, County Training Schools, County Agricultural Schools, State Graded Schools, Normal Schools, the State University, and County and City Superintendents, Teachers' Institutes. Creative Media Partners, LLC, 2018.

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Charles, Brooks. Two Lectures: I. History of the Introduction of State Normal Schools in America. II. a Prospective. Creative Media Partners, LLC, 2022.

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Capitoli di libri sul tema "State normal schools"

Ogren, Christine A. "“To Awaken the Conscience”: Establishing Teacher Education and State Normal Schools". In The American State Normal School, 9–52. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_2.

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Ogren, Christine A. "“Enthusiasm and Mutual Confidence”: Campus Life at State Normal Schools, 1870s–1900s". In Rethinking Campus Life, 91–114. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75614-1_5.

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Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae e Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" In Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.

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AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.

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Kolodny, Kelly Ann. "The Endorsed and Spontaneous Reading and Writing Exercises of Students in Early State Normal Schools in Massachusetts (1839–1850)". In Women’s Higher Education in the United States, 69–91. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59084-8_4.

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Ogren, Christine A. "Introduction: “It wasn’t Much of a College”". In The American State Normal School, 1–5. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_1.

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Ogren, Christine A. "“The Masses and Not the Classes”: A Tradition of Welcoming Nontraditional Students". In The American State Normal School, 55–83. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_3.

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Ogren, Christine A. "“Substantial Branches of Learning” and “A Higher Degree of Culture”: Academic Studies and Intellectual Life". In The American State Normal School, 85–119. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_4.

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Ogren, Christine A. "Teacher Education: Breathing “The Ozone of Teaching”". In The American State Normal School, 121–50. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_5.

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Ogren, Christine A. "“Noble” Men and “Not Necessarily Bloomer Women”: The Public Sphere, Gender Attitudes, and Life Choices". In The American State Normal School, 151–200. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_6.

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Ogren, Christine A. "Epilogue: “Lots of Pep! Lots of Steam!”". In The American State Normal School, 201–9. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1057/9781403979100_7.

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Atti di convegni sul tema "State normal schools"

Serenkova, E. L., e V. D. Svirid. "COMPARATIVE CHARACTERISTICS OF THE PSYCHOLOGICAL STATE OF SCHOOLCHILDREN STUDYING AT BOARDING SCHOOLS AND GYMNASIUMS". In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-328-331.

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The level and nature of school-related anxiety in primary and secondary school-age children were analyzed. On the basis of boarding schools,the data that the level of anxiety in children of primary school age is within the normal range were obtained, and in subjects of secondary school age this indicator is slightly increased. In children studying in the gymnasium, the level of anxiety is within the normal range. Statistically significant differences in the level of school anxiety among children studying in boarding schools and high school students were revealed.

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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools". In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.

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Ausloos, M. "More or less Equilibrium (or rather steady state) Properties in the so-called Normal State of High Tc Superconductors". In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0008.

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VARLAMOV, A. A. "SUPERCONDUCTING FLUCTUATIONS AND THEIR ROLE IN THE NORMAL STATE ANOMALIES OF HIGH TEMPERATURE SUPERCONDUCTORS". In Proceedings of the International Advanced School “Leonardo da Vinci” — 1998 Summer Course. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812792945_0005.

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English, Kenneth W., Kevin F. Hulme e Kemper E. Lewis. "Engaging High School Women in Engineering Design Using Cyberinfrastructure". In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49896.

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Without a doubt, the current generation of secondary school students is very familiar with information technology. Text messaging, e-mail, and social networking websites are a normal means of communication. There is also increasing recognition of the need for diversification the engineering workforce and increasing the number of graduating engineers in the United States. This has created an opportunity to leverage leading edge Cyberinfrastructure in an outreach program targeting secondary school students. This paper demonstrates the implementation of a targeted outreach program that engages high school students in engineering design over a two-week period using state-of-the-art digital design repositories and motion simulation equipment.

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Howland, Howard C., Stephen Waite e Leilani Peck. "Early Focusing History Predicts Later Refractive State: A Longitudinal Photorefractive Study". In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1993. http://dx.doi.org/10.1364/navs.1993.nsuc.1.

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A fundamental question of the development of the focus of the eye concerns the interplay of inheritance and environment in determining whether the person will become normally sighted, nearsighted, or farsighted. A test for the strength of inheritable influences is to ask if the future refractive state of a subject can be predicted by the focusing behavior in infancy. That this is so was reported by Gwiazda and co-workers1 using dark retinoscopy who found that school age myopia was predicted by infant refractive state.

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Vasikova, A. F., e A. A. Aydarova. "THE PHENOMENON OF BULLING AND CYBERBULLING IN A MODERN SCHOOL". In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/42.

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It is not uncommon for one or more students to become objects of constant bullying by their peers. Rigidity among the younger generation is beginning to return to normal, so it is very important to recognize and eradicate cyberbullying at an early stage. The article describes the different approaches of researchers and psychologists to the study of the concept of bullying and cyberbullying. The article reveals the signs of bullying, the social structure, and an action plan for the prevention of bullying in a modern school.

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Islami, Shilfia Ulfa, Hanung Prasetya e Bhisma Murti. "Factors Affecting Smoking Behavior High School Children in Dumai, Riau: Application of Theory Planned Behavior". In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.66.

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Background: Smoking in adolescents has negative effects on their health. Exposure to nicotine during adolescence has lasting effects on brain development. They are also at risk of asthma and impaired lung function, with a knock-on effect on their participation in physical activities. This study aimed to determine factors affecting smoking behavior high school children in Dumai, Riau. Subjects and Method: A cross sectional study was conducted at 23 Senior high schools and 12 Junior high schools in Dumai, Riau, Indonesia, from September to October 2019. A sample of 200 male adolescents aged 12-18 years was selected by stratified random sampling. The dependent variable was smoking behavior. The independent variables were family income, pocket money, media exposure, peer, parental role, intention, attitude, subjective norm, and perceived behavior control. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Smoking behavior increased with high family income (OR= 4.85; 95% CI= 1.10 to 21.41; p= 0.037), high pocket money (OR= 10.34; 95% CI= 2.32 to 45.91; p= 0.002), high media exposure (OR= 8.03; 95% CI= 1.79 to 35.92; p= 0.006), peer (OR= 8.86; 95% CI= 1.76 to 26.66; p= 0.012), smoking parents (OR= 7.91; 95% CI= 1.84 to 34.04; p= 0.005), and positive attitude (OR= 10.5; 95% CI= 2.22 to 49.79; p= 0.003). Smoking behavior decreased with weak perceived behavior control (OR= 0.11; 95% CI= 0.02 to 0.50; p= 0.004), weak intention (OR= 0.03; 95% CI= 0.005 to 0.22; p<0.001), and weak subjective norm (OR= 0.06; 95% CI= 0.01 to 0.38; p=0.005). Conclusion: Perilaku merokok pada remaja dipengaruhi oleh pendapatan orang tua, uang saku, paparan media, teman sebaya, pengaruh orang tua, sikap, persepsi kendali perilaku, niat, dan norma subjektif. Keywords: smoking behavior, adolescents Correspondence: Shilfia Ulfa Islami. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: shilfiaulfa17@gmail.com. Mobile: 085219722029. DOI: https://doi.org/10.26911/the7thicph.02.66

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POP, Tiberiu. "Reflexive Design and the Consumer’s Expectations". In The International Conference of Doctoral Schools “George Enescu” National University of Arts Iaşi, Romania. Artes Publishing House UNAGE Iasi, 2023. http://dx.doi.org/10.35218/icds-2023-0026.

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Design is a term that is paradoxically (or not) harder to define these days. Its often-theoretical ramifications make a clear and univocal definition even more difficult to state In 2005, Donald Norman mentioned three levels of design: visceral, behavioural and reflexive in his book Why We Love (or Hate) Everyday Things. Design hybrids is yet another term that has been introduced into the specialized vocabulary lately as a result of designers’ attempt to go above and beyond product design, graphic design, environmental design, furniture design, interaction design, etc. In 1896, Louis Sullivan formulated the principle “form comes after function”. After WWI, theorists such as Theo van Doesburg, Walter Gropius and Le Corbusier, suggested a more radical tendency: “form comes after utility and meaning”. The new context suggests a more complex approach, i.e. “form observes expectations”, as a follow-up of Raymond Loewy’s MAYA (Most Advanced Yet Acceptable) principle. The present study is based on the transdisciplinarity of design1 , on reflexive design as a means of approach as well as on their relationship.

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Slimovschi, Marina. "Argumentarea eficienței kinetoterapiei în profilaxia deficiențelor de atitudine a elevilor claselor primare". In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.46.

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Physical deficiency represents any deviation from normal in the form and physiological functions of the body, which disturbs the normal growth and harmonious development of the body, changes its external appearance, reduces its physical and even intellectual abilities, as well as the ability to work. These deviations from normal can change the shape of the body and its physical functions completely or only at the level of some segments and regions. The most common conditions encountered in primary school students are platypodia, lordotic back, kyphotic back and scoliosis. Every year, the number of children with attitude deficiencies is constantly increasing, having a negative effect on the general state of health. Kinetoprophylaxis is considered as part of medical kinesiology and constitutes an axiom in medical sciences. Kinetic therapy and kinetoprophylaxis are based on own means and working means from physical education. That's why an important role in physical education is the directing of the child's growth process, in the formation of a healthy body. Particular attention is paid to physical qualities, aiming at: the development of the body's physiological capacity, the harmonious physical development of the child, the development of motor skills, the formation of hygienic and sanitary skills, the correction of physical deficiencies, that is, the aim is to optimize the biological development of the human being. Physical exercise is a means of working in kinetoprophylaxis.

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Rapporti di organizzazioni sul tema "State normal schools"

Lindberg, Laura D., Zoe H. Pleasure e Ayana Douglas-Hall. Assessing State-Level Variations in High School Students’ Sexual and Contraceptive Behavior: The 2019 Youth Risk Behavior Surveys. Guttmacher Institute, dicembre 2020. http://dx.doi.org/10.1363/2020.32245.

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Key Points Sexual activity is a normal part of adolescent development, regardless of where young people live. ➔ There is greater variation between states in prescription method use than in condom use, suggesting that barriers to contraceptive care influence students’ method choice. ➔ High school students in Southern states tend to have higher rates of sexual activity but lower rates of contraceptive use than those in other U.S. regions. ➔ Recent patterns suggest that contraceptive use continues to be the main driver of declines in adolescent pregnancy. This report presents new state-level estimates of sexual activity and contraceptive use among high school students in the United States. The data are from the 2019 Youth Risk Behavior Surveillance System (YRBSS), which is managed by the U.S. Centers for Disease Control and Prevention (CDC). Because the 2019 YRBSS included more states than in prior years, we are able to better identify differences across states and regions, as well as describe recent trends. In particular, we examine variations in adolescents’ sexual activity and their use of condoms and of other contraceptive methods, because of their important implications for exposure to STIs and pregnancy. The YRBSS offers a unique opportunity to examine sexual and reproductive health at the state level among high school students.

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Anilkumar, Krupa. Benefits and Challenges of Using Dialogue-based Pedagogy for the Gender Education of Pre-service Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0906.2023.

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Gender-just classrooms are imperative to realising a gender-just society. Patriarchal gender norms are often reproduced and perpetuated in schools through biased curriculum, gendered textbooks, hidden curriculum and even gendered views of those who educate. The key to a gender equitable classroom is a gender conscious teacher. To begin our engagement on the subject, we analysed the gender component in the curriculum of the elementary teacher education programme offered at District Institutes of Education and Training (DIET) under the Kerala State Council of Educational Research and Training (SCERT).

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), agosto 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.

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