Дисертації з теми "National history curriculum"
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Hophan, Phillip Albert. "National history curriculum : finding space for a critical global education." Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/32733.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Aktekin, Semih. "The inclusion of local history in the secondary history national curriculum in Turkey : problems and potential." Thesis, University of Nottingham, 2004. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633017.
Повний текст джерелаSmith, Joseph. "A critical discourse analysis of history teacher responses to the February 2013 draft National Curriculum for History." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/2344/.
Повний текст джерелаManning, Russell. "An investigation into the emphasis on 'British national identity', 'patriotism' and 'fundamental British values' through secondary school history with a particular focus on Key Stage Three : the views of history PGDipEd secondary trainees." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5995/.
Повний текст джерелаNordström, Peter. "Det interkulturella historiska lärandets ramar : En studie av förutsättningar för interkulturell historieundervisning utifrån styrdokument och nationella prov." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33884.
Повний текст джерелаDavies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.
Повний текст джерелаCock, Laurence de. "Le fait colonial à l’école : genèse et scolarisation d’un objet de débat public, scientifique et mémoriel (des années 1980 à 2015) : essai de socio-histoire du curriculum." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2063/document.
Повний текст джерелаThis thesis seeks to identify the conditions of possibility for variations and amendments in the curricula, given social pressures. For this purpose, it is founded on a precise content of teaching : the events of colonialism that, from the 1980’s to the Present, have questioned more and more the national and republican consensus, as it connects to the issue of post-colonial immigration.This thesis is also founded on firsthand empirical material : political and media discourses constructing the teaching of the events of colonialism as a public matter ; archives of National Education ; official reports ; and many interviews.Our lines of inquiry consisted then in identifying the establishment of networks of social actors likely to make compatible scientifically and politically debated issues with the expectations of the history curriculum, and to facilitate its translation.Our inquiry reveals that every occurrence of the memorial debate on the colonial past restages specific stinging and pulling in the republican school systen and in the teaching of history : the dialectic between cultural plurality and universalism, the one between equality and identity, or even the one between logics of acknowledgment and civic logics. Many injunctions are to be found, at different levels, sometimes contradictory, many discrepancies between the agendas of public debates and the timescale of school, so that the concordance between the social discourse and the history curricula does not turn out to be innate or natural
Marins, Cosme Freire. "Currículo de história no ensino médio e avaliação de egressos: a relação entre os documentos orientadores da disciplina e os exames oficiais (ENEM e Vestibulares) - 2009-2013." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082016-150412/.
Повний текст джерелаThis paper analyzes the relationship between skills, abilities and methodological concepts set out in guiding official documents of the history curriculum designed by the Ministry of Education (MEC) and which is evaluated in the National Secondary Education Examination (Enem) and six public universities, in the period 2009 to 2013. The starting point was a MEC\'s claim that the approach by Enem of subjects, skills and abilities proposed by guiding national curriculum documents could lead schools to incorporate them into their own curriculum. In the development of this research studies of some researchers concerning the theme \'curriculum\' have been approached, that is understood as the result of a process of social construction in which the various agents that influence the educational field dispute the legitimacy of their interests. An essential element in the curriculum is the discipline through which specialist teachers are responsible for the approach of knowledge in the classroom. However, the official national curriculum goes through several levels of power, dispute and negotiation to get to school, and the relationship established in the classroom between teacher and student is the last sphere of this complex process. Therefore, school disciplines enjoy relative autonomy in executing the real curriculum, which hinders the full realization of the official curriculum. On the other hand, the approaches made by the entrance examinations and the Enem not translate into a full adoption by schools, due also to the spheres of power that exists between the exams and what is effected in the classroom. It was observed that there are some proposals for official documents more evaluated in the tests, at the expense of others that have been covered in less than 10% of the questions of each institution. The skills and procedures more appraised are concerned to the items easier to measure, on the one hand, and more gifts in the practice of discipline, both at the university and in the schools, on the other. Thus, the MEC follows in its process of searching for support and legitimacy, both the official national curriculum as the Enem - a process that currently earn new elements to the discussion of the Common National Base Curriculum for Secondary Education (BNCC).
Almeida, Déberson Ferreira de. "Base Nacional Comum Curricular: concepção do componente Educação Física para o Ensino Fundamental." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21447.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The present study aimed at analysing the the National Common Curricular Base (BNCC) - in the versions available for public consultation - in reference to the concept of the Physical Education component in Primary Education, identifying its assumptions and interpretive repercussions. The interest in such study emerged from the relevance of the referred policy that has attracted the interest of millions of people, generating debates among different professional and social groups, about the resignification of Primary Education, such as schools, universities, media and social groups. The research was based on a qualitative approach and made use of bibliographical study and document analysis as methodological procedures. The main concepts of the theoretical basis are: “critical curriculum”, based on Paulo Freire’s and Michael Apple’s approach and “cultural curriculum”, based on Marcos Garcia Neira’s work. The basis for document analysis was the BNCC’s version approved in December 2017, by the Presidency of the Republic.In general, the research reveals that, as a public policy, the BNCC has been a source of polemic and controversy, regarding its interpretations and the acceptance of its concepts. The major focus of its propositions is on the essential learnings to be developed in Primary Education, through an integral humanitarian education, as a means to leverage a more democratic, inclusive and fair society. The Physical Education component in the BNCC was conceived and a set of content to be developed in the educative practice of this area. The analysis results highlight the understanding that Physical Education in the BNCC represents a historical retrocession. This is due to the fact that teachers' and researchers' achievements, debates and fights for a more democratic education, through the promotion of students' and teachers' autonomy, vis à vis the teaching-learning concept in Physical Education, in a critical-cultural perspective, have been majorly neglected
O presente estudo teve como objetivo analisar a Base Nacional Comum Curricular (BNCC) quanto à concepção referente ao componente Educação Física para o Ensino Fundamental, identificando seus pressupostos e repercussões interpretativas pertinentes às versões disponibilizadas para consulta pública. O interesse pelo estudo deveu-se à relevância do significado da referida política que mobilizou milhares de pessoas, gerando debates em diferentes ambientes como escolas, universidades, veículos de comunicação e grupos sociais distintos da sociedade política e civil, em busca de ressignificação do ensino na Educação Básica. A pesquisa caracteriza-se pela abordagem qualitativa e tem como procedimentos metodológicos o estudo bibliográfico e a análise documental. O referencial teórico tem como conceitos centrais: “currículo crítico”, considerando essencialmente as abordagens de Paulo Freire e Michael Apple e “currículo cultural da Educação Física”, fundamentado em obras de Marcos Garcia Neira. A BNCC, versão homologada pela presidência da República, em dezembro de 2017, é elemento básico da análise documental. A pesquisa revela, de modo geral, que a BNCC constitui-se em política pública geradora de polêmicas e posicionamentos, por vezes contraditórios, quanto às interpretações e aceitabilidade de suas concepções. Ressalta-se como foco central de suas proposições as aprendizagens essenciais a serem desenvolvidas na Educação Básica, por meio de uma educação humana integral, tendo em vista a efetivação de uma sociedade justa, democrática e inclusiva. O componente Educação Física na BNCC é concebido como um conjunto de conteúdos a serem desenvolvidos na prática educativa desta área de formação. Os resultados das análises colocam em destaque o entendimento de que a caracterização de Educação Física na BNCC corresponde a um retrocesso histórico. Isto se deve à desconsideração de conquistas do movimento contínuo de debates e lutas de professores e pesquisadores por uma educação mais democrática no sentido da promoção da autonomia de alunos e docentes em relação à concepção de ensino-aprendizagem na área de Educação Física, numa perspectiva crítico-cultural
Ribeiro, Junior Halferd Carlos 1982. "Ensino de História e identidades : currículo e livro didático de história de Joaquim Silva." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254123.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O tema principal da tese é a construção da identidade brasileira nos livros didáticos de História do Brasil de Joaquim Silva editados na dinâmica da reconstrução da Nação empreendida pela política do Estado Novo; o objetivo é analisar o modo em que ocorreu a construção dos nexos de sentidos sobre a identidade brasileira, segundo a interpretação histórica de Joaquim Silva em conformidade a Reforma Gustavo Capanema de 1942. O corpus documental é composto pela bibliografia sobre o tema, a legislação federal que regia o sistema de ensino secundário, documentos oficiais alocados nos arquivos CPDOC da Fundação Getúlio Vargas, da Companhia Editora Nacional, do Arquivo Nacional, e os livros didáticos de História do Brasil para o terceiro e o quarto ano do ensino ginasial de Joaquim Silva, publicados respectivamente em 1945 e 1946. Os fundamentos teóricos e metodológicos que sustentam a nossa análise estão relacionados à construção de representações de identidade, a história social do currículo, o livro didático e identidades, e a análise do discurso. Concluímos que a interpretação histórica de Joaquim Silva tinha como pressuposto a manutenção do Estado democrático pautado em uma estrutura jurídica que propiciava a transformação da sociedade, com condições de governar para o desenvolvimento e progresso da Nação, e o brasileiro idealizado era o cidadão trabalhador, patriótico e cristão, que não se curvava diante das dificuldades, mas que lutava com resignação e sobriedade para vencer os obstáculos da vida
Abstract: The main theme of the thesis is the construction of Brazilian identity in the Joaquim Silva Brazil¿s history books edited in the dynamics of reconstruction of the nation undertaken by the "Estado Novo" policy; the objective is to analyze the way on which the construction of the connections of meanings on the Brazilian identity, according to the historical interpretation of Joaquim Silva in accordance Capanema Reform in1942. The documentary corpus consists of the literature, the federal law that governed the secondary education system, official documents allocated at the CPDOC files from Getúlio Vargas Foundation, the Companhia Editora Nacional, the National Archives, and Joaquim Silva history books from Brazil of the third and fourth year of junior high school published respectively in 1945 and 1946. the theoretical and methodological foundations underpinning our analysis are related to the construction of identity representations, the social history of the curriculum, the teaching and identities textbooks, and discourse analysis. We conclude that the historical interpretation of Joaquim Silva had presuppose the maintenance of the democratic state ruled by a legal framework that promoted the transformation of society, with conditions to govern for the development and the progress of the nation, and the idealized Brazilian was the worker citizen, patriotic and Christian, who would not bow down before the difficulties, but struggled with resignation and sobriety to overcome the obstacles of life
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
Giampapa, Robin M. "Constructing historical consciousness in Greece syncretism in the context of European unification /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1126036336.
Повний текст джерелаAburahma, Wafaa. "History Textbooks in Conflict: Security, Nation-Building and Liberating Curriculum." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1497549655338847.
Повний текст джерелаBergamin, Fabíola Matte. "Currículo e Exame Nacional do Ensino Médio: rupturas e permanências na conformação dos saberes históricos escolares." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10412.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work intended to accomplish a comparison between the competencies and skills for History as school subject existent in the National Evaluation of the Secondary Level ENEM and the competencies and skills proposed by the National Curricula Standards (PCNEM and PCN+). The aim was to observe the changes and the endurances during 1998 to 2011, regarding the conception of History present in the exams, as well as analyze the National Evaluation of the Secondary Level ENEM´s reformulations in order to verify if it can considered an instrument that reflects the implementation of the National Curricula Standards (PCNEM and PCN+). Finally, there´s the inquiring if ENEM´s reformulations are related to the Ministry of Education and the federal universities´ demands. Official documents, particularly the PCNEM and PCN+, and the questions from ENEM were the main sources investigated. Concepts of curriculum developed by Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), and concepts of school subject and humanities elaborated by Chervel (1999) were used to base the documental analysis
Este trabalho visou realizar um cotejamento entre as Competências e Habilidades para a disciplina escolar História presentes em questões do Exame Nacional do Ensino Médio (ENEM) e as Competências e Habilidades propostas pelos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) e as Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+). Pretendeu-se observar as mudanças e permanências no período de 1998 a 2011 no que diz respeito à concepção da disciplina História presente nas provas, além de analisar as reformulações do ENEM a fim de averiguar se ele pode ser considerado um instrumento que reflete a implementação dos Parâmetros Curriculares Nacionais para o Ensino Médio e das Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais no território nacional. Por fim, questiona-se se as reformulações do ENEM estão voltadas para as exigências do MEC, juntamente com a Associação Nacional dos Dirigentes das Instituições Federais de Ensino Superior. Documentos oficiais, em especial os PCNEM e os PCN+, e as provas do ENEM foram as principais fontes investigadas. Para fundamentar a análise documental, foram utilizados como referenciais teóricos os conceitos de currículo desenvolvidos por Goodson (2012), Gimeno Sacristán (1998) e Apple (1982), além dos conceitos de disciplina escolar e humanidades, elaborados por Chervel (1999)
Indzic, Dujso Aleksandra. "Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013." Licentiate thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20272.
Повний текст джерелаCarney, Terrence Robert. "Die skryf van 'n skoolgids vir die bestudering van ouer letterkunde in die graad 12-Afrikaanshuistaalklaskamer." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09272007-151502.
Повний текст джерелаNygren, Thomas. "History in the Service of Mankind : International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43817.
Повний текст джерелаHistory Beyond Borders: The International History Textbook Revision, 1919–2009
Turini, Leide Divina Alvarenga. "O tempo historico na pesquisa sobre ensino de historia : um balanço historiografico." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252428.
Повний текст джерелаTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. Este estudo corresponde a um balanço historiográfico da pesquisa que elegeu o tempo histórico no ensino de História como objeto de investigação na década passada. A partir de uma aproximação com autores cujas reflexões apontam ruptura com a história linear e desconstrução da idéia de progresso como norma histórica em defesa de uma concepção do tempo histórico fundada nas experiências concretas dos sujeitos, procura (re)construir sentidos da experiência que constitui o tempo histórico como campo de pesquisa específico e que envolve a História e suas interlocuções com outras áreas do conhecimento. Caracterizadas segundo seus objetivos, suas abordagens teórico-metodológicas e suas conclusões, as pesquisas revelaram que o objeto tempo histórico se constitui com base em diferentes possibilidades de investigação, seja na perspectiva de se apreender como os alunos compreendem, desenvolvem e/ou representam noções temporais, seja na perspectiva dos pesquisadores que se preocupam com o lugar do tempo histórico nas propostas curriculares, na formação e nas representações dos professores, bem como no livro didático de História. O diálogo indagativo com as pesquisas ensejou uma reflexão sobre a inserção dos Parâmetros Curriculares Nacionais como via de interlocução entre políticas públicas adotadas para a educação no Brasil e a produção acadêmica; sobre fundamentos, perspectivas e questões relativas à proposta de uma educação histórica; também pôs em questão a idéia de progresso como força motriz de uma concepção linear de história
Abstract: TURINI, Leide Divina Alvarenga. O tempo histórico na pesquisa sobre ensino de História. Um balanço historiográfico. 2006. Tese (Doutorado em Educação) ¿ Faculdade de Educação da Universidade Estadual de Campinas, Campinas, 2006. This study corresponds to a historiographical examination of the research which elected historic time in the History teaching as subject matter last decade. It tries to rebuild meanings of the experience constitutive of historic time as a specific research field involving history and its intersection with other fields of knowledge, based on authors who point out a rupture in the linear history and deconstruction of the idea of progress as a historical norm and, so, support a conception of historic time founded on the individuals¿ concrete experience. Given their goals, theoretical, methodological approaches, and conclusions, these researches have revealed that historic time as subject matter is constituted according to different possibilities of investigation, whether it is into the perspective of grasping how students understand, develop, and represent time notions or into the perspective of researchers worried about the place historic time occupies in curricular proposals, in teachers¿ education and representations, as well as in History textbooks. The enquiring dialogue with these researches aimed to supply a reflection on both the presence of the national curriculum guidelines in them ¿as a way of interlocution between public policies for education in Brazil and the academic production¿and on the grounds, perspectives, and questions related to the proposition of a historical education. Also, it put into question the idea of progress as motive force of a linear conception of history
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
Mino, Takako. "History Education and Identity Formation: A Case Study of Uganda." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/197.
Повний текст джерелаLamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.
Повний текст джерелаKukard, Kirstin Jane. "The trajectory of the shifts in academic and civic identity in South African and English secondary school History National Curriculums across two key reform moments." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27304.
Повний текст джерелаSkott, Pia. "Läroplan i rörelse : Det individuella programmet i möte mellan nationell utbildningspolitik och kommunal genomförandepraktik." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-99326.
Повний текст джерелаLantheaume, Françoise. "L'enseignement de l'histoire de la colonisation et de la décolonisation de l'Algérie depuis les années trente : État-nation, identité nationale, critique et valeurs : essai de sociologie du curriculum." Paris, EHESS, 2002. http://www.theses.fr/2002EHES0022.
Повний текст джерелаWarnasuriya, Mihiri Saritha. "Building the 'Sri Lankan nation' through education : the identity politics of teaching history in a multicultural post-war society." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290147.
Повний текст джерелаBursuc, Vlad A. "Amateurism and Professionalism in the National Collegiate Athletic Association." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1374144535.
Повний текст джерелаBorgelind, Andreas, and Bassel Mekhelif. "Det som inte prövas är lika viktigt : En kartläggning av samstämmighet mellan Lgr 11 och de nationella proven i historia och religion för årskurs 6." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31644.
Повний текст джерелаLabidi, Aroua. "« Un destin commun » : la conquête arabe dans le récit national en Algérie, au Maroc et en Tunisie depuis les indépendances." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100165.
Повний текст джерелаThis thesis studies political discourse, school curricula, and history textbooks in order to examine the connection between historical account and national construction in post-Independence Algeria, Morocco, and Tunisia. Its object is the depiction of the Arab conquest (7th century) in educational materials and its role in building a national narrative. Though grounded in a common spatial and chronological past, the depiction of the Arab conquest of the three countries reveals significant differences in treatment, which ultimately amount to distinctive national constructions. Comparing these countries has less to do with demonstrating an assumed similarity and more with uncovering specificities in order to understand the textbooks’ discourse on the conquest and the way it shapes the national narrative. In fact, despite the aforementioned commonalities between the three countries, the study of textbooks shows different national narratives. Each one appropriates a different aspect of the conquest (political and religious history, Arab identity and Islam, language and territory) as ground for a national identity. In Algeria, the conquest underlies a sense of belonging to the whole Arab-Muslim community, which runs deeper and wider than the national limits. In Morocco, the Sherifian Kingdom - especially with regard to its Muslim attributes - tends to prevail on the conquest itself. In Tunisia, the conquest is depicted as an episode, among others, of a long national epic in which domestic territory takes center stage. It appears then that these different representations of the conquest reveal three different conceptions of the nation state
Walls, Gail Lin. "A case study developing and demonstrating the introduction of heritage education information in a fourth grade classroom." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115426.
Повний текст джерелаDepartment of Architecture
Rodwell, Grant William. "Historical novels and related genres in the history curriculum." Thesis, 2013. http://hdl.handle.net/2440/86965.
Повний текст джерелаThesis (Ph.D.) -- University of Adelaide, School of Education, 2013.
Biancotti, Stefanie Joy. "Implementation of national History and Geography curriculum initiatives by a regional Queensland secondary social science department: actants, agency, and curriculum change." Thesis, 2018. https://researchonline.jcu.edu.au/53675/1/53675-Biancotti-2018-thesis.pdf.
Повний текст джерела林偉民. "Content Analysis of National Identity in First-Year Taiwan History Proposed in High School Temporary Curriculum Guidelines of 2006." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/33230258665037014742.
Повний текст джерела臺北市立教育大學
社會科教育研究所
95
As High School Temporary Curriculum Guidelines came into effect in the academic year of 2006, history curriculum adopted the “concentric circle theory” of “from interior to exterior”, “from near to far”, and “from modern to ancient”. In other words, students would learn history in the following sequence: local history, Taiwan history, history of China, history of Asia, and world history. This academic year pioneered in dedicating a whole volume of textbook to Taiwan history. In addition to democracy movements of Lei Chen and Formosa Incidents, the coverage reached as far as the popular culture about Jay Chou, Chang Hui-Mei (A-mei), and Korean Drama Dae Jang Geum. Trends of globalization and highly controversial issues were also encompassed, including San Francisco Peace Treaty, Treaty of Peace between the Republic of China and Japan, Theory of the Uncertainty of Taiwan’s Status, Two States in One Nation, and 319 Gunshot Incident.“ The researcher was motivated to understand the political turmoil caused by the divergence in national identity among the public, analyze the controversies over textbook caused in the localization of education, and examine textbooks from the perspective of national identity. The approach of content analysis was adopted to examine national identity in the five versions of textbook, published by San Min Books, Nan-i, Kang Si, Han Lin Publishing, and Lungteng Cultural. Besides investigation on related theories, background, and various perceptions about national identity formed in different periods of Taiwan, a content analysis was also conducted on national identity in history textbooks for senior high school students. The purpose was to provide reference for future curriculum design. Results obtained in this research are: 1. National identity theories can be divided into nationalism, communitarianism, and liberalism, which respectively stress ethnic identity, cultural identity, and institutional identity. 2. The Temporary Curriculum Guidelines of 2006 have not clearly pointed out that "Republic of China” is the nation to be identified with, intending to blur the issue of national identity. Besides, the “concentric circle theory” proposed by Tu Cheng-Shen is the source of arguments over high school history textbooks. 3. Among the five editions of textbooks, institutional identity has the largest coverage followed by cultural identity, and ethnic identity has the least coverage under the main category of national identity. 4. “Ethnic identity” covered in the five editions is mainly based on “significant historic events or historic memory”, while “cultural identity” is centered on “historic sites, cultural development, and achievement of each era” and “language and religion”. "Institutional identity” is focused on “political systems” and “economic systems”. 5. The “textbook contents” of the five editions are characteristic and pluralistic. The Han Lin edition provides detailed descriptions and in-depth perspectives for localization and globalization. The Kang Si edition provides the most comprehensive explanations about the development of cross-strait relations and political views. The Lungteng Cultural edition uses full-page texts and graphics to elaborate the development of oversea independence movement. The Nan-I edition has a thorough coverage about the origin of “Yimin” (righteous citizens) and the Constitutional amendments passed since 2005. The San Min edition not only covers party rotation but also provides a chronology of the 319 Gunshot Incident which occurred on the eve of the Presidential election, as presented in the Kang Shi edition. 6. As to local proverbs and ballads in the five editions, Taiwanese proverbs and ballads take up the major proportion, and Taiwanese chauvinism can be easily found in these materials. It is necessary to adequately include Hakka or aboriginal proverbs and ballads in the textbooks.
Zanazanian, Boghos. "Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec." Thèse, 2009. http://hdl.handle.net/1866/3465.
Повний текст джерелаThis three-article thesis looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among national history teachers in Quebec. The province’s ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec’s parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. Depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The first article theorizes how social actors’ differing capacities to historicize the past, or to generate moral life patterns for temporal orientation, underlie their negotiations of ethnicity and agency toward the “significant Other.” By developing a repertory of parallel and equal tendencies of historical consciousness for grasping fluctuations in ethnic boundary maintenance, the article moreover argues how social actors’ willingness to recognize human moral and historical agency is central to group boundary porosity. The second article discusses the findings of an exploratory study conducted on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal national history classrooms. Whereas most Francophone respondents are indifferent to Anglo-Québécois social realities and historical experiences, all Anglophone ones know and transmit those of the Franco-Québécois to their students. Mirroring each group’s sociological status, this divergence implies a dissimilarity in how past inter-group relations are historicized. Possible non-recognition of Anglo-Québécois moral and historical agency moreover explains the prevalent indifference among Francophone respondents. The last article touches upon an in-depth study conducted on Francophone national history teachers’ historical consciousness of the Anglo-Québécois. By testing my aforementioned repertory, the study analyzed how respondents historicize temporal change when negotiating ethnicity and structuring group boundaries. While their views on “history” and their historicizing of different thematic contexts overwhelmingly lead respondents to reinforce ethno-cultural differences and to not recognize human moral and historical agency, half of them nonetheless demonstrate openness to learning about and transmitting Anglo-Québécois social realities and historical experiences. Despite such willingness, reliance on pre-established historical visions for constructing inter-group realities nevertheless highlights the exclusion of the latter when respondents set out to develop a national identity among students.
Moropa, Malakia Shere. "Impact of educational policy on the National Senior Certificate : pre-1994 and post democracy South African case." Diss., 2016. http://hdl.handle.net/10500/23240.
Повний текст джерелаPublic Administration and Management
M.Admin. (Public Administration)
ČARNOGURSKÁ, Lenka. "Historie vzdělávání v obci Volduchy do roku 1965." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364514.
Повний текст джерелаBlack, David Alexander. "Indoctrination to indifference? : perceptions of South African secondary school history education, with special reference to Mpumalanga, 1960–2012." Thesis, 2014. http://hdl.handle.net/10500/14487.
Повний текст джерелаHistory
D. Litt. et Phil. (History)
Black, David Alexander. "Changing perceptions of history education in black secondary schools, with special reference to Mpumalanga, 1948-2008." Thesis, 2009. http://hdl.handle.net/10500/3451.
Повний текст джерелаHistory
M.A. (History)
沈維芬. "The history of Elementary school teacher education curricula: The case study of National Hsinchu University of Education." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/20352309806877633541.
Повний текст джерела國立新竹教育大學
教育學系碩士班
100
The study aims to discuss the evolving process of pre-service teacher education in National Hsinchu University of Education (NHUE). With historical methodology, the researcher organized and analyzed related literature, then looked into the context of teacher education and the process of courses transforming in curriculum. The findings are concluded as following. First, from curriculum development perspective, it reveals that the government has been promoting primary teachers’ education level. Second, curriculum structure stably develops. In early days there were more compulsory courses while recently elective courses are increasing. Third, education specialized compulsory courses lay stress on technology learning in recent years and the proportion of teaching practice courses decreases in comparison. Fourth, in early days general curriculum emphasized on basic knowledge and was restricted by certain ideology. It is not until recent days that various courses are set up and English competence is valued. Fifth, there were few elective courses and most students took them in group at that time. Recently students take specialized courses according to job consideration. Sixth, curriculum of multi-dimensional teacher education needs to be promoted and professionalized.
Allain, Julia Anne. "Duwamish history in Duwamish voices: weaving our family stories since colonization." Thesis, 2014. http://hdl.handle.net/1828/5790.
Повний текст джерелаGraduate
0727
0452
0740
juliemorgana@yahoo.ca
Seokgo, Makoto Rachael. "Tlhoriso le lehloyo la batswantle mo go papadi ya M.S. Serudu: naga ga di etelane." Diss., 2011. http://hdl.handle.net/11602/1051.
Повний текст джерелаChipps-Sawyer, Allis Pakki. "Standing on the edge of yesterday: A dilemma of oral knowledge in a West Coast family." Thesis, 2007. http://hdl.handle.net/1828/234.
Повний текст джерелаNel, Monika Barbara Elisabeth. "Criteria for sound Christian education, with reference to Christian Education South Africa (CESA) 1984-1993 : a historical-educational investigation and evaluation." Diss., 1994. http://hdl.handle.net/10500/19070.
Повний текст джерелаEducational Studies
M. Ed. (History of Education)