Дисертації з теми "School of History"
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Melton, David Glenn. "A History of Manassas Park City Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.
Повний текст джерелаEd. D.
Pitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.
Повний текст джерелаAtuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.
Повний текст джерелаDirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.
Повний текст джерелаHolshausen, Nicole. "A history of the Good Shepherd School, Huntley Street, Grahamstown." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003436.
Повний текст джерелаChen, Xin S. M. Massachusetts Institute of Technology. "Lin Tongqi : an oral history." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90230.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 80-81).
In this thesis, I explore the life of Professor Lin Tongqi, a well-known scholar of American Chinese studies, by using an oral history methodology. This oral history is named "Suffering and Thinking," and my goal is to illustrate how a thoughtful soul developed. His life is a trajectory in which Western and Eastern cultures are integrated, a life that is full of confusions and reliefs, challenges and responses, twists and turns, and unexpected insights and transcendences. This oral history also illustrates in a microcosm the fate of intellectuals who lived during the approximately 100-hundred-year tumult and transformation that resulted in modern-day China. Looking back is one way to consider the future. A conversation with Lin Tongqi on Ancient Chinese thoughts follows, which touches on several factors: the dynamics of understanding the Chinese culture, comparative methods of culture study, the relationships between eternal issues and contemporary issues, as well as a brief discussion on the issues facing contemporary China, and the future of Chinese society.
by Xin Chen.
S.M. in Management
Myers, Kate. "School improvement in action : a critical history of a school improvement project." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.
Повний текст джерелаGibson, Lindsay Smith. "Understanding ethical judgments in secondary school history classes." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48498.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.
Повний текст джерелаLeonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.
Повний текст джерелаPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
Gibson, Simon. "A parent-initiated school of choice: an examination of the genesis and early history of King Traditional School /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2342.
Повний текст джерелаPedersen, Josefine. "The Colonial Era in the Gambian Secondary School History Teaching." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1991.
Повний текст джерелаThe aim of this thesis is to study and analyse how the manifestation of the British colonial era is presented and interpreted in Gambian secondary school history teaching. The sources used in this study are the history syllabus, history textbooks and a few teachers. The research questions are: To what extent is the colonial era projected in the history teaching, if so, why is so much emphasis focused on the colonial times? What attitudes do the people have regarding the colonial era and the British; what is positive and what is negative with the strong focus on the colonial times?
The reason why I have chosen to study the colonial era and its magnitude and impact in the history teaching in the Gambia, is that this is an unexplored subject and I found it interesting to focus on this subject and put it in relation to such a small country as the Gambia. The reasons mentioned above is what it makes it interesting to study how the colonial era is viewed in the history teaching in the Gambia and how teachers handle this subject. How do they handle this period of history in a former colony?
In this study I have used the qualitative method. My empirical material has been collected through history schoolbook analysis, interviews with three teachers and participated classroom observations in the history subject. My theoretical framework includes concepts like learning procedure, learning dilemmas and attitudes about colonialism, which are described and discussed.
The colonial era is frequently emphasised in the history teaching in the Gambia, almost all the history teaching consist of this subject area. Furthermore, the attitude towards this era and the British colonisers varies among interviewed teachers. One conclusion is that it is important to convey both a positive and a negative view about this matter.
Huening, Michael. "Public School Desegregation in America: How School Desegregation Became the Most Important Medium for Advancing Social Justice." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/171.
Повний текст джерелаOwens, Kevin John. "The School and Society: Secondary School Social Studies Education from 1945-1970." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1368290377.
Повний текст джерелаRossi, Alexis L. "Encountering history : student agency in history and identity : student perspectives from the International School Bremen." Thesis, University of Leicester, 2015. http://hdl.handle.net/2381/31994.
Повний текст джерелаPratama, Stephen. "Teaching Controversial History : Indonesian High School History Teachers' Narratives about Teaching Post-Independence Indonesian Communism." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415484.
Повний текст джерелаJohnston, Glenn T. "Teenager's doing history out-of-school: An intrinsic case study of situated learning in history." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6090/.
Повний текст джерелаJohnston, Glenn T. Laney James Duke. "Teenagers doing history out-of-school an intrinsic case study of situated learning in history /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6090.
Повний текст джерелаTeeple, Lisa J. "Historical development of selected design amenities in central Indiana rural school buildings, 1875-1915." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865947.
Повний текст джерелаDepartment of Architecture
Bell, J. Gregory Dossey John A. "A history of mathematics class for middle school teachers." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234458.
Повний текст джерелаTitle from title page screen, viewed January 19, 2006. Dissertation Committee: John A. Dossey (chair), Lynn H. Brown, Franklin G. Lewis, Albert D. Otto, Charles L. VanderEynden. Includes bibliographical references (leaves 644-648) and abstract. Also available in print.
Dennis, Jennifer Wolf. "Middle school students' conceptions of authorship in history texts." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196183889.
Повний текст джерелаLi, Pui-lin, and 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.
Повний текст джерелаDilek, Dursun. "History in the Turkish elementary school : perceptions and pedagogy." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/3669/.
Повний текст джерелаLi, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.
Повний текст джерелаEIRite, Kimberly Ann, Laura Ann Stanley, Randi Dawn Seligson, and Deborah Ann Trautner. "An integrated approach to teaching history in the middle schools." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1196.
Повний текст джерелаNorling, Mikaela. "Historia - ur ett elevperspektiv : En kvalitativ intervjustudie med fokus på historiekultur, historiemedvetande och historisk identitet hos elever i årskurs 5." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-36269.
Повний текст джерелаBetygsdatum 2019-06-10
SILVA, ELOISA MARIA LIMA SOUTO DA. "THE TEACHING OF HISTORY IN THE MIDDLE SCHOOL: NEW TIMES, OLD APPROACHES: THE IMPACT OF VESTIBULAR IN THE MIDDLE SCHOOL THE FIELD OF HISTORY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7170@1.
Повний текст джерелаEste trabalho tem como objetivo apresentar algumas reflexões sobre os conteúdos de história ensinados no Ensino Médio.No decorrer dos anos 1980 e meados dos anos 1990, as pesquisas sobre o ensino de história e as produções acadêmicas geraram uma reavaliação do ensino dessa disciplina, produzindo um conjunto de documentos que deveria nortear as políticas públicas ligadas às áreas de formação. Em 2002, são lançados pelo MEC os PCN+, cuja proposta de organização e seleção de conteúdos para o Ensino Médio, define, em certa medida, quais os conteúdos de história a serem ensinados. Em outra perspectiva, ao lado das novas propostas curriculares, os conteúdos ministrados aos alunos passam por outras instâncias de transformações, tais como o vestibular. Pretende-se, nesta dissertação, compreender as formas pelas quais os professores atuam sobre esse processo de seleção dos conteúdos e particularmente sobre os critérios utilizados para incluir, excluir ou selecionar determinados conteúdos de história em suas práticas pedagógicas,tomando a existência do vestibular como elemento de referência.
This work aims to present some reflections on the contents of History taught in the Middle School .In the 80s and in the middle of the 90s, of the XX century, the academic production and the research on the teaching of History conceived a reevaluation of the teaching of this subject characterized for the multiplicity of interpretations, possible historical readings and approaches. In 2003, MEC launched the PCN+, with the proposal of organization and selection of the contents of History to be taught. In another perspective, together the curricular proposals, the contents the students receive, go through other instances of transformations in the daily practice. This research searches to understand the forms which the teachers act in this process of selection, particularly on the criteria utilized to include, to exclude or to select some contents of history in their classes.
Lundkvist, Marcus. "Synen på historieämnets lärande -En undersökning av synen på historieämnet och hur historiedidaktik ochdidaktiska traditioner kommer till uttryck i kursplaner över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76809.
Повний текст джерелаSfirlea, Titus Gabriel. "THE TRANSYLVANIAN SCHOOL: ENLIGHTENED INSTRUMENT OF ROMANIAN NATIONALISM." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-07182005-174056/.
Повний текст джерелаBennett, Scott Lyle. "Progressive education and high school social studies in Alberta in the 1940's." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38523.pdf.
Повний текст джерелаWard, David Lawrence. "The Continental Army: Leadership School of the Early Republic." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539626802.
Повний текст джерелаBeem, Ronald R. McBride Lawrence W. "Using local history in the secondary school social studies curriculum." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521328.
Повний текст джерелаTitle from title page screen, viewed April 4, 2006. Dissertation Committee: Lawrence W. McBride (chair), M. Paul Holsinger, Mark A. Plummer, Jo Ann Rayfield, Joseph A. Braun, Jr. Includes bibliographical references (leaves 155-166) and abstract. Also available in print.
Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.
Повний текст джерелаCowling, Judy K. "Curriculum development : Fairmount architectural history unit for Park Elementary School." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115729.
Повний текст джерелаDepartment of Architecture
Walker, Virginia. "The concept of a 'Newlyn school' : its context and history." Thesis, Birkbeck (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539900.
Повний текст джерелаLoury, Sharon D. "History of Knoxville General Hospital’s School of Nursing 1902-1956." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8189.
Повний текст джерелаCarter, Mary Donette. "The Role of the History of Mathematics in Middle School." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2224.
Повний текст джерелаPeyton, Paige Margaret. "Reconstructing the Fairview School." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/774.
Повний текст джерелаZuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.
Повний текст джерелаO'Leary, Michael Boyer 1969. "Geographic dispersion in teams : its history, experience, measurement, and change." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/16883.
Повний текст джерелаVita.
Includes bibliographical references.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis begins with the simple argument that geographic dispersion has gone surprisingly unexamined despite its role as the domain-defining construct for geographically dispersed teams (a.k.a. "virtual teams"). The last few years have seen slow but steady growth in field studies of such teams, but our understanding of geographic dispersion and the role it plays in work is stillquite limited. The thesis attempts to open the "black box" of geographic dispersion, show that it is far from a new phenomenon in organizations, understand the ways in which it is experienced, propose ways in which it can be measured, and understand the effects of doing work at increasing degrees of dispersion. It does so through three studies which combine qualitative and quantitative methods, and draw on archival, survey, observational, and interview data. Study 1 uses rich archival data covering more than two centuries (1670-1950) of the life of one firm - i.e., the Hudson's Bay Company - to understand its far-flung managers' experience of dispersion. It shows that the managers experienced their dispersion through a combination of coordination, communication, isolation, and control challenges. It also serves as a "typifier," showing that modem "virtual" teams have deep historical roots. Study 2 proposes a multi-dimensional definition of dispersion, including spatial-temporal distance and configuration, as well as a series of new measures to capture those dimensions. It explores the measures and their relationship to communications frequency in a sample of 115 dispersed project teams from a Fortune 500 company.
(cont.) Study 3 is based on field research with nine geographically dispersed internal consulting teams in a large, national humanitarian aid organization. It follows them from the inception to the completion of their work and compares two teams in detail. One team was moderately dispersed and one was a pilot for a more fully dispersed approach to the internal consulting projects. It finds that perceptions about timing and dispersion differ from more objective measures like those in Study 2. It also shows how dispersion is a challenge for team boundaries and calls for more attention to the weighting of different team effectiveness criteria. Keywords: geographic dispersion, teams, virtual teams, effectiveness, communications, history.
by Michael Boyer O'Leary.
Ph.D.
Leung, Shuk-yi Louise. "Students' approaches to learning and understanding in AS level history." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22329973.
Повний текст джерелаRichardson, Tracy Bryant. "Susie G. Gibson High School: A History of the Last Segregated School in Bedford County, Virginia." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26157.
Повний текст джерелаEd. D.
Pitfield, Worsley Laura. "Art history in an infant primary school : an intervention in the curriculum." Thesis, University of Roehampton, 2011. https://pure.roehampton.ac.uk/portal/en/studentthesis/art-history-in-an-infant-primary-school(ff60bf64-c39c-4ff0-bbd2-4279f3e4c6da).html.
Повний текст джерелаDoyle, Ryan P. "Framing history through cinematic storytelling." This title; PDF viewer required. Home page for entire collection, 2006. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
Повний текст джерелаFernandez, Mario. "Ideology challenged : aspects of the history of St Columba's high school (1941-1990) and their application to an oral history project in the high-school classroom." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/13504.
Повний текст джерелаIn a number of senses, this dissertation represents something of a challenge to orthodoxy. In the first instance, it breaks with the traditional triumphalist approach to South African school-history writing by attempting to place the history of St Columba's High School within its socio-political context. It examines the nature of its unique ethos, and attempts to trace the complex interaction between this ethos and the external societal pressures it was subject to, especially those generated by the protracted South African political crisis beginning in 1976. In doing so, its historical research component relies, unlike some earlier, pioneering South African works in this field (which might be termed the social history of education) largely upon primary sources, especially oral evidence. In the second place, it investigates the challenge from below, especially on the part of students, to the "official ideology" (or ethos) of St Columba's that developed :from the watershed year of 1976, specifically in the areas of governance, discipline, student representation, politics, and the teaching of history. It finds that, though the traditional authoritarian, hierarchical ethos remained largely intact by the end of the 1980s, it had been modified by pressures on the ground, and that the challenge to achieve a more liberal, participatory dispensation at St Columba's was set to continue into the 1990s, spearheaded now by a committed cohort of teachers. Thirdly, it employs the popular-history technique of oral history both as an appropriate technique for exploring the challenge from below to the official ideology of St Columba's, and as an unorthodox pedagogical strategy in the senior-secondary classroom for deepening students' understanding of the nature of history, improving their attitude towards its study, and developing in them, at least at a rudimentary level, some of the skills of the historian. It describes the implementation of an oral history project in the senior high-school classroom, and concludes that this is a most efficacious way of achieving the desired ends and, indeed, other positive results not anticipated.
Garner, Linda F. (Linda Faye). "The History of the Baylor University School of Nursing, 1909-1950." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc330639/.
Повний текст джерелаSethna, Christabelle Laura. "The facts of life, the sex instruction of Ontario public school children, 1900-1950." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28166.pdf.
Повний текст джерелаGloer, Sheila Rogers Conaway Betty J. "The contribution of John Lounsbury to the development of the middle school movement in American education an oral history /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5054.
Повний текст джерелаChoi, Stanley Jeonsik. "The Christian school as a means of effective evangelism in India history and evaluation of the Saint Paul Mission School in Bangalore, India /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Повний текст джерелаTlusty, Roger Harold. "Curricular transformation as social history Eau Claire High School, 1890-1915 /." Madison, WI : University of Wisconsin-Madison, 1986. http://catalog.hathitrust.org/api/volumes/oclc/15308873.html.
Повний текст джерела