Дисертації з теми "Art education policies"
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1
Lim, Kyungeun. "An Inquiry of How Art Education Policies are Reflected in Art Teacher Preparation| Examining the Standards for Visual Arts and Art Teacher Certification." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635268.
Повний текст джерелаАнотація:
Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study explores the connections between art education policy and the field of art education through a focus on art teacher preparation in Indiana. Additional attention was paid to perceptions of the appropriateness of alternative licensure routes in relation to policies of academic and quality standards and the extent to which visual art teachers’ sense of identity as teachers and artists is affected by appropriation of these standards.
The theoretical framework of this study is the need to understand policy appropriation of standards (including visual art and art teacher preparation standards) as an on-going process, that is continually influenced and changed by internal (human level) and external (institutional level) factors. The appropriation process is effectively expressed through practices, narratives, and texts of practitioners.
To understand the status and factors of the art education policy appropriation in art teacher preparation, I collected data as printed or digital documents, and as interviews with faculty members and pre-service art teachers in two traditional visual art teacher preparation programs in Indiana. I analyzed external (institutional level) and internal (human level) factors to adopt and work with state and national standards. While national standards for visual art education (were adopted by many states and presented as voluntary policy, in Indiana the national standards were built into the Indiana’s Academic Standards for Visual Art Standards for K-12 students. Visual art teachers were required to complete a traditional teacher preparation program and pass examinations to become licensed to teach art.
Findings reveal that faculty of higher art teacher education programs in Indiana paid attention to the national and state standards in K-12 visual art and the standards for teacher education when preparing students to become licensed K-12 art educators. External motivations were accreditations system for teacher preparation requested by Indiana Department of Education related to NCATE. Schools and districts could be external motivations that pre-service art teachers adopt the standards in order to succeed in a job market. Internal factors were respects of roles and leaders of art education associations, desires to train/be qualified teachers and attain balanced knowledge between art studio and art education. Alternative routes to licensure were viewed as economically advantageous but not supportive of high-quality education. Policy had little impact on issues of identity. I concluded with recommendations for improvement in art teacher preparation that were needs of supportive policies for pre-service teachers’ teaching and teaching licensure including traditional and alternative licensures.
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Lidström, Anders. "Discretion : an art of the possible : education committees in the Swedish system of government." Doctoral thesis, Umeå universitet, Statsvetenskapliga institutionen, 1991. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-62936.
Повний текст джерелаАнотація:
Discretion is commonly analyzed as the scope for choice set by formal superiors. This study aims at developing an alternative theory of discretion which also takes into account the assumptions of the actors in implementing positions. The theory is constructed with the purpose of being an empirical tool for analyzing discretion on a nation-wide basis and in a central-local government context. It concerns two main questions: to what extent does discretion vary and how can this variation be explained? The theory section concludes with a number of empirically testable hypotheses. The concept of discretion is defined as the scope for choice available to actors, in formally subordinate positions, vis-à-vis their superiors. It is seen as a special case of autonomy, as it is attributed to subordinates and primarily concerns one dimension of autonomy, namely freedom of action. In the second half of the study, the theory is applied empirically to the discretion available to Swedish local government Education Committees. A questionnaire study of all Education Committee Chairpersons and Chief Education Officers and in-depth interviews of a selected sample of these have been undertaken. The empirical study clearly indicates that there is variation in discretion. In spite of the uniformity of the system of governing local education, it is found that the limits for discretion are set differently by different Education Committee representatives. The variation follows a pattern which has been, at least partly, reconstructed. Variables which appear as important in explaining variation include: the extent to which the control system is regarded as efficient; the size and population density of the local authority; and individual traits such as length of experience and gender. However, our analysis also shows that these explanations are more valid in certain contexts than in others, which points the way for further research.digitalisering@umu
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Bredariolli, Rita Luciana Berti. "XIV Festival de Inverno de Campos do Jordão: variações sobre temas de ensino da arte." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-19112010-091513/.
Повний текст джерелаАнотація:
Dentre o conjunto de edições do Festival de Inverno de Campos do Jordão, tradicionalmente dedicadas à música erudita e formação de jovens concertistas, a realizada em 1983 se destaca como dissonância. A XIV edição deste evento se particularizou, especialmente, por ter sido dedicada aos professores de Educação Artística da rede pública de ensino do estado de São Paulo. O programa pedagógico do XIV Festival de Inverno de Campos do Jordão, direcionado à formação destes profissionais, é o tema deste estudo. Como objetivo, a análise da concepção de ensino da arte, enunciada pelos discursos sobre as oficinas que o compuseram. Como caminho, optamos pelo levantamento e análise de um conjunto de fontes primárias escritas e visuais, formado por textos de jornais, revistas, catálogos, relatórios, cartas, ilustrações e registros fotográficos das ações pedagógicas realizadas neste Festival de 1983. Juntamos a estes documentos, relatos de alguns dos participantes deste evento, recolhidos por entrevistas semiestruturadas. Da interação entre estas fontes e nossos referenciais teóricos, foi criada esta escrita, enleada pelo encontro entre memória e história. Deste percurso inferimos estas ações artístico-educacionais, experimentadas durante o XIV Festival de Inverno de Campos do Jordão, como contribuições para um processo de recomposição do ensino de arte realizado ao longo da primeira década de sua institucionalização no sistema escolar brasileiro.From all the editions of the Campos do Jordão Winter Festival [Festival de Inverno de Campos do Jordão], which traditionally promoted chamber music and courses for young concert musicians, the 1983 edition stands out in dissonance. The XIV Festival was different, mainly because it was devoted to teachers of Art Education from the São Paulo state public education system. This paper addresses the pedagogical program of the XIV Festival de Inverno de Campos do Jordão. This paper aims at analyzing the concept of teaching art conveyed by the discourse about the workshops that took place during the festival. To this end, we have gathered and examined a collection of primary written and visual sources including newspapers, magazines, reports, letters, illustrations, and photos taken of the pedagogical activities during the 1983 Festival. In addition to these documents, we undertook a semi-structured interview with some of the Festivals attendees. This study is a result of the interrelationship between our sources of data and theory, interwoven by the meeting of Memory and History. Based on the path we chose, we infer that the artistic and pedagogical activities experienced during the XIV Festival contributed to the process of restructuring the teaching of art during the first ten years as of its incorporation by the Brazilian school system.
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Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
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Alvarenga, Cérise. "Jovens, profissionais de ensino e instituições artísticas e culturais: relações no espaço social." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-17082016-160140/.
Повний текст джерелаАнотація:
Esta pesquisa investigou as relações dos jovens estudantes e profissionais de escolas públicas da Região Metropolitana de Belo Horizonte (RMBH) com as manifestações artísticas a partir da experiência de visitação em instituições artísticas e culturais que atuam na promoção do direito à arte e à cultura. Entendendo tais experiências como processos situados historicamente, toma em consideração tanto os sentidos construídos pelos jovens, como também as enunciações advindas dos profissionais das escolas que agendam as visitas. Nesse contexto, o Brasil apresenta pela primeira vez o Plano Nacional de Cultura (PNC) e o Estatuto do Jovem. O entendimento do jovem não apenas como um ser que vivencia um período de transição entre a adolescência e a idade adulta, mas como um sujeito, e a compreensão da arte e do acesso aos diferentes territórios da cidade como direitos são construções discursivas recentes. A investigação foi realizada por meio de pesquisas bibliográfica, documental e de campo. Por meio das pesquisas bibliográfica e documental, busca-se situar e problematizar as construções social e histórica da categoria juventude, os seus direitos e as políticas públicas na área da cultura. Na pesquisa de campo, a pesquisadora acompanhou a visita de 112 estudantes dos Ensinos Fundamental e Médio de três escolas públicas às instituições artísticas e culturais. Foram realizadas conversas com jovens que participaram das visitas em grupos de cinco a oito participantes, totalizando 24 alunos. Também, foram realizadas entrevistas com dois jovens e com três profissionais de ensino. Os procedimentos foram gravados em áudio mediante autorização dos participantes e/ou responsáveis. A orientação metodológica ocorreu por meio de fundamentos da micro-história e da fenomenologia. Os conceitos de habitus, espaço físico e social de Pierre Bourdieu e as formulações sobre o campo estético de Arnold Berleant auxiliam a pensar os sentidos que emergiram. A visita parece constituir um gesto dos professores, que é impulsionado pela revisitação de suas próprias relações com a arte, com a escola e com os espaços culturais. Visitar tais espaços pode conter o sentido apontado por Bourdieu, que reproduz valores e hábitos, perpetuando estratificações sociais que fixam posições de classe, mas também provocam os estudantes a pensarem essas posições. O percurso fora da escola e a relação com as manifestações artísticas arremessam os jovens a construírem significações, recuperando as ações ou o gesto daqueles trabalhadores que participam do processo de produção social da arte nas instituições visitadas. Para os professores e jovens, a experiência desse trânsito parece conter um coeficiente de possibilidades na formulação de questionamentos e na ampliação de espaços e processos educativos, esboçando possíveis enfrentamentos às restrições e limites do contexto escolar e de outras situações de segregação e de desigualdades sociais descritas pelos jovens e seus professoresThis study investigated the relations of public school young students and teachers with artistic events from the experience of visiting artistic and cultural institutions that promote the right to art and culture in the metropolitan region of Belo Horizonte (RMBH). Understanding such experiences as historical processes, the senses constructed by the youth and the enunciations from the school professionals that schedule the visits were taken into account. In this context, Brazil for the first time presents the National Culture Plan (PNC) and the Statute of the Youth. The understanding of the youth as a subject, not only as a being that experiences a period of transition between adolescence and adulthood, and the comprehension of art and access to different areas of the city as rights are recently discussed constructions. The study was conducted by bibliographical, documentary and field research. Bibliographical and documentary researches aim to locate and question the social and historical construction of the youth category, their rights and public policies in the field of culture. The researcher attended 112 Middle School and High School students from three public schools in the artistic and cultural institutions during the field trip. Talks were held with students that were in the visits in groups of five to eight participants; also two students and three teachers were interviewed. Procedures were recorded with the authorization of the participants and or keepers. Methodological orientation was based on micro-history and phenomenology. Concepts of habitus, physical space and social space of Pierre Bourdieu and formulations of the aesthetic field Arnold Berleant help to figure the meanings that emerged. The visit appears to be a gesture of teachers that is driven by reviewing their own relationships with art, with the school and with the \"cultural spaces\". Visiting the latters may carry the sense pointed out by Bourdieu of values and habits, perpetuating social stratification that fix class positions, but also cause the students to think in these positions. The course out of school and the relationship with the artistic manifestations launch the youth to build meanings, recovering the actions or the gesture of those workers who participate in the social process of production of art in the visited institutions. For the teachers and the young students, the experience in this transit seems to comprehend a coefficient of possibilities in formulating questions and magnification of educative spaces and processes, sketching possible confrontations to the restrictions and limitations of the school context and other situations of segregation and social inequalities described by the youth and their teachers
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DELFINO, ANTONIO. "O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1597.
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This work, “The Art curriculum – Theater language in the early years of Elementary School in the State of São Paulo”, has as object of study the Curriculum Guidelines and Art Teaching (OCDArte) in the language of Theater, for the 1st, 2nd and 3rd years of Elementary Education of the Education Secretariat of the State of São Paulo (2013/2015). The authors of this curriculum proposal are: an expert consultant in the area of Theatre and an Art Reference Group, constituted by seventeen Art Coordinating Teachers of the Pedagogic Nuclei of the Regional Teaching Directories (PCNP) of which the investigator of this research was part. The adopted methodologies in this research have a qualitative and quantitative character including literature review and documentary research. This analysis consists of an account of the construction and implementation process of the curriculum guidelines that are the subject of this study and that had collaborative authoring proposal; then we set off for a contextualization of the social and political point of these steps; made a brief analysis of its editorial and graphic structure; and finally we focused our analysis on the specific area of our study, the theater language, on these curriculum guidelines for the early years, discussing the adopted methodologies, its teaching resources and its theoretical basis, in order to put into perspective and deepen the different dimensions of the document. Our goal is to understand if the construction process of these guidelines has enabled the participation of all stakeholders, how it manifests the theatrical language in these guidelines, and further contribute to the discussion of this curriculum and didactic proposal, reflecting on its alignment with contemporary design trends of art, education and art learning. We note that the OCDArte, in the language of theater, as it is structured, has an important role in education for the early years, since the preparation of educators in this language is generally insufficient. On the other hand, we notice some gaps in the choices and adaptations of literary works that permeate the studied learning situations, as well as a shy presence of contextualization action and interdisciplinary proposals.
Esse trabalho, “O currículo de Arte – a linguagem do Teatro para os anos iniciais do Ensino Fundamental no Estado de São Paulo”, tem como objeto de estudo as Orientações Curriculares e Didáticas de Arte (OCDArte), na linguagem do Teatro, para os 1ºs, 2ºs e 3ºs anos do Ensino Fundamental da Secretaria de Educação do Estado de São Paulo (2013/2015). Os autores dessa proposta curricular são: um consultor especialista na área do Teatro e um Grupo de Referência de Arte, composto por dezessete Professores Coordenadores de Arte dos Núcleos Pedagógicos das Diretorias Regionais de Ensino (PCNP) do qual o pesquisador dessa investigação fez parte. As metodologias adotadas para este estudo têm caráter qualitativo e quantitativo incluindo revisão bibliográfica e pesquisa documental. Essa análise compõe-se de um relato do processo de construção e implementação das orientações curriculares que são objeto desse estudo e que teve proposta de autoria colaborativa; partimos então para uma contextualização do momento social e político dessas etapas; fizemos uma breve análise da sua estrutura editorial e gráfica; e finalmente focamos nossa análise na área específica do nosso estudo, a linguagem do teatro, nessas orientações curriculares para os anos iniciais, discutindo as metodologias adotadas, os recursos pedagógicos e as bases teóricas, no sentido de colocar em perspectiva e aprofundar as diferentes dimensões do documento. Nosso objetivo é compreender se o processo de construção dessas orientações permitiu a participação de todos os atores envolvidos, como se manifesta a linguagem teatral nestas orientações, e ainda contribuir para a discussão dessa proposta curricular e didática, refletindo sobre seu alinhamento com as tendências contemporâneas de concepção de arte, de educação e de aprendizagem em arte. Observamos que as OCDArte, na linguagem do Teatro, como está estruturada, tem um papel relevante no ensino para os anos iniciais, visto que, a preparação dos educadores nessa linguagem é, regra geral, insuficiente. Por outro lado, percebemos algumas lacunas nas escolhas e adaptações das obras literárias que permeiam as situações de aprendizagem estudadas, assim como uma presença tímida da ação de contextualização e das propostas interdisciplinares.
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Ferreira, Melina Coutinho. "Arte: um estudo em representações sociais." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6031.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
The present study, of quantiqualitative nature, had as its main purpose to locate and understand how the teachers who are in action at the Art subject in schools and also those students who are in initial formation in Degree of Education, in the town of Jataí, State of Goiás, socially represent the Art and its educative process. The research problem is related to the context which engages the teaching of art providing opposing understandings, since its obligation by Law No. 5962/71 until the current days. First, the study gathered information from the Municipal and State Departments of Education in the early years of 2014 and 2015, to map the local reality about the teachers who work in the artistic discipline. Later, we contact the schools and consequently the teachers. Successively it reached the stage of collecting the materials where we contacted 28 teachers in action. The data were collected by using the free word association technique and semi- directive interview to identify possible social representations of the teachers. Then in the third stage of collection of materials using the free word association technique, 209 students of Pedagogy have been contacted. The statements were recorded, transcribed and analyzed according to the Social Representation Theories. The EVOC software processed the collected material using the technique called free evocation of words. Looking at the Social Representation Theories, the Central Nucleus Theory and the Education and Art teachers´knowledge we developed our understanding considering the specificity of the collected materials. From the initial understanding of the data, it is understood that the social representation of art and its teaching consists of elements anchored in judgment assignments and explanations that express the act of enjoying and practicing the art school. It also points to the importance of teaching focused on developing abilities, skills, creativity, imagination, socialization and critical sense. The previous experiences in school produce information that reflect and refract the historical development and the meaning of art in (and out of) school. The data also show that the art of teaching image constructed by the subject is divided more than one dimension, expressing an idealized representation of a space in which to learn and be happy must be present; one in which the art is represented by a hard reality; providing the structure of social representations of art related to social knowing, on one hand, understands the culture as art, and in the other hand, understands the cultural or sentimental expression. This connection of elements promote the structuring of social representations related to the values established in the lived experience in a school subject that bears the marks of a school that has not yet overcome its difficulties.
A presente pesquisa, de natureza quantiqualitativa, teve como objetivo principal localizar e compreender como os professores que estão em atuação na disciplina de Arte nas escolas e também daqueles estudantes que estão em formação inicial no curso de Pedagogia, no município de Jataí, Estado de Goiás, representam socialmente a arte e o seu processo educativo. O problema da pesquisa está relacionado ao contexto que envolve o ensino de Arte, desde sua obrigatoriedade por meio da Lei nº 5692/71 até os dias atuais, que oportuniza entendimentos dicotômicos sobre o mesmo. Primeiramente, fez-se um levantamento junto às Secretarias de Educação, Municipal e Estadual, no início dos anos de 2014 e 2015, para mapear a realidade local quanto aos professores que atuam na disciplina de Arte. Posteriormente, ocorreu o contato com as escolas, para assim, contatar os professores. Sucessivamente, chegou a fase de coleta dos materiais, momento em que foram contatados 28 professores em atuação, por meio do uso da Técnica de Associações Livres de Palavras (TALP) e de entrevista semidiretiva para identificar as possíveis representações sociais professorais. Em seguida, na terceira fase de recolha de materiais, por meio da TALP, foram contatados 209 estudantes de Pedagogia. Os dizeres nos momentos das entrevistas foram gravados, transcritos e analisados à luz da Teoria das Representações Sociais (TRS). O software EVOC foi utilizado para processar o material coletado com a técnica de evocações livres. Tendo por norte os fundamentos da TRS, da Teoria do Núcleo Central (TNC) e de conhecimentos das áreas de Formação de Professores e da Arte/Educação, elaboramos nossas compreensões considerando a especificidade dos materiais recolhidos. Com a compreensão inicial dos dados, entende-se que a representação social professoral sobre a arte e seu ensino é constituída por elementos ancorados em atribuições de juízo estético e explicações que expressam o ato de fruir e praticar a arte na escola. Também apontam para a importância do ensino centrado em desenvolver capacidades, habilidades, criatividade, imaginação, socialização e senso crítico. E as experiências escolares passadas produzem na constituição das representações sociais informações que refletem e refratam o desenvolvimento histórico e o sentido da arte na (e fora da) escola. Os dados mostram ainda que a imagem do ensino de Arte construída pelos sujeitos divide-se em mais de uma dimensão, expressam uma representação idealizada, de um espaço no qual o aprender e o ser feliz devem estar presentes; uma em que a Arte é representada por uma realidade difícil; propiciam a estruturação de representações sociais sobre a Arte vinculadas ao saber social que, por um lado, compreende a cultura como arte, por outra perspectiva, parte do entendimento de expressão cultural ou sentimental. Essa conexão de elementos favorece a estruturação de representações sociais vinculadas aos valores estabelecidos na experiência vivenciada em uma disciplina escolar que carrega as marcas de um ensino que ainda não superou suas dificuldades.
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Couper, Brian J., and n/a. "Residential police education and its implications for curriculum design." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060629.170144.
Повний текст джерелаАнотація:
The current policy in New South Wales of referring to
its law enforcement body as Police without reference to the word
"force", is testimony to the re-emergence of the concept of community
policing.
This study deals with this phenomenon and the concept
of discretion, which allows police to take action according to
the dictates of a given situation rather than always act within
the strict letter of the law. While the power of discretion
should be used lawfully and ethically, political, legal and social
acceptance of such an approach allows a more flexible strategy
for coping with issues associated with deviant behaviour and
social injustice.
Therefore, the study present a holistic approach to
a curriculum for police recruits. It deals with the linking
of "reactive" and "proactive" policing strategies by means of
discretion and in so doing enhances the police officer's ability
to make a reasoned judgement in choosing between a number of
alternatives according to the dictates of the situation.
The proposed curriculum takes account of new policing
strategies, students' needs and career aspirations, modem
technology, effective teaching methods and the need for recruit
training to be attuned to dynamic changes in social needs and
demands.
The study also emphasises the need for further research
into the role of field training officers and the integration
of field training with academy education as a vital component
in the preparation of a police officer for the complex role ahead.
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Gunn, Paul W. (Paul Wayne). "AIDS and Higher Education in Texas: Policies at Accredited Institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332547/.
Повний текст джерелаАнотація:
This study of all of the post secondary institutions accredited by the Commission on Colleges of the Southern Association of Colleges and Schools which were located in Texas determined the number that had policies regarding persons with AIDS. The study determined how long policies had been in effect and analyzed policies in order to determine commonalities and differences. An additional purpose was to examine relationships between five major variables and 18 topics which were identified as being issues likely to be addressed in institutional AIDS policies.
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Smith, Kenneth D. "Benchmarks in American Higher Education: Selected Approaches for Distance Education Copyright and Intellectual Property Policies." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2266/.
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An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.
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Logue, Laurel R. "Representative Policies for Displaying Art in Student Union Galleries and Public Spaces in the United States." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31814.
Повний текст джерелаАнотація:
The purpose of this descriptive study was to establish a comprehensive and representative portrait of written policies with respect to displaying art in student unions in the United States. This study was designed to answer the following question: What policies are implemented in member colleges and universities of the Association of College Unions International with respect to the display of art in galleries and public spaces in student unions in the United States?
One hundred institutions were selected for study by a stratified random sampling of the 1997 membership list of the Association of College Unions International. A total of 67 institutions responded including 16 research universities, 33 comprehensive state universities, 15 liberal arts colleges, and three community colleges. The result of the document analysis demonstrated that the majority of institutions in the sample, 60 percent, do not have a policy with respect to displaying art in the gallery or public spaces within the unions. Only 24 percent of the institutions in the study have such a written policy. The remaining institutions, 16 percent, have gallery mission statements or exhibition contracts. All policies received were classified according to the a priori evaluation criteria set in the study. Representative policy statements were formulated from the information received.Master of Arts
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Candal, Cara Stillings. "Delivering the promise: how an international perspective can improve education policies for disadvantaged youth." Thesis, Boston University, 2009. https://hdl.handle.net/2144/31963.
Повний текст джерелаАнотація:
Thesis (Ed.D.)--Boston UniversityPLEASE 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.
An important component of President Johnson's War on Poverty, Title I of the Elementary and Secondary Education Act of 1965 represented government's first legislative acknowledgement of the educational challenges that children who live in poverty face. The original and abiding goal of Title I is to meet the special educational needs of disadvantaged students by providing supplementary funding to the schools that serve them; this funding purchases additional programming and resources that should, in theory, enable disadvantaged students to achieve at levels comparable to their more privileged peers. Despite its noble intent, more than forty years of research on the effects of Title I shows that it has had, at best, little effect on the achievement of disadvantaged students and, at worst, no effect at all. In an effort to determine why Title I has not measurably impacted the achievement of disadvantaged students, this research turns to the international community to understand similar policies employed in other countries. After classifying and describing the most common international policies for targeting financial and other resources to disadvantaged youth, the author attempts to link, via regression analysis, three different models of targeting funding and resources to student outcomes on the 2003 Programme for International Student Assessment (PISA) examination. Citing a lack of sufficient data to establish a relationship between prevalent models and student level outcomes on PISA, the author goes on to present case studies of the policies in place in three different countries, each of which represents a particular model of targeting funding and resources to disadvantaged students. The three case studies focus on The Netherlands, England, and Spain. Drawing from an analysis of policy documents and survey and interview data, each case study describes 1) how a particular international model of targeting resources looks in implementation and 2) the extent to which policies employed within each model align with documented best practices for the education of disadvantaged students. The research concludes with an assessment of what the United States can learn from each of the countries studied and with a comprehensive set of recommendations for the reauthorization of Title I.
2031-01-02
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Moyle, Kathryn, and Kathryn Moyle@canberra edu au. "Digital technologies in Australian public schools : a narrative study of government policies." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20060721.132427.
Повний текст джерелаАнотація:
Policies advocating the use of digital technologies in government schools
are promoted by all public school education systems in Australia. This is
reflected in the release of political media statements, policies, plans,
budgets, digital networking rollouts, curriculum developments, and
professional development activities. Resources are being directed towards
such initiatives from within school education budgets and from
departmental and 'whole of government' initiatives, at state, territory and
federal levels. While there is considerable activity being supported by
governments, outside of these activities academic publications specifically
about these school level initiatives are limited.
This research sets out to answer the question: 'what does public schooling
mean in Australia in the 21st century given its past tradition of free,
compulsory and secular schooling, and given the present policies that are
urging the ubiquitous use of digital technologies?' The purpose of this
research is to interpret, understand and explain the policies of the public
schooling systems in Australia advocating the use of digital technologies. In
doing so, this thesis aims to contribute to the development of a stock of
Australian research specifically in the schooling sector, about the use of
digital technologies in schools. Further, this thesis aims to stimulate and add
to the conversations concerning these policies. It is argued that the use of
digital technologies in schooling has the capacity to redefine what has
previously been understood by 'public schooling'.
This thesis is the outcome of an interpretative social inquiry where narrative
theory and hegemony have provided its theoretical bases. This thesis has not
set out to merge these theories nor has it attempted to reconcile the internal
differences within them, but rather, to draw from them, and to use
approaches that are pertinent to this study. While such an approach may be
contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by
these theories and apply them to concrete, particular, yet newly emerging
educational activities. This is to provide interpretative and explanatory
perspectives to the advocated use of digital technologies in Australian
schools and systems, and, in Chapter Six, to forward a proposition for future
action.
There are several different ways in which this thesis could have been
approached and finally could have been structured. Likewise, there are
many avenues that require research but have been left without investigation
due to limitations of size, space and time. This is not to negate their
importance, but rather it is to recognise the limits of this project and to
highlight the necessity for more research to be undertaken.
Throughout the thesis distance education has been considered in conjunction
with the policies directly impinging upon 'face to face' schooling. It is
argued that with the advocated use of digital technologies as an inherent part
of public schooling, there is emerging, a convergence in these two styles of
schooling. Further it is argued that experiences from school level distance
education practitioners have the potential to offer some insights that may be
useful for those in 'face to face' schools using digital technologies. It is
intended then, that the implications from this research will have the capacity
to influence how we view centrally developed school education policies,
curriculum leadership and management as well as what is intended to
happen in the classroom.
The thesis has been arranged into three parts. The first three chapters
comprise Part One. Chapter One identifies the research space for the thesis.
This is achieved by describing the fields of research from which this thesis
draws, and introduces the theoretical bases used in the research space
identified for this thesis. Chapter Two provides the theoretical bases for the
thesis in more detail. In doing so, positivist approaches to the research are
rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies
policies. Together, these three chapters provide an outline of the nature of
the research undertaking, and the theories and methods used.
Part Two also has three chapters. These are structured around the temporal
concept important to narrative theory; that of the past, the present and the
future. Chapter Four looks to the past and provides an account of the history
and three traditions, it is argued, impinge upon this research project. In
particular, this chapter discusses what was intended by the phrase 'public
education' in Australia during the 19th and 20th centuries. This chapter
establishes the context for the interpretations of the policies that follow.
Chapter Five seeks to understand and explain the policy narratives of the
present, defined as the research period between 1997 and 2001. This period
of time is thought of as sitting temporally between the past history and
traditions outlined in Chapter Four and the possible scenarios for the future,
proposed in Chapter Six.
Part Three brings the thesis to its conclusion by reflecting on the central
question identified for this thesis: 'what does public schooling mean in
Australia in the 21st century, given its past tradition of free, compulsory and
secular schooling, and given the present policies that are urging the
ubiquitous use of digital technologies?'
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Maguire, John C. McCluskey-Titus Phyllis Baker Paul J. "Public institutions in higher education policies on the crime awareness and Campus Security Act of 1990 and the Federal Education and Right to Privacy Act (Buckley Amendment)." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064518.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 23, 2006. Dissertation Committee: Phyllis McCluskey-Titus, Paul Baker (co-chairs), James Palmer, W. Garry Johnson. Includes bibliographical references (leaves 142-150) and abstract. Also available in print.
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Lewellyn, Carol Atkinson. "AN EXAMINATION OF THE FIDELITY AND BEST PRACTICES OF LOCAL IMPLEMENTATION OF STUDENT WELLNESS POLICIES IN VIRGINIA ELEMENTARY SCHOOLS AS MANDATED BY THE FEDERAL GOVERNMENT CHILD NUTRITION REAUTHORIZATION ACT SECTION 204." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3452.
Повний текст джерелаАнотація:
AN EXAMINATION OF THE FIDELITY AND BEST PRACTICES OF LOCAL IMPLEMENTATION OF STUDENT WELLNESS POLICIES IN VIRGINIA ELEMENTARY SCHOOLS AS MANDATED BY THE FEDERAL GOVERNMENT CHILD NUTRITION REAUTHORIZATION ACT SECTION 204 By Carol Atkinson Lewellyn, Ph.D A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Dr. Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education This study examined the extent of local implementation of student wellness policies in Virginia as mandated by the federal Children Nutrition and WIC Reauthorization Act. Using a nonexperimental quantitative design, this study evaluated the content of Virginia school division wellness policies and wellness policy implementation from the perspective of principals in elementary schools. The comprehensiveness and strength of the wellness policies were evaluated using the School Wellness Policy Evaluation tool. Quantitative data were collected from elementary school principals via a survey based on the components of the Governor’s Nutrition and Physical Activity Scorecard. Descriptive statistics, analysis of variance, and t-tests were conducted for the wellness policy dataset. Results indicated statistically significant difference in the mean scores for strength of wellness policies written by large school divisions and for school divisions located in cities. Further analysis of differences for practical meaning suggests that school division size and location influences wellness policy strength. There were no statistically significant differences in the policies based on free and reduced lunch qualification of students. Descriptive statistics and analysis of variance on survey responses found no statistically significant differences for wellness policy implementation based on school size, geographic location, or free and reduced qualifications. An examination of the combined data from the content analysis and wellness policy implementation suggests a relationship between written policy and practice. Wellness policy standards written with strong clarifying language were most often implemented in the elementary schools. Nutritional school meal standards and physical activity standards were implemented to a greater extent than other wellness standards. The standard for minimum nutritional standards for other foods and beverages outside of the school meal program and the standard for communication and promotion of wellness were not implemented as often. Evaluation standards were included in the wellness policies but implementation of this standard was not investigated in wellness policy implementation. Based on the findings, it is suggested wellness policy implementation could be extended by strengthening the standards for communication and promotion and other foods and beverages. Recommendations for continued research on wellness policy implementation include designing studies to directly address the correlation between the content of individual school division policies and wellness policy implementation. Further study is also recommended to link student health and wellness data to wellness policy implementation.
16
Quann-Youlden, Cathy, and n/a. "Commonwealth Higher Education Policies: Their Impacts on Autonomy and Research in Australian Universities." University of Canberra. Business & Government, 2008. http://erl.canberra.edu.au./public/adt-AUC20081202.151704.
Повний текст джерелаАнотація:
In recent years, the Australian Government's (Commonwealth) relationship to universities has become one of greater involvement as political circles recognise the escalation in the significance of higher education as a key determinant in Australia's economic, social, cultural, and intellectual development. The increasing role of the Commonwealth in Australian universities is largely a consequence of this recognition, but it is also due in part to changes in the way governments approach the public sector and publicly funded institutions.
Both the literature and extensive Commonwealth reports provide an array of details in relation to: what the Commonwealth wants from its universities; why it wants it; what it is doing to ensure that it gets what it wants; and the results of its actions-at least from the perspective of the Commonwealth. But what is missing is how universities themselves perceive the impact of the Commonwealth's increasing involvement in universities. Although academics and managers in Australian universities have much to say about how current and proposed Commonwealth policies affect their working environment they are not given much of a venue to opine. As such there is a lack of literature on how universities perceive the impact of this increasing involvement. This dissertation aims to fill the gap by providing a forum that addresses universities' perceptions of how Commonwealth policies affect their universities.
Specifically, this dissertation sets out to discover if and how Commonwealth policies change universities and focuses on how policies influence autonomy and research in Australian universities through the responses of those who work in the offices of the deputy vice chancellors of research in twelve Australian universities.
One of the most significant findings of the thesis is that the Commonwealth's increasing involvement in universities is viewed by respondents as a consequence of the Commonwealth's mistrust of Australian universities. Furthermore, the Commonwealth is seen as lacking expertise in areas relating to universities-their needs, history, purpose, mission, and how they best relate to and contribute to society-and their need for autonomy. This dissertation offers some insights into perspectives whereby policies built on the Commonwealth's mistrust and lack of expertise in university matters negatively influence autonomy and research productivity in Australian universities. The results indicate decreased productivity which leads to further mistrust that appears to decrease productivity even morea
cycle that respondents fear might be a self-propelling downward spiral. Eight hypotheses and one overarching proposition emerge from the findings. In addition, nine areas are identified as adding to the overall understanding of the affect that Commonwealth policies have on university autonomy and research productivity in Australian universities.
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Quann-Youlden, Cathy. "Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /." Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.
Повний текст джерела
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Travieso-Parker, Lourdes Lucia. "Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26593.
Повний текст джерелаАнотація:
The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexus of the policy of the No Child Left Behind Act (NCLB) (2001) with the pedagogy of the English as a Second Language (ESL) and content area teachers, and the practices employed by teachers to enable students to acquire a second language in an academic setting. This enabled the researcher to examine the contextual framework of a large urban school and factors converging to help Latino ELLs learn academic English to succeed in high school. By reviewing the policy, pedagogy, and practices used in this school, I observed the connectedness of an entire school and the relationships fostered by students and faculty to support a learning climate for ELLs.
The findings of this study show that the sociocultural environment and the educational experiences play a significant role in the adaptive process of learning a second language for Latino English language learners. Pedagogy that was built on respect for the Latino English language learnersâ cultural identity, linguistic abilities, and critical thinking skills helped learners become actively engaged, and facilitated learning in the second language that was academically rigorous. The practices of caring teachers enabled them to serve as advocates for ELLs, helped forge relationships of respect and trust, and encouraged Latino ELLs to succeed academically as they navigated the high school environment.Ph. D.
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Reed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.
Повний текст джерелаАнотація:
This qualitative study examined the implementation of the Every Student Succeeds Act (ESSA) in Virginia and how this implementation impacts student achievement. Three research questions were the focus of this study. First, how is a local rural district implementing components of ESSA related to school improvement? Second, what are principals' beliefs about the potential benefits and liabilities of the implementation of ESSA regarding school improvement? Finally, what are the recommendations to principals regarding improving the implementation of ESSA to enhance the effectiveness of school improvement? This study supported the idea that entrepreneurial or creative thinking is essential in providing sustainable success for improvement in schools. A document review of school improvement plans found that schools contained elements of best practice and were in alignment with the requirements for school accountability under ESSA. Structured interviews were conducted to explore principal beliefs and perceptions of ESSA accountability and school improvement policies. Common themes identified from school improvement plans included recognition of gap groups, specific academic goals for gap groups, steps or initiatives to close gaps groups, implementation of social emotional learning, and steps to increase attendance. Common themes from principal interviews included principals identifying the benefits of evaluation measures beyond standardized testing, participant understanding of ESSA and social emotional learning as an intervention.
20
Stromberger, Joanne. "The Constitutionality of Dress Code and Uniform Policies." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4725/.
Повний текст джерелаАнотація:
This dissertation proposes to delineate the criteria for determining the constitutionality of public school dress codes based on an examination of relevant case law. The study addresses the following underlying questions: (1) Do students have a constitutional right to freedom of choice regarding their personal dress and grooming in public schools? (2) If so, what is the origin of the right? (3) What justification does a school district need in order to intrude upon the right? (4) Does the extent to which there is a right, and that it is accorded support by the judiciary, depend on the student's age and grade level? (5) What do state statutes say about dress codes and uniforms? (6) Do state statutes comport with the circuit courts' rulings in the various jurisdictions? The first part of Chapter I examines the purpose of school uniforms as set forth in relevant educational literature and commentary. The second part of the chapter examines empirical evidence on the effects of dress codes and uniforms. Chapter II addresses the first three questions listed above concerning students' right to choice in personal dress, the origins of such a right, and the justification required for a school to intrude upon this right. Chapter III examines dress code rulings from the United States Courts of Appeals in order to ascertain patterns of judicial rationale and determine whether students' rights vary depending on age, grade level, or federal circuit court jurisdiction. Chapter IV examines existing state statutes with regard to dress codes and uniforms. Chapter V utilizes the legal principles that emerge from the research in Chapter III and draws from the survey of state statutes in Chapter IV to make a comparison of state statutes and circuit court rulings in each jurisdiction. If a state statute does not comport with federal law in its particular jurisdiction, modifications are suggested to bring the statute into line with relevant judicial rulings.
21
Harris, Norman Scott. "Tenure Practices in Christian Higher Education: Policies of Member Institutions in the Council for Christian Colleges and Universities." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4873/.
Повний текст джерелаАнотація:
This study identified tenure policies and practices among Council for Christian Colleges & Universities (CCCU) member schools. A survey of CCCU member schools was conducted; 65 usable questionnaires were received. A response rate of 69% was achieved. Schools also provided portions of their faculty handbooks addressing tenure. The purpose of the study was to determine (a) what CCCU schools grant tenure, (b) why they grant tenure, (c) specific tenure policies and practices, (d) what CCCU schools do not grant tenure, (e) why they do not grant tenure, (f) retention policies used in place of tenure, and (g) how CCCU schools' tenure policies compare with the American Association of University Professors (AAUP) guidelines. The data suggests that (a) the majority of CCCU schools (68%) grant tenure, (b) these schools represent nearly all religious affiliations within the CCCU, and (c) they are large in relation to CCCU schools that do not grant tenure. The predominant reasons given for granting tenure are protection of academic freedom, mutual commitment by institution and faculty, and recruiting / retaining quality faculty. The schools grant tenure based on teaching, scholarship, service, and the integration of faith and learning. Tenure success rates seem high. Thirty-two percent of the CCCU colleges and universities do not grant tenure. These schools are small in relation to CCCU schools that grant tenure. They represent nearly all religious affiliations within the CCCU. The predominant reason given for not granting tenure is tradition / institutional values. The majority of these schools use a gradated contract system while some use an eventual continuous contract system. The CCCU member schools' tenure policies are largely consistent with AAUP guidelines.
22
Chappell, Clive. "The policies and discourses of vocational education and training and their impact on the information of teacher's identities /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.162445/index.html.
Повний текст джерела
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Kimura-Gorecki, Katherine Lynn. "Bilingual policies are affected by alternative programs and public opinion: (A study of alternative bilingual programs and public opinion in California from 1994-1996)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1153.
Повний текст джерелаАнотація:
The researcher reviewed the Eastman Project, immersion programs, the Westminister Program and anti-bilingual sentiment to conclude that bilingual policies are affected by alternative programs and public opinion.
24
Gillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.
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Gautreaux, Madge L. "The Children's Internet Protection Act and E-Rate Policies in Louisiana| A Comparison of Policy Interpretations in Region III and Their Impact on Learning Opportunities of Secondary Students." Thesis, University of Louisiana at Lafayette, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615288.
Повний текст джерелаАнотація:
In 2000, President Bill Clinton enacted the Children's Internet Protection Act (CIPA) which requires all K-12 schools and publicly funded libraries to use Internet filters to protect children from pornography and other obscene or potentially harmful online content as a stipulation for receiving E-Rate funding. The varying interpretations of CIPA and E-Rate guidelines may impact the learning opportunities of secondary students.
The purpose of this study was to examine the interpretations of federal policy (CIPA), state policy (La. Rev. Stat. Ann. §17:100.7), and district policy on E-Rate funding as related to Internet filtering and secondary student learning opportunities in Region III school districts in Louisiana. The works of Heins (2001, 2003, 2006), Cho (2001, 2003, 2006), Feldman (2006), and Willard (2000, 2003), leading researchers in the fields of Internet safety and Internet filtering, were reviewed so that the issues surrounding Internet filtering and opportunities for student learning could be better understood.
Using a mixed methods research approach, the researcher explored state interpretations of theChildren's Internet Protection Act through examining Louisiana's PreK-12 Educational Technology Standards. Through interviews and administration of the American Association of School Librarians (AASL) survey on Internet filtering, district interpretations were solicited. Following survey administration, the researcher led two focus groups to solicit perceptions of district technology personnel and secondary teachers on the impact of Internet filtering on student learning opportunities at the secondary level. Follow-up interviews were also conducted to garner further information on policy interpretations and perceptions. Findings from this study shall serve as a resource for participating districts to ensure maximum opportunities for all students to learn in the 21st century.
26
Reed, Adalheidur Steinunn. "The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407802/.
Повний текст джерелаАнотація:
In the world we live in today, having a social media account such as Facebook, LinkedIn, Twitter, or Google+ has become deeply ingrained in our society. The old way of networking with who you knew or who knew your family is no longer in play for many people. In the times in which we live, much personal and professional networking is completed via social media. The old way of networking had unwritten rules of engagement which, basically, were to be respectful and not cause any embarrassment within the network. Rules for best practice engagement are still evolving for this new way of using social media for personal and professional networking, which is the premise for the current study which addresses: the gap in U.S. university social media policies, with regard to teaching and learning. In order to gauge the policy interlude, a sample of over 49 U.S. university social media policies were gathered for a comprehensive document analysis. The Google search engine was used to find the policies, next the qualitative software NVivo10 was used to procure and analyze the policies. Additionally, triangulation was performed by three member checking volunteer investigators. The results of the study, disclosed that current policies are intended to train faculty and staff, in the legal and proper manner, in which the universities expect their employees to positively represent the sampled universities.
27
Jack, Barbara Leigh, and res cand@acu edu au. "A Study of Factors Affecting Participation and Performance of Police Officers Undertaking the Queensland Police Service’s Management Development Program by Distance Education." Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp83.04092006.
Повний текст джерелаАнотація:
Management education for police officers has played a significant role in the desired transformation of police services around the world from vocational to professional status. This thesis reports research that employed qualitative and quantitative data collection methods to investigate the factors affecting participation and performance of Queensland Police Service officers who undertook the Management Development Program by distance education mode. Three phases of data collection were employed. The first phase involved interviews with facilitators of the program about their perceptions of factors that affected participation and performance of officers enrolled in the program. Data from this phase were used to develop a questionnaire with seven internally consistent scales. This questionnaire constituted the second phase of data collection and was completed by officers at the ranks of senior constable, sergeant and senior sergeant who had successfully completed at least one unit of the Management Development Program. Data gained from the questionnaire were used to investigate the relationship between an officer's characteristics and the factors that influenced participation and performance in the Management Development Program. An analysis of these data provided the basis for the development of a schedule for interviews that were conducted with the manager of the program and the head of the School of Management. Central to these two interviews were implications for the delivery of the Management Development Program as part of the Queensland Police Service's continuing education and professional development program. These interviews constituted the third phase of data collection for this study. This study found factors that influenced the participation and performance of officers undertaking the program were their attitude to in-service professional development, how they perceived professional development, issues about their success potential, the level of personal, professional and academic support they received, the impact of aspects related to program delivery, and discourse with facilitators of the program. A model that provides a comprehensive representation of the relationships among the variables was developed. Key recommendations derived from this study have implications for the clinical delivery of the Management Development Program. Recommendations focus on the need to market the benefits of the program to individual officers, to provide enhanced student support services, to ensure the appropriateness of the learning materials, and to establish orientation programs and assignment-writing workshops for officers. Recommendations for the Queensland Police Service include the need to market the program’s importance to continuing education and professional development for officers as well as the program’s contribution to ensuring officers possessed sound management skills. Recommendations focussing on human resources include ensuring that numbers of facilitators are adequate to meet the learning needs of officers and that all facilitators possess appropriate postgraduate qualifications. It is also recommended that the postgraduate level of the Management Development Program be reviewed to determine if it is the most appropriate for the needs of officers and the service.
28
McKean, John Charles, and n/a. "The Maori schools of New Zealand, 1930-1945 : a critical examination of the policies which lead [i.e., led] to their renewal." University of Otago. Faculty of Education, 1987. http://adt.otago.ac.nz./public/adt-NZDU20070619.120057.
Повний текст джерелаАнотація:
The chief argument of this study of major reforms within Maori schools is that while their curriculum was updated and morale restored, all educational developments were predicated upon the Maori people remaining a rural, dependent people.
In the background to schooling changes were two expressions of nationalism within New Zealand: Attempts of the Dominion, at an official level, to assert its independence, moves made more urgent by the Depression, and secondly, the growing sense of the Maori people of their racial and cultural heritage. These significant changes were joined by a clutch of moves which propelled the Maori people into the national economy.
The chief architects of schooling changes would have considered their work made a major break with the past. In reality it continued a tradition embedded in the nineteenth century in which education was regarded as a means of social control. As such, this paternalistic stance originated from British colonial theory, and from the purposes defined for education of the so-called lower classes. Partial reinterpretations of the tradition emerged in the growing practice of setting aside reserves for native education, from E G Wakefield�s theories, and the highly influential stance of John Thornton, Headmaster of Te Aute Collage. In a theory novel for the nineteenth century, Thornton held that Maoris should be so educated that they might fill any job or profession.
Douglas Ball, appointed Inspector in 1928, was a domineering presence within Maori Schools. The substantial support of unique, creative government projects to make productive farms of Maori traditional lands were joined to Ball�s promotion of the tenets of Progrssive Education, and the then-novel introduction of Maoritanga in the curricululum. Education and social philosophies so espoused were derivative; the former from the �child-centredness� of Progressive Education, the latter, from the late colonial theory of adaptionism.
Schooling renewal and land development attracted bi-partisan support. Ball received further support from international colleagues. It was the demise of the Proficiency Examinaton, however, that enabled education to be pressed into a vocational pattern, and with it, moves to link school and community.
This renewal received limited challenge until officials pressed for reforms and expansion of secondary education on a vocational basis. Pressure on Denominational Schools to virtually abandon academic courses was exceedingly unpopular, as were the turns the development of the Native District High Schools took: Maori families had become aware that a good life on the land was not possible for all. They also felt the vocational slant was an insult to Maori aspiration for better jobs and recognized status within New Zealand. Maori opposition to this form of education was an appropriate response to its limitations. This study concludes, however, given the paucity of articulate critics a no-contest situation emerged in face of strongly-held stereotypes and the bureaucratic vigour of an Education Department bent on implementing �progressive� policies.
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Frawley, J. W. "Country all round : the significance of a community's history for work and workplace education /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.
Повний текст джерелаАнотація:
Thesis (Ph.D.) -- University of Western Sydney, 2001."A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.
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Black, Watt Lesley. "The Federal Constitution and Race-Based Admissions Policies in Public Charter Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3159/.
Повний текст джерелаАнотація:
The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents v. Bakke. Chapter III provides a detailed analysis of how six different Federal Circuit Courts interpreted Bakke, highlighting numerous recurring judicial themes and concerns. In Chapter IV, existing charter school laws are examined state by state. Chapter V suggests several policy options for those interested in promoting a diverse charter school student body.
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Kapti, Alican. "Reform and change in police education: Examining the variations in the top-down and bottom-up structures in the process of implementation." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11028/.
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This study examines the variations in the practice of implementation in different implementation structures using the case of police education reforms that were undertaken by the Turkish National Police (TNP) in 2001 and 2003. Differentiations and similarities in the top-down and bottom-up structures while practicing the process of implementation were investigated in this study. First, the study provides a comprehensive understanding of the process of implementation and structure of implementation. Second, the study introduces TNP education reforms and explains the reasons for the reform. Third, a quantitative approach is used to measure the success of the TNP educational reforms. Specifically, multiple regression analysis, one-way analysis of variance (ANOVA), and post hoc tests are used to clarify if police performance in the TNP has improved since the reforms. Fourth, the study uses a qualitative approach to find out how features associated with top-down or bottom up approaches were involved in the process of implementation of the educational reforms. Finally, based upon the views of the participants in the qualitative analysis, the study examines the variations in the practice of implementation between decision makers and the street level bureaucrats.
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Zambito, Nancy S. "The Perceived Impact of the Individuals with Disabilities Education Act (IDEA), 1997 Disciplinary Mandates on the School Board Policies in Three Urban, K-12 Public School Districts." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000386.
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Revel, Tyler. "Perceptions of the Hays County Sheriff's Office pertaining to the Texas Commission on Law Enforcement Officers Standards and Education's stress management curriculum /." View online, 2006. http://ecommons.txstate.edu/arp/202/.
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Spain, Carolyn. "Practices and Policies in High Schools to Prevent Educator-to-Student sexual Misconduct: A Principal's Study of Knowledge and Experiences." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33204/.
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The purpose of this study was to investigate high school policies and procedures that address educator sexual misconduct. High school principals completed an online questionnaire which addressed administrator knowledge of state and federal laws and regulations; knowledge of district policies and procedures; experience with educator sexual misconduct; training and communication available in their schools and school districts for staff, parents, and students; the policies and procedures in place in secondary schools to prevent educator sexual misconduct; and related problems that are reported to school administrators. Responses were compared by school size, community type, and Title I eligibility. The findings of the study revealed that principals feel they have knowledge of the federal and state laws and regulations, as well as the district policies and procedures. However, principals reported a lack of specific policies addressing sexual harassment and discrimination of gay, lesbian, bi-sexual, and transgender students; training for students and teachers in recognizing and responding to sexual misconduct; and sexual misconduct related to students with disabilities. In addition, most principals stated that their schools have not surveyed students to determine the extent of sexual harassment on the campus. Principals of the largest schools and the urban and suburban schools were more actively involved in educator-to-student sexual misconduct investigations.
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Hills, Fred W. "An Exploratory Study of the Impact of Institutional Policies and Practices of Community and Technical Colleges in Texas on Student Persistence in Online Courses." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33165/.
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Online education is the fastest growing form of course delivery of higher education in the United States. It has revolutionized how students and instructors interact in the educational process. Yet students in online courses continue to experience higher attrition rates than their counterparts in traditional face-to-face classes despite the advantages offered by the technology. This study examined the impact that institutional policies and practices at community colleges in the state of Texas have had on student persistence in online courses. It also examined how institutions collect and use data in addressing students' attrition. The findings were used to identify the most effective institutional practices to share with community college systems in Texas in an effort to improve student persistence in online courses across the state. The population for the study consisted of the 50 public two-year community college and the technical college systems in the state of Texas. The study used a mixed method. A theoretical model of institutional impact on online persistence was drawn from the literature review. This model's five categories were then used to construct a survey to collect data on institutional practices and measure the effectiveness in addressing student persistence. Four college systems were identified using the survey data that best met the five categories. Interviews were then conducted at these four college systems to produce case studies of these institutions' practices and experiences with online persistence. The results highlighted the roles that institutions play in promoting student persistence in online programs. They revealed differences in the ways institutions define and track student success in online programs and the difficulty these differences pose in comparatively evaluating various institutions' programs. Results lent support to the theoretical model of institutional impact on online persistence that was developed for this study, and results yielded a proposed list of promising practices to enhance student persistence in online programs in public two-year community and technical colleges.
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Elliott, Nickola. "U.S. Immigration Reform: A Policy Analysis of the Development, Relief, and Education for Alien Minors (DREAM) Act Between 2001 and 2012." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dcar_etd/128.
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In this study, the policies and legislation connected to the Development, Relief, and Education for Alien Minors (DREAM) Act between 2001 and 2012 were reviewed and analyzed to identify how the DREAM Act perpetuates structural violence. The DREAM Act purported to assist many undocumented immigrant children and young adults in becoming legal residents of the United States of America. This study applied both the qualitative content analysis approach and a policy analysis methodology guided by David Gil’s methodology for analysis and development of social policies. Data collection sources included legislative bills crafted on the DREAM Act, research articles and studies, progress reports, films, and archived newspaper articles, prior interviews, and memoranda.
The theory of structural violence presented in this study was analyzed in terms of Johan Galtung’s account, particularly pertaining to undocumented children who are unserviceable or remain within the gray areas of the DREAM Act’s policies and legislative efforts. Additionally, the goals and objectives of the Act were evaluated against the disqualifying factors with which otherwise eligible children are faced, leading such children and young adults to become confined to substandard social and economic conditions. The leading research question was, “What is the impact of the DREAM Act policies on undocumented immigrant young adults?” The single follow-up question was, “How does failure to pass the DREAM Act affect undocumented children?” The study also aimed to detect signs, symbols, and traits of structural violence found through the analysis of the DREAM Act.
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Odueze, Simon Amanze. "An Historical Review of Higher Education in Nigeria from 1960-1985 with Emphasis on Curriculum Development." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330799/.
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The purpose of this study was to review higher education in Nigeria from 1960-1985 with emphasis on curriculum development, to identify the changes that took place during that period, and to utilize those changes to evaluate the current state of Nigerian higher education. In order to fulfill the purpose of this study, answers were sought for six research questions.
Chapter 1 includes a statement of the problem, purpose of this study, research questions, background, and significance of the study. Chapter 2 presents information on the methods of gathering and analyzing data. Chapter 3 is a review of the background literature. Chapter 4 presents information on higher education and curriculum development 1960-1985, and Chapter 5 covers the Nigeria National Curriculum Conference of 1969. The findings, conclusions, and recommendations of the study are presented in Chapter 6.
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Barbosa, Maria Helena Rosa. "Museu de arte: desafios contemporâneos para a adoção de políticas educacionais." Universidade do Estado de Santa Catarina, 2009. http://tede.udesc.br/handle/handle/763.
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Previous issue date: 2009-09-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The object of this research is the Brazilian museums of art, mainly in that concerns to their policies. It has, as specific subject, the educational policies and actions resulting from them. So data that were obtained from eight Brazilian museums of art, from different regions of the country whose information about their policies and actions were obtained through questionnaires sent by e-mail, were analyzed. This study stemmed from uneasiness born in the professional exercise within a museum of art space and in it the educational function of museums is discussed. For the development of the study, it was adopted the exploratory research of qualitative and documental nature. Thus, it was organized data about the historical context of the museum of art space, about some concepts that permeate this institution, as well as fundamental issues were investigated in what concerns to the educational function of museums. In relation to the techniques used in the research, in the stage of data collection, it was resorted to the interview, using the resource of two questionnaires: one was answered by a representative of the Administrative sector and other by the representative of the Educational sector from the participating museums. In the data analysis, it was verified, among other results, that the eight museums develop several cultural and educational actions and that they interact with enough heterogeneous publics; however the educative actions in some of them are involved in many problems. They concern to the lack of professionals in the educational sector in determined museums; to the absence of systemized evaluation of the educational actions and others, as well as the lack of conceptual definition and theoretical support in some Educational sectors that were studied. And yet it was verified that some of these museums do not have clear and defined policies, because do not even have an official document that determines policies in relation of their practices and actions
O objeto desta pesquisa são os museus de arte brasileiros, principalmente no que diz respeito às suas políticas. Tem, como recorte específico, as políticas educacionais e as ações delas decorrentes. Foram, para tanto, analisados dados obtidos de oito museus de arte brasileiros, de diferentes regiões do país, cujas informações acerca de suas políticas e ações foram obtidas por meio de questionários enviados via correio eletrônico e-mail. O presente estudo originou-se de inquietações nascidas no exercício profissional dentro de um espaço museal da arte e nele discute-se a função educacional dos museus. Para o desenvolvimento do estudo, adotou-se a pesquisa exploratória de natureza qualitativa e de caráter documental. Desse modo, organizaram-se dados sobre o contexto histórico do espaço museal da arte, sobre alguns conceitos que o permeiam, assim como se investigaram questões fundamentais no que tange à função educativa dos museus. Quanto às técnicas empregadas na pesquisa, na etapa da coleta de dados, recorreu-se à entrevista, utilizando-se o recurso de dois questionários, sendo que um foi respondido por representante do setor Administrativo e outro por representante do setor Educativo dos museus participantes. Na análise dos dados, constatou-se, entre outros resultados, que os oito museus desenvolvem diversas ações culturais e educativas e que interagem com públicos bastante heterogêneos; entretanto, as ações educativas em alguns deles estão envoltas em muitas problemáticas. Elas dizem respeito à falta de profissionais no setor Educativo, em determinados museus; à ausência de avaliação sistematizada das ações educativas em outros, bem como à falta de definição conceitual e sustentação teórica em alguns setores Educativos estudados. E ainda constatou-se que alguns desses museus não possuem políticas claras e definidas, pois não dispõem nem mesmo de um documento oficial que determine diretrizes em relação às suas práticas e ações
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Crossley, Danielle Suzanne. "The Equal Access Act: “Not the Access for All Students Except Gay Students Act”: Federal Judicial Decisions and Their Implications for School Systemsâ Policies and Practices Regarding Student Requests to Establish Gay Straight Alliance Clubs in Public Schools." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27619.
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To ensure an educational opportunity for every child that passes through Americaâ s schoolhouse doors, it is imperative that non-heterosexual studentsâ educational needs are not ignored in the educational milieu (Zirkel, 2006). In the last decade or so, the desire of non-heterosexual students to organize Gay-Straight Alliance (GSA) clubs on high school campuses have been met with angst by school leaders (Duncan & Rogers, 2008). Despite the passage of the Equal Access Act (EAA) in 1984, school leaders have often denied
non-heterosexual students the right to establish GSA clubs on campus, consequently resulting in these students utilizing the judicial system as the venue to assert their rights under the law (Essex, 2005). As it is imperative that educational leaders understand the legal rights of all students under their care, and make informed decisions in order to avoid costly litigation, this research focused on analyzing the Equal Access Act of 1984, federal case law, legal commentary, and historical documents, in order to track the developments of non-heterosexual studentsâ ability to utilize the EAA to establish GSA clubs in the public schools in the United States. The study employed a traditional legal research methodology as described by Alder (1993) and Russo (1993), relying on electronic data bases and traditional legal finding tools to carry out the research. From the resulting legislation, case law, scholarly commentary, and other relevant documents reviewed and analyzed, an accurate historical perspective on the EAA as it relates to the formation of GSA clubs was constructed. In addition, the significant themes that arose from the findings were synthesized in order to offer guidance to educational leaders and policymakers when facing requests from students to establish GSA clubs on school property. Recommendations for school leaders when considering such requests from students to form GSA clubs under the EAA are provided.Ed. D.
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Stori, Regina. "AS DIRETRIZES CURRICULARES DE ARTE DO ESTADO DO PARANÁ: UMA ANÁLISE DOS FUNDAMENTOS E DA GESTÃO DO ENSINO DE MÚSICA EM PONTA GROSSA/PR (2003-2010)." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1312.
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Previous issue date: 2011-03-11This work presents an analysis of the foundations of the Curriculum Guidelines of the State of Paraná (DCE) and of the management of the art/music teaching proposed in such document within the context of the city of Ponta Grossa/PR. The aims of this research include: to analyse the theoretical bases used in the Art Curriculum Guidelines of the State of Paraná; to historicise public policies for art/music teaching implemented in Paraná from 1990 to 2010; to investigate the conditions under which the Art Curriculum Guidelines of the State of Paraná were implemented, taking into account that such conditions were provided by the State Department of Education (SEED); to know what concepts of art teaching the interviewed managers hold; to find out how the DCE are managed in specific educational entities (Art Coordination Division of the Regional Centre of Ponta Grossa and management staff of some schools in the city of Ponta Grossa) This research is based on the historical and dialectical materialism, focusing on the categories of contradiction and totality (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) in order to apprehend the dialectics of both the formulation of policies proposed by the State and its management and interpretation in different educational entities. Some concepts, understood in relation to the object addressed herein, were studied and called into question in the data analysis based on some authors: State, public policies, policy management (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); art and art teaching (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). Data collection was carried out through the analysis of official documents related to the research object, as well as through semi-structured interviews with a teacher who took part in the policy formulation and is in charge of its management, a teacher who worked as an art consultant at the SEED, the coordinator teacher of the Art section of the Regional Education Centre of Ponta Grossa, and five principals of public schools in Ponta Grossa. The combination of the collected data with the theoretical references shows that: a) contradictions implicit in the historical movement whereby art was included in school education are expressed not only in the document text but also in the subjects‟ concepts and interpretations; b) the management of the Guidelines reflects the concepts of art and art/music teaching adopted by the subjects of the different educational entities; c) even though there are some conditions proposed by the State for the implementation of the policy referred to in the document, the concrete reality – in which the lack of material and human resources and the persistence of historically established concepts of art and art/music teaching are quite evident – doesn‟t contribute to putting into effect a proposal that represents an advance in terms of contents and concepts of art and art/music teaching.
Este trabalho apresenta uma análise dos fundamentos das Diretrizes Curriculares do Estado do Paraná (DCE) e da gestão do ensino de arte/música proposto nesse documento, no município de Ponta Grossa/PR. Os objetivos da pesquisa foram: analisar os fundamentos teóricos adotados nas Diretrizes Curriculares de Arte do Estado do Paraná; historicizar as políticas públicas para o ensino de arte/música no Paraná entre 1990 e 2010; investigar as condições de implementação das Diretrizes Curriculares de Arte do Estado do Paraná, dadas pela Secretaria de Estado da Educação (SEED); conhecer as concepções de ensino de arte dos gestores entrevistados; averiguar como as DCE são geridas nas instâncias particulares (coordenação de Arte do Núcleo Regional de Ponta Grossa e direção de algumas escolas do município de Ponta Grossa). Esta pesquisa fundamenta-se no materialismo histórico e dialético, embasando-se particularmente nas categorias contradição e totalidade (CURY, 1989; KOSIK, 1976; LUKÁCS, 1978) para apreender a dialética da formulação das políticas propostas pelo Estado e da sua gestão e interpretação em diferentes instâncias. Alguns conceitos, entendidos na relação com a totalidade do objeto enfocado foram estudados e problematizados na análise dos dados a partir de alguns autores: Estado, políticas públicas, gestão de políticas (GRAMSCI, 1991; BOBBIO, 1997; CARNOY, 1984; TAVARES, 2004; VIEIRA, 2007); arte e ensino de arte (FIGUEIREDO, 2009, 2010; PENNA, 1995, 2001a, 2007, 2008b; SUBTIL, 2008, 2009a, 2009b; VÁZQUEZ, 1978). A coleta de dados deu-se pela análise dos documentos oficiais relativos ao objeto da pesquisa e através de entrevistas semiestruturadas com um professor formulador da política e gestor da mesma, uma professora que atuou como consultora da SEED para a área de Arte; a professora coordenadora da área de Arte do Núcleo Regional de Educação de Ponta Grossa e cinco diretores de escolas públicas do município de Ponta Grossa. A articulação dos dados com o referencial teórico aponta que: a) as contradições inerentes ao movimento histórico da inserção da arte na educação escolar são expressas não só no texto do documento, mas nas concepções e interpretações dos sujeitos; b) a gestão das Diretrizes reflete concepções de arte e ensino de arte/música assumidas pelos sujeitos das diferentes instâncias; c) embora sejam propostas pelo Estado algumas condições para a implementação da política expressa no documento, a realidade concreta - em que são evidentes a falta de recursos humanos e materiais e a permanência de concepções historicamente vigentes sobre arte e ensino de arte/música – não favorece a efetivação de uma proposta que avança em termos de conteúdos e concepções de arte e ensino de arte e de música.
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Sebben, Egon Eduardo. "CONCEPÇÕES E PRÁTICAS DE MÚSICA NA ESCOLA NA VISÃO DE ALUNOS DE 8ª SÉRIE DO ENSINO FUNDAMENTAL: AS CONTRADIÇÕES ENTRE O LEGAL E O REAL." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2009. http://tede2.uepg.br/jspui/handle/prefix/1269.
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This work has as its objective to investigate the musical conceptions and practices of students from the 8th grade of the elementary education and the policies concerning the art and music education at school in Ponta Grossa – Paraná, having as analysis vectors the media and the school musical practices. The proposed specific objectives are: to investigate the musical taste and practices of students from the 8th grade of the elementary education; to analyze the educational policies for the art and music education and the musical practices of the school, in order to verify in what level they meet the musical taste demand and the musical experience of the students; to investigate the students conceptions concerning the art and music education at school. The proposal of the research undertaking set off from the disquiet about the relation of the students with music, their practices and musical consumption, keeping in sight the Law Project 330/06, approved as an ordinary Law n.11769/2008, which makes obligatory the music education at school. The method applied is based in the dialectical and historic materialism, considering that the subjects and the research spaces are inserted into a wider economical, political and social reality. The prioritized instrument of research was the questionnaire, applied in 297 students from the 8th grade from 13 state public schools and 6 private schools from Ponta Grossa - Paraná. The obtained results indicate that the investigated adolescents have musical knowledge, showing themselves as active music consumers, and their taste derivates from the mediatical emissions, mostly based on the internet. However, the school does not incorporate this knowledge, reducing not only the music, but also the art to a secondary situation in the school environment. The educational policies are configured as an important way of democratization to the artistic languages access, but they need to be readjusted and rethought according to the contexts in which they are inserted. The verification that the school does not work the musical and artistic knowledge properly, and does not consider important adolescents practices knowledge, leads to reflect about the imposed challenges by the new law which institutes the obligation of music in the basic education.
Este trabalho tem como objetivo investigar as concepções e práticas musicais de alunos de 8ª série do Ensino Fundamental e as políticas para o ensino de arte e música em escolas do município de Ponta Grossa – Paraná, tendo como vetores de análise as mídias e as práticas musicais da escola. Os objetivos específicos propostos são: investigar o gosto e as práticas musicais de alunos de 8ª Série do Ensino Fundamental; analisar as políticas educacionais para o ensino de arte música e as práticas musicais da escola, a fim de verificar em que medida respondem às demandas de gosto musical e às vivências musicais dos alunos; investigar as concepções dos alunos a respeito do ensino de arte e música nas escolas. A proposta de empreendimento da pesquisa partiu de inquietações a respeito da relação dos alunos com a música, suas práticas e consumo musical, tendo em vista o projeto de Lei 330/06, aprovado como Lei ordinária nº11769/2008, que torna obrigatório o ensino de música na escola. O método empregado se embasa no materialismo histórico e dialético, considerando que os sujeitos e espaços da pesquisa inserem-se na realidade econômica, política, social e cultural mais ampla. O instrumento de pesquisa priorizado foi o questionário, aplicado em 297 alunos de 8ª série de 13 escolas públicas estaduais e 6 escolas particulares de município de Ponta Grossa – Paraná. Os resultados obtidos indicam que os adolescentes investigados possuem conhecimentos musicais, mostrando-se consumidores ativos da música, e seu gosto mussical decorre das emissões midiáticas, com aporte da Internet. Contudo, a escola não apropria-se desse conhecimento, reduzindo não apenas a música, mas também a arte a uma situação secundária nos espaços escolares. As políticas educacionais configuram-se como importante meio de democratização do acesso às linguagens artísticas, mas precisam ser reapropriadas e repensadas de acordo com o contextos em que se inserem. A constatação de que a escola não trabalha adequadamente o conhecimento artístico e musical, e não considera saberes importantes das práticas dos adolescentes, leva a refletir sobre os desafios impostos pela nova lei que institui a obrigatoriedade da música na educação básica.
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Arthabowornpisan, Orachorn. "The Development of the University of the Thai Chamber of Commerce, Bangkok, Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331505/.
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The purpose of this study was to describe the development of Thailand's oldest private university, the University of the Thai Chamber of Commerce, Bangkok, Thailand, from 1963 to 1987.
This historical research used records and documents which are primary sources from the University of the Thai Chamber of Commerce and the Association of Private Higher Education Institutions of Thailand together with interviews with the chairman of the Thai Chamber of Commerce, president, faculty and staff of the University of the Thai Chamber of Commerce. Secondary sources were reports and publications from the Ministry of University Affairs and libraries in Thailand.
The areas of emphasis in the study were government policies on private higher education, legislation that initiated the founding of the University, the founder, the university's goals, the university's organizational structure, financial sources, admission policies, physical plants, programs, faculty and students.
It was found that the Thai government encourages the establishment of private higher education institutions. The Private Higher Educational Institution Act of 1979 was enacted to allow Private universities to be equal to government universities.
The university of the Thai Chamber of Commerce was founded by the Thai Chamber of Commerce with the purpose of training Thai students for the business sector and promoting the economic stability of the nation. The university's organizational structure is centralized and is self-supporting. The university strives for academic excellence, and thus supports the development of the nation.
Suggestions for further study include: (a) the study of private higher education institutions which were established with all of the various fields of study in place, and (b) a study to identify factors that will contribute to the future development of the university of the Thai Chamber of Commerce and other private universities in Thailand.
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Almeida, Isabel Augusta Fogaça de. "A inclusão do aluno com deficiência intelectual na rede regular de ensino : o que mostram as pesquisas /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/158312.
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A deficiência intelectual (DI) é um conceito construído pela sociedade diante de seus valores histórico-sociais. Em consequência, a inclusão da pessoa com DI é algo que está sendo estruturado cotidianamente e as interpretações sobre o que é inclusão variam de acordo com a cultura e com o contexto social. Neste cenário, as leis e os decretos brasileiros modificam-se para que o direito de acesso à escola seja comum a todos os seres humanos, porém, sabe-se que são necessárias políticas públicas para que a legislação seja efetiva diante dos desafios do modelo arcaico escolar. O principal objetivo deste trabalho é investigar a produção científica e/ou acadêmica sobre inclusão de pessoas com deficiência intelectual no ensino regular, tendo como metodologia o Estado da Arte ou do Conhecimento nas pesquisas apresentadas na Plataforma SCIELO e LILACS entre 1994 e 2017, utilizando os seguintes descritores: inclusão da pessoa com deficiência intelectual, inclusão do aluno com deficiência intelectual, deficiência intelectual e inclusão, deficiência intelectual na escola. Por meio dos trabalhos encontrados, foi possível identificar que cinco pilares são necessários para sustentar e efetivar a inclusão do aluno com DI, a reestruturação da escola, a capacitação dos professores, o apoio teórico das universidades, a elaboração de políticas públicas e o trabalho pedagógico inovador.
The intellectual disability is a concept built for society in view of their historical-social values. As a consequence, the inclusion of the person with ID is something that is being structured daily, and the interpretations about what is included vary according to the culture and the social context. In this scenario, Brazilian laws and decrees are modified so that the right of access to the school is common to all human beings, but it is known that public policies are necessary to make legislation effective in the face of the challenges of the archaic model school. The main objective of this work is to investigate the scientific and / or academic production on the inclusion of people with intellectual disabilities in regular education using as methodology the State of Art or Knowledge in the research presented in the SCIELO and LILACS Platform between 1994 and 2017, using the following descriptors: inclusion of the person with intellectual disability, inclusion of the student with intellectual disability, intellectual disability and inclusion, intellectual disability in school. Through the works found, it was possible to identify that five pillars are necessary to sustain and to effect the inclusion of the student with ID, the restructuring of the school, the training of the teachers, theoretical support of the universities, elaboration of public policies and innovative pedagogical work.
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Mehadji, Meriem. "Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05D005/document.
Повний текст джерелаАнотація:
En 2010, le bilan sur les objectifs du millénaire pour le développement (OMD) a révélé que l’ensemble des pays ainsi que les différents acteurs impliqués dans ce processus devaient redoubler leurs efforts afin de mettre en place des projets adaptés à la nature des diverses sociétés. À cet effet, la question de la « culture » s’est imposée comme un facteur évident et inhérent à l’accomplissement de ces objectifs. C’est dans ce cadre que se pose notre problématique de recherche à travers une zone géostratégique qui subit de grands bouleversements au niveau politique, économique et social. De cette manière, la culture peut-elle constituer un élément de base dans les programmes de développement entrepris dans les États arabes ? Cette présente thèse s’achemine à travers trois principales étapes. D’abord l’intégration de la culture dans ce processus en tant que secteur à part entière. Ensuite, les moyens et les méthodes utilisés par les différents acteurs engagés et concernés par le domaine de la culture dans les pays arabes. Enfin, les indicateurs spécifiques à la région à travers lesquels apparaissent les limites, mais également le potentiel des États arabes. Pour finir, cette démarche fait office de défrichement, car le développement à travers le secteur culturel reste peu exploité dans le monde arabe. Toutefois, les changements qui s’opèrent depuis quelques années dans la région peuvent conduire à une véritable reconsidération du secteur culturel et de sa relation avec le processus de développementIn 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process
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Pereira, Joana Sofia Saraiva. "Os novos artistas e o mercado da arte em Lisboa." Master's thesis, 2018. http://hdl.handle.net/10071/17356.
Повний текст джерелаАнотація:
A ideia que deu origem à presente dissertação nasceu de uma profunda preocupação
com as dificuldades constantes na área artística, mais concretamente a inserção dos jovens
artistas no mercado da arte. A perceção de que existe uma desatenção para com esta área de tal
importância para a vivência de uma sociedade.
Neste sentido foram lançadas várias hipóteses como explicação para a situação
preocupante dos artistas. Partimos de várias definições que nos ajudaram a entender conceitos
fundamentais para a análise realizada. A definição de arte, artista e obra de arte são algumas
das quais se encontram no estudo.
A primeira hipótese focou-se na sociedade. Será que a sociedade em geral não reconhece
o valor da prática artística? Consequentemente, o valor do trabalho dos artistas, bem como do
próprio artista são colocados em causa.
A educação formal constitui um fator essencial para a construção de uma evolução
dentro do mundo da arte. De que modo a educação para as artes pode contribuir para a
construção de jovens mais informados e críticos? O facto de nos confrontarmos atualmente com
manifestações artísticas algo “diferentes” de uma arte visual mais convencional pode também
ser um fator que contribui para a falta de reconhecimento por parte da sociedade. Por último,
torna-se fundamental ver as políticas culturais para a cultura, de modo a perceber o que se tem
feito para apoiar a criação artística e para motivar os indivíduos a visitar exposições e
reconhecer o imenso trabalho realizado por detrás da criação artística.
Foram realizados inquéritos e entrevistas como forma de recolher informação para o
estudo. Os inquéritos são essencialmente exploratórios e foram realizados a pequenos grupos,
de modo a obter uma amostra da visão da sociedade relativamente à área artística. As entrevistas
foram realizadas a artistas em início de carreira e que ainda não conseguiram um lugar no
mercado da arte. Assim, foi-nos possível recolher informações sobre a vida de cada artista e o
modo como vêm o mercado da arte.The idea that originated the present dissertation was born of a deep concern with the constant difficulties in the artistic area, more concretely the place of the young artists in the art market. The perception that there is an inattention to this area of such importance for the experience of a society. In this sense several hypotheses have been put forward as an explanation for the worrying situation of the artists. We started from several definitions that helped us to understand fundamental concepts for the analysis performed. The definition of art, artist and work of art are some of which we present. The first hypothesis focused on society. Does society in general not recognize the value of artistic practice? Consequently, the value of the work of the artists as well as of the artist himself are called into question. Formal education is an essential factor for the construction of an evolution within the world of art. How can education for the arts contribute to building more informed and critical young people? The fact that we are confronted today with somewhat "different" artistic manifestations of a more conventional visual art may also be a contributing factor to the lack of recognition on the part of society. Finally, it becomes crucial to see cultural policies for culture in order to understand what has been done to support artistic creation and to motivate individuals to visit exhibitions and to acknowledge the immense work done behind artistic creation. Surveys and interviews were conducted as a way of collecting information for the study. Surveys are essentially exploratory and were carried out in small groups in order to obtain a sample of society's view of the artistic area. The interviews were conducted with early-career artists who have not yet achieved a place in the art market. Thus, we were able to gather information about the life of each artist and the way the art market appears.
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Luzio, Tiago Miguel da Silva. "A articulação entre políticas culturais e políticas educativas em Portugal: O Plano Nacional das Artes." Master's thesis, 2021. http://hdl.handle.net/10071/23709.
Повний текст джерелаАнотація:
Enquanto seres humanos, as nossas identidades pessoal e social são em grande parte construídas através do património material e imaterial que detemos. Isto significa que é gerado um património simbólico através da cultura, que auxilia na construção das identidades pessoal e social. Somos, portanto, produto e produtores de cultura. Simultaneamente, através da educação, esse património é valorizado, apoiando a manutenção de novos processos educativos. Então, a cultura é a outra interface da educação, na medida em que é através da educação que se gera o desenvolvimento cultural. Nesta lógica, existem estreitas relações entre estas duas esferas sociais, que se revelam imprescindíveis. Esta investigação privilegia uma abordagem assente no paradigma qualitativo, através da aplicação de entrevistas exploratórias e inquéritos por entrevista, além do estudo e análise de uma panóplia de documentos relevantes, com o propósito de ressaltar a necessidade de articulação entre as políticas culturais e as políticas educativas, no contexto português. Com o objetivo de priorizar uma visão atual e projetada para um futuro próximo, esta investigação científica centra-se na análise de planos, projetos e redes recentemente implementados, sobretudo do Plano Nacional das Artes, objeto central deste estudo, cujas finalidades passam por tornar as artes acessíveis a todos os cidadãos em contexto nacional, sobretudo no que concerne crianças e jovens através da comunidade educativa, promovendo a participação, fruição e criação cultural, numa lógica de inclusão e aprendizagem ao longo da vida.As human beings, our personal and social identities are largely constructed through the material and immaterial heritage we hold. This means that a symbolic heritage is generated through culture, which helps in the construction of personal and social identities. We are, therefore, a product and producers of culture. At the same time, through education, this heritage is valued, supporting the maintenance of new educational processes. So, culture is the other interface of education, as it is through education that cultural development is generated. In this logic, there are close relationships between these two social spheres, which prove to be essential. This investigation privileges an approach based on the qualitative paradigm, through the application of exploratory interviews and interview surveys, as also the study and analysis of a panoply of relevant documents, with the purpose of highlighting the need for articulation between cultural and educational policies, in the Portuguese context. Aiming to prioritize a current and projected vision for the near future, this scientific investigation focuses on the analysis of recently implemented plans, projects and networks, especially the National Plan for the Arts, the central object of this study, whose purposes include making the arts accessible to all citizens in the national context, especially with regard to children and young people through the educational community, promoting participation, enjoyment and cultural creation, in a logic of inclusion and lifelong learning.
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Sanders, Anne Elizabeth. "The Mildura Sculpture Triennials 1961 - 1978 : an interpretative history." Phd thesis, 2009. http://hdl.handle.net/1885/7452.
Повний текст джерелаАнотація:
The significance of the Mildura Sculpture Triennials from 1961 to 1978 lies in their role as critical nodal points in an expanding and increasingly complex system of institutions and agents that emerge, expand and interact within the Australian art world. These triennial events provide a valuable case-study of the developments in sculptural practice in Australia and offer a close reading of the genesis of an autonomous field of visual art practice; a genesis dependent upon the expansion of the new tertiary education policies for universities and colleges of advanced education that arose in response to the generational pressure created by the post war baby boom.
Given that there was virtually no market for modern sculpture in Australia at the inauguration of these triennials in the 1960s, the extent of the impact of the pressures and expectations of a burgeoning young population upon tertiary education, specifically the art schools, art history departments and art teacher training and, the expanding desire for cultural fulfilment and rapid developments in the cultural institution sector, is delineated at these triennial events. The expansion of the education system and the consequent expanded employment opportunities this offered to young sculptors in the late 1960s and throughout the 1970s, posited the first real challenge and alternative economy to the existing heterogeneous market economy for artistic works.
In order to reinscribe the Mildura Sculpture Triennials into recent Australian art history as an important contributor to the institutional development of Australian contemporary art practice, I have drawn upon the reflexive methodological framework of French cultural theorist and sociologist Pierre Bourdieu and his explanation of the factors necessary for the genesis and development of autonomous fields of cultural production. Bourdieu's method provides an interpretative framework with which to identify these components necessary to the development of an institutional identity - the visual arts profession. This autonomous field parallels, conflicts with and at times connects with the heterogeneous art market economy, depending on the strength of its relative autonomy from the field of economic and political power. However, this is beyond the scope of this thesis.
Mildura's significance lies in the way that the triennial gatherings provide a view into the disparate components that would connect to and eventually create an autonomous field of artistic production, that of the visual arts profession. However, the evolution of each of the components, which were the bedrock of Mildura, was driven by its own needs and necessities and not by the needs of the larger field of which they would eventually become a part. Bourdieu's understanding of the ontologic complicitiy between dispositions and the development of an autonomous field offers a non-teleological approach to the significance of Mildura as a site to map these rapid changes and also Mildura's subsequent displacement from the historical record.
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Moyle, Kathryn. "Digital technologies in Australian public schools : a narrative study of government policies /." 2002. http://adt.lib.swin.edu.au/public/adt-VSWT20060508.111453/index.html.
Повний текст джерела
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Walker, Duronne K. "Minority and non-minority students with disabilities in higher education : are current university policies meeting their needs /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337955.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4294. Adviser: Laurence Parker. Includes bibliographical references (leaves 97-102) Available on microfilm from Pro Quest Information and Learning.
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Neitzel, Alan Kent. "How government mandated policies affect those responsible for their implementation : the USA Patriot Act and academic libraries /." 2006. http://digital.library.okstate.edu/etd/umi-okstate-2034.pdf.
Повний текст джерела