This thesis expansively discusses the development of Islamic education and its curriculum in Jordan from both diachronic and synchronic perspectives, hitherto an under-researched area. However, it places special emphasis on most recent attitudes, approaches and policies surrounding the Islamic education curriculum in Jordanian schools. This is done by reviewing the most relevant literature available on the subject as well as by analysing the data collected during an extensive field work. It is stressed that although the study employs qualitative approach to contextualise the research, it largely relies on quantitative methods consisting of field work and interviews. Subsequently the final results demonstrate many positives in the process of the development in the curriculum of Islamic education. In addition, it suggests that much has been done in this regard since the beginning of the formal establishment of the education system in Jordan in early eighties. However, it admits that there is much to be done in terms of elevating the standard of the Islamic education curriculum. It suggests that there is a need for a constant drive to improve the content of the curriculum to bring Islamic education at par with the secular education. Finally, it recommends that the future development of the content of the Islamic education curriculum should indeed take place in view of the modern Jordanian context, but this process of development must not compromise the spiritual element that lay at the core of Islamic education.

In 2007 a new government-funded initial teacher training programme was introduced in China. Emergent problems associated with the implementation of this policy call for a new research agenda that is able to illuminate aspects of the history of teacher education in China. Through the exploration of the hidden and often untold stories of ordinary teachers’ lives from the past, this research project seeks to construct a more authentic and comprehensive historical account of teacher education in China from 1949 to 1982. It also strives to help in raising an awareness among teachers, researchers and policy makers of the significance of reflecting on the history of teacher education, in both individual and collective ways. Three types of qualitative sources, namely documentary, visual and oral data were assembled from archival and online searches, and by the conducting of 40 in-depth oral history interviews. Drawing on former student teachers’ testimonies, this thesis investigates key features and major trends marking the formal pattern of the Chinese teacher education system since the foundation of the People’s Republic of China. It is argued that despite a number of radical structural and theoretical changes brought about by political campaigns over time, from the perspective of the student teachers themselves, continuities were more fundamental in this particular historical period. Aspects central to these continuities were a tiered teacher education system and two major approaches to teacher training. Compared to teacher education in the higher education sector, the normal school approach was recognised as having a systematic advantage in preparing teachers for classroom teaching. This dissertation also scrutinises the impact of educational reforms upon the teaching profession and teachers’ identities (individual and collective) from a rhetorical perspective. Evidence from a variety of documents, visual materials and interviewees’ recollections suggests that, as an inherent linguistic and cultural characteristic of the Chinese language, metaphor, together with narratives and other literary devices, plays an important role in shaping key concepts relevant to teacher education in China. The thesis resists conventional perceptions which associate a collectivist ethos among teachers chiefly with political propaganda, attributing it rather with traditional Chinese cultural values.

Neste estudo buscou-se identificar a maneira com que os livros didáticos de história do Brasil tem se referido à Música. Para isso, foi estabelecido como marco temporal o período entre as décadas de 1970 e 1990, momento relevante no desenvolvimento e conformação do mercado editorial brasileiro que influenciou a composição dos livros didáticos editados até nossos dias. Este período também corresponde ao estabelecimento das principais políticas públicas de aquisição de livros didáticos e de conformação/confrontação de conteúdos. A condição de mercadoria do livro didático e seu desenvolvimento como suporte e sua relação com o mercado editorial foi considerada a partir da contribuição de Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano. Constataram-se diversos usos da informação musical pelos autores dos manuais escolares como, por exemplo, o reforço de conteúdos a partir de outra linguagem (como é comum ocorrer em relação a figuras). Além disso, o espaço em que a citação musical aparece interfere diretamente sobre sua função, sendo o oposto também verdadeiro, ou seja, de acordo com o uso que se deseja infligir à determinada referência musical, ela pode ser colocada em um espaço tipográfico ou outro. Estes espaços foram analisados a partir das contribuições teóricas de Gerard Genette e Antoine Compagnon. Finalmente, em posse dos dados musicais, já sistematizados a partir de fichas eletrônicas, a análise dessas informações apontou a distribuição temporal dos cânones de cada uma das décadas estudadas, ou seja, as músicas, compositores e intérpretes mais citados, o tipo e a localização espacial das referências no espaço tipográfico, levando-se em conta as mudanças de layout ao longo dos anos estudados e as funções de cada citação. Com isso, ficou patente o uso preferencial de referências do campo erudito nas edições da década de 1970 e em parte da década de 1980 e a mudança que se dá ao longo da década de 1990, com a ampliação do repertório de canções populares e das citações que aproveitam suas letras enquanto documento histórico. As fontes para a pesquisa foram consultadas a partir do acervo da LIVRES Biblioteca dos Livros Escolares, localizada na Faculdade de Educação da Universidade de São Paulo. / In the present study we sought to identify the manner in which textbooks of history of Brazil has referred to music. For this timeframe was established as the period between the 1970s and 1990s, important in developing and conformation of the Brazilian publishing market which has influenced the composition of textbooks published until our days time. That period also corresponds to the establishment of the main public policy for the acquisition of textbooks and shaping / confronting of contents. The status of merchandise textbook and its development as a support and its relationship with the publishing market was considered from the contribution of Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano manly. It found many uses of musical information by the authors of textbooks, for example, reinforcing content from another language (as is usual in relation to the pictures). In addition, the space in which the musical quotation appears directly upon its function, and the opposite is also true, i.e., according to the use that you want to impose the particular musical reference, it could be placed in one space or other typographical. These areas was analyzed based the theoretical contributions of Gerard Genette and Antoine Compagnon. Lastly, in the possession of musical data, already systematized from electronic records, the analysis of the information indicated the temporal distribution of the canons of each of the decades studied, i.e., the songs, composers and performers most quoted, the type and location spatial references in the printing space, bearing in account the time change of layout throughout the years researched and the functions of each citation. With this, it became clear preferential use of references in the field of scholarly editions of the 1970s and part of the 1980s and the change that takes place throughout the 1990s, with the expansion of the repertoire of popular songs and quotes that leverage their letters as a historical document. The sources for the research were consulted from the LIVRES collection - Library of School Books, located in the Faculdade de Educação da Universidade de São Paulo.

Neste estudo buscou-se identificar a maneira com que os livros didáticos de história do Brasil tem se referido à Música. Para isso, foi estabelecido como marco temporal o período entre as décadas de 1970 e 1990, momento relevante no desenvolvimento e conformação do mercado editorial brasileiro que influenciou a composição dos livros didáticos editados até nossos dias. Este período também corresponde ao estabelecimento das principais políticas públicas de aquisição de livros didáticos e de conformação/confrontação de conteúdos. A condição de mercadoria do livro didático e seu desenvolvimento como suporte e sua relação com o mercado editorial foi considerada a partir da contribuição de Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano. Constataram-se diversos usos da informação musical pelos autores dos manuais escolares como, por exemplo, o reforço de conteúdos a partir de outra linguagem (como é comum ocorrer em relação a figuras). Além disso, o espaço em que a citação musical aparece interfere diretamente sobre sua função, sendo o oposto também verdadeiro, ou seja, de acordo com o uso que se deseja infligir à determinada referência musical, ela pode ser colocada em um espaço tipográfico ou outro. Estes espaços foram analisados a partir das contribuições teóricas de Gerard Genette e Antoine Compagnon. Finalmente, em posse dos dados musicais, já sistematizados a partir de fichas eletrônicas, a análise dessas informações apontou a distribuição temporal dos cânones de cada uma das décadas estudadas, ou seja, as músicas, compositores e intérpretes mais citados, o tipo e a localização espacial das referências no espaço tipográfico, levando-se em conta as mudanças de layout ao longo dos anos estudados e as funções de cada citação. Com isso, ficou patente o uso preferencial de referências do campo erudito nas edições da década de 1970 e em parte da década de 1980 e a mudança que se dá ao longo da década de 1990, com a ampliação do repertório de canções populares e das citações que aproveitam suas letras enquanto documento histórico. As fontes para a pesquisa foram consultadas a partir do acervo da LIVRES Biblioteca dos Livros Escolares, localizada na Faculdade de Educação da Universidade de São Paulo. / In the present study we sought to identify the manner in which textbooks of history of Brazil has referred to music. For this timeframe was established as the period between the 1970s and 1990s, important in developing and conformation of the Brazilian publishing market which has influenced the composition of textbooks published until our days time. That period also corresponds to the establishment of the main public policy for the acquisition of textbooks and shaping / confronting of contents. The status of merchandise textbook and its development as a support and its relationship with the publishing market was considered from the contribution of Kazumi Munakata, Circe Bittencourt, José Cássio Másculo e Célia Cassiano manly. It found many uses of musical information by the authors of textbooks, for example, reinforcing content from another language (as is usual in relation to the pictures). In addition, the space in which the musical quotation appears directly upon its function, and the opposite is also true, i.e., according to the use that you want to impose the particular musical reference, it could be placed in one space or other typographical. These areas was analyzed based the theoretical contributions of Gerard Genette and Antoine Compagnon. Lastly, in the possession of musical data, already systematized from electronic records, the analysis of the information indicated the temporal distribution of the canons of each of the decades studied, i.e., the songs, composers and performers most quoted, the type and location spatial references in the printing space, bearing in account the time change of layout throughout the years researched and the functions of each citation. With this, it became clear preferential use of references in the field of scholarly editions of the 1970s and part of the 1980s and the change that takes place throughout the 1990s, with the expansion of the repertoire of popular songs and quotes that leverage their letters as a historical document. The sources for the research were consulted from the LIVRES collection - Library of School Books, located in the Faculdade de Educação da Universidade de São Paulo.

This thesis examines the value of Shakespeare in the domains of policy, pedagogy and practice in English education from 1989 to 2009. Rather than seeking to evaluate his worth, it focuses, in particular, on the processes, institutions and discourses through which his value is constructed. The early chapters establish a lack of existing, critical, interdisciplinary research into Shakespeare in education; offer an overview of the historic context leading up to the playwright’s establishment in the National Curriculum for English as its only compulsory author; and review his place in the education policy of Conservative and Labour governments during the past two decades. Later chapters investigate the value of Shakespeare as constructed in three distinct pedagogies (literary-critical, active methods, and contextual); the inter-relation of his value as constructed in the curriculum, theatre and heritage education departments, popular culture, and academia. It argues that Shakespeare’s tenacity in holding onto a premier position in English education derives largely from the diverse, dispersed, yet interconnected, representations of his value.

Founded in 1851, the Stourbridge School of Art offered instruction in drawing, art and design to students engaged in industries, especially glass. Using social history methodology and primary sources such as Government reports, local newspapers and school records, this thesis explores the school’s development from 1850 to 1905 and explicates its relationships with the local glass industry. Within the context of political, economic, social and cultural forces, the school contributed to the town’s civic culture and was supported by gentry, clergy and industrialists. The governing Council held public meetings and art exhibitions and dealt with management issues. Working class men attended evening classes. Women from wealthy families attended morning classes. This thesis argues that a fundamental disconnect existed between the school’s purpose (art instruction to train designers) and its instruction (basic drawing and fine art). The school enrolled men employed in glass decorating but few from glass manufacturing. Classes reflected the South Kensington curriculum, and the art masters were unaware of the design needs of industry. Glass manufacturing firms provided modest financial support but did not encourage employees to attend, creating frustration for the Council. In contrast, similar schools in Brierley Hill and Wordsley were well-supported by the glass industry.

This dissertation provides an ecocritical history of Robinson Forest, a southern Appalachian forest owned by the University of Kentucky. The objective of this dissertation is to examine the literary, environmental, and cultural history of Robinson Forest from its geologic formation to the present, paying particular attention to the production of Robinson Forest as a discrete space with evolving, contested articulations of meaning and value. It begins by tracing the natural history and Native American use of the old-growth forest before chronicling the massive environmental disruption of clear-cutting the forest during the 1910s by the Mowbray & Robinson Lumber Company of Cincinnati. Then, it explores the university's ownership of the forest through its research agenda and natural resource speculation, while also tracing student and environmental protest about the university's use of the forest. Specifically, this dissertation examines the work of foresters and academic researchers, lawyers and creative writers, university administrators and environmental activists whose labor has led to an array of literary productions - deeds, newspapers, academic publications, legal decisions, poems, non-fiction essays - that convey competing understandings and articulations of the forest's value: ecological, aesthetic, monetary. By probing these conflicting values, it complicates the progressive narratives of science, higher education, public policy, and environmentalism throughout the 20th and into the 21st Century. Ultimately, this dissertation argues that throughout the 20th Century, the university has repeatedly closed off the forest from "the people" of eastern Kentucky that the donor directed the land to serve. In the 21st Century, then, the university, with assistance from "the people," will need to rearticulate its use of the forest, encouraging the long-term economic, environmental, social, and cultural sustainability of Robinson Forest.

The History of Education enables teachers and administrators to gain profitable ideas from the past as well as it enable them to avoid the mistakes of the past. With this in mind numerous historical studies have been made in the field of education. The aim of this study is to add to this area of research by presenting a history of South Cache High School from its beginning until 1953.

This study is an historical analysis of the education for students with mild intellectual disabilities in Saskatchewan from 1900-2002. The thesis analyzed the beginnings of thought on the construct of intelligence, its hereditarian orientation, and the IQ test that originated in 1904 to measure individual differences in intelligence. The use of the IQ test was traced as it progressed through the eugenics movement that dominated from approximately 1900-1940, as well as the mental hygiene movement that was present during roughly the same time period. The importance of the concept of intelligence and the IQ test was analyzed for how it affected the identification of individuals with an intellectual disability, and how the identification process affected their treatment and education. The classification and educational placement of students identified with an intellectual disability had parallel affects on the curriculum for these students. The changes in attitudes from eugenics and institutionalization of those identified with an intellectual disability and their subsequent deinstitutionalization, beginning in the 1960s, are examined for the effects these attitudinal shifts had on the education for these individuals. Education developed a system of special education that was based on measuring individual differences and making placement and curriculum decisions based upon these results. The education system in Saskatchewan developed from a segregationist philosophy to integration beginning in the 1970s. As the belief in the educability of these individuals and information on how to educate the intellectually disabled increased, a move towards full inclusion of these students began in the 1990s. As early as the 1970s, Saskatchewan Education began to develop specific curriculum guides and policies on the education of students with an intellectual disability. The progression of these documents up to 2002 is analyzed to determine the shifts in curriculum and student placement policy that occurred during this time period. The continuance of a reliance on the IQ test to identify and place students with an intellectual disability in the education system was analyzed. The attempt of Saskatchewan Education to deal with difficulties in providing for an appropriate education for students with an intellectual disability and suggestions for future directions are discussed.

This study is an historical analysis of the education for students with mild intellectual disabilities in Saskatchewan from 1900-2002. The thesis analyzed the beginnings of thought on the construct of intelligence, its hereditarian orientation, and the IQ test that originated in 1904 to measure individual differences in intelligence. The use of the IQ test was traced as it progressed through the eugenics movement that dominated from approximately 1900-1940, as well as the mental hygiene movement that was present during roughly the same time period. The importance of the concept of intelligence and the IQ test was analyzed for how it affected the identification of individuals with an intellectual disability, and how the identification process affected their treatment and education. The classification and educational placement of students identified with an intellectual disability had parallel affects on the curriculum for these students. The changes in attitudes from eugenics and institutionalization of those identified with an intellectual disability and their subsequent deinstitutionalization, beginning in the 1960s, are examined for the effects these attitudinal shifts had on the education for these individuals. Education developed a system of special education that was based on measuring individual differences and making placement and curriculum decisions based upon these results. The education system in Saskatchewan developed from a segregationist philosophy to integration beginning in the 1970s. As the belief in the educability of these individuals and information on how to educate the intellectually disabled increased, a move towards full inclusion of these students began in the 1990s. As early as the 1970s, Saskatchewan Education began to develop specific curriculum guides and policies on the education of students with an intellectual disability. The progression of these documents up to 2002 is analyzed to determine the shifts in curriculum and student placement policy that occurred during this time period. The continuance of a reliance on the IQ test to identify and place students with an intellectual disability in the education system was analyzed. The attempt of Saskatchewan Education to deal with difficulties in providing for an appropriate education for students with an intellectual disability and suggestions for future directions are discussed.