A presente dissertação se propõe estudar a constituição da história como disciplina escolar no Rio Grande do Sul na passagem do Império para a República, no esforço de identificar as transformações e continuidades de conteúdos e métodos no contexto de mudança política. O objetivo é compreender como ela foi apropriada na escola para a formação dos estudantes dentro do ideário republicano do período. Nesse sentido, identifica os principais objetivos e conteúdos, a produção didática e o mercado editorial, bem como sua utilização pelas futuras professoras. Para isso, utiliza como fonte histórica os programas das disciplinas, o livro escolar voltado para a história do estado História do Rio Grande do Sul para o Ensino Cívico de João Cândido Maia, e a revista pedagógica da Escola Normal, articulados com os discursos oficiais dos governantes e as definições do Conselho de Instrução Pública. O aporte teórico da pesquisa é o conceito de cultura escolar e a história das disciplinas escolares, preocupando-se em entender o conhecimento escolar além da proposta oficial dos governos, na medida em que entende as transformações de um saber que se torna escolar como resultado de uma série de injunções que assumem características específicas em cada espaço social e em cada época. / This thesis proposes to study the constitution of history as a school subject in Rio Grande do Sul in the transition from Empire to Republic, in an effort to identify the changes and continuities of contents and methods in the context of political change. The goal is to understand how it was appropriated in school for the training of students within the republican ideals of the period. In this sense, identifies the main objectives and content, the didactic production and publishing market, as well as its use by future teachers. For this, it uses as a historical source programs of disciplines, the schoolbook facing the history of the state - História do Rio Grande do Sul para o Ensino Cívico - by João Cândido Maia, and the Escola Normal\'s pedagogical magazine, articulated with the official speeches of the government and the settings of the Council of Public Instruction. The theoretical contribution of the research is the concept of school culture and the history of school subjects, concerned to understand school knowledge beyond the official proposal of the government, as it understands the transformation of a knowledge that becomes school as a result of a series of injunctions that take on specific characteristics of each social space and in every age.

This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.

The role of philanthropy in K-12 public education has historically ebbed and flowed in relation to public expenditures. Early K-12 education philanthropy peaked during and after the Civil War when philanthropists supported education for emancipated slaves through initiatives like Freeman’s Bureau, Slater Fund and Rosenwald Schools until state and federal governments assumed responsibility (Bremner, 1988; Finkenbine, 2003; Fleishman, 2009; Mays, 2006; Stephenson, 2012). With sufficient public support, K-12 education philanthropy did not see its next major wave of investments until the 1990s, with significant increases occurring after 2000. From 2000-2010 the number of education related grants from major national philanthropists increased from 1,200 to 2,600, and the amount of total funding, $486 million to $843 million (Reckhow & Snyder, 2014, p.3). The latest wave of education philanthropy occurs at the intersection of two key events: Funding challenges for public education and increasing philanthropic resources particularly among a new generation of philanthropists. While significant philanthropic resources have poured into K-12 public education, they are more likely to support changes in education policy than to provide direct support to the schools (Ferris, Hentschke, & Harmssen, 2008; Greene, 2015). In addition, rural communities receive very little support from national education philanthropy. Vermont is a rural state with a relatively successful K-12 public school system that faces significant funding challenges (Pache, 2017; Valley News, 2015). The questions at the core of this research are what role does philanthropy play in Vermont K-12 public education and what role might it play? To answer these questions, the literature provides a foundation by exploring the history of philanthropy in general, and specifically education philanthropy. Further literature review examines the current trends of using philanthropy to shape national education policy and fund programs that compete with public education. A gap in the research on rural philanthropy and rural K-12 education philanthropy provides the impetus for the focus on the rural schools in Vermont. The study focuses on two geographically defined regions in Vermont that utilize two different models of place-based philanthropy to support their public schools. The two case studies include interviews with 24 participants with backgrounds in and knowledge about education and philanthropy. In addition, document review was used to support and triangulate the findings. The findings, presented for each case and in a cross-case analysis, reveal the effective and unique ways these two rural areas use philanthropy to support its K-12 public schools. One model was regional with a focus on broad program support through use of local nonprofits, while the second model was town specific and provided direct support to the local schools. Both cases demonstrate the challenges and opportunities associated with place-based philanthropy. The conclusion offers further information on how schools and communities might develop their own place-based philanthropy.

Advanced Placement (AP) courses engage high school students with college curriculum taught by trained high school teachers, with an opportunity for students to earn college credit by passing the end-of-course AP exam. AP has evolved into an indicator of school quality, instructional rigor, and a consideration in the college admissions process. AP enrollment and exam performance outcomes for White students disproportionately surpass those for Black students. This study attempts to inform practice, policy, and programming toward more equitable enrollment outcomes for Black students through a single case study. The selected case school was the only high school among 38 in central Virginia serving a significant proportion of both Black and White students demonstrating proportional AP enrollment between the Black and White student populations. Evidence gathered in the single case study through interviews and document review was analyzed to answer the research question: how do school-level practices and policies influence proportional AP enrollment for Black and White students at a central Virginia high school? Coding and narrative analysis were used to assess the case school’s practices, policies, and characteristics in the context of the four categories of school-based factors associated with equitable AP enrollment established by prior literature: curriculum characteristics, teacher training and awareness, family engagement and outreach, and student identification and recommendation processes. Equity was defined using overlapping social, racial, and educational equity frameworks within education and public administration. Findings showed that course recommendation processes, teacher training, unique school-based programming, course scheduling, instructional techniques toward increased rigor, and parent outreach are among the most significant school-level factors distinguishing the case school in its achievement of equitable AP enrollment between Black and White students, but that those school-level factors must be administered, executed, and nurtured in a school characterized by positive and encouraging relationships among students, staff, and leadership. It is recommended that equitable outcomes become a clear feature and requirement of local, state, and federal policy to prompt school personnel to work toward equity between Black and White students in AP enrollment and in the various processes and outcomes within public education. It is further recommended that policies and practices place an explicit premium on the power of relationships among stakeholders in each school in achieving equitable outcomes.

Computer-based multimedia offer an alternative means of providing instruction to learners in two primary, yet disparate, ways. Multimedia can be used to convey information to learners, or alternatively, learners can make use of multimedia to impart information. One example of the use of multimedia technologies at the University of South Florida is an interactive computer kiosk installed in the Anthropology Exhibit Gallery. The development of the educational program featured on the kiosk's touchscreen computer is the subject of this paper. The purpose of the kiosk's program was twofold: 1) to introduce the field of anthropology to university students and the general public who visit the Anthropology Exhibit Gallery; and 2) to incorporate training in the creation of multimedia materials into two departmental project-based courses, Museum Methods and Visual Anthropology. Designing effective educational programs that take advantage of multimedia capabilities without losing focus on the user's needs or on the content being presented is a challenging endeavor. In this paper, I present the process of designing an interactive multimedia program, and discuss the critical issues of audience, hardware and software, programming tools and other technical and design considerations. The development of the program, furthermore, must be understood within the broader context of several areas, including anthropology and museums, the role of education in museums, and exhibitions as a form of media and communication. Finally, a summary of the project is presented, including a discussion of the problems and successes encountered and suggested areas for further development.

My thesis is that museum exhibitions developed according to Freirean praxis would constitute a better learning opportunity for visitors, facilitate the process of evaluation, and enact the favoured museum principles of dialogic communication and community-building. ¶This project constitutes a cross-fertilisation of adult education, cultural studies and museum practice. In the last few decades, museum professional practice has become increasingly well informed by cultural critique. Many museum institutions have been moved to commit to building communities, but the question of how to do so via exhibition spaces is yet to be squarely addressed by the museum field. In this thesis I produce a detailed evaluation of a museum's informal learning program; and demonstrate the potential value of adult education theory and practice for enacting museums' commitment to dialogic communication and community-building. ¶To investigate the value of adult education praxis for museums, I consider the Australian War Memorial's signifying practice - the site and its exhibitions - as a program for informal learning. I conduct my analysis according to Ira Shor's (Freirean) method for engaging students in an extraordinary re-experience of an ordinary object. Shor's program calls for students to investigate the object through three stages of description, diagnosis and reconstruction. Respectively, I testify to my initial experience of the Memorial's program as a visitor, analyse its signification in national, international and historical contexts, and imagine an alternative means of signifying Australia's war memory. The resulting account constitutes a record of my learning process and a critical and constructive evaluation of the Memorial as a site for informal learning. It provides a single vision of what the Memorial is, what it means and how it could be reconstructed. But more importantly, my account demonstrates a program for simultaneously learning from the museum and learning about its signifying practice. This dual educational and evaluative method would mutually advantage a museum and its visiting public. In a museum that hosted a dialogic program, the exhibitions would invite evaluative responses that staff are otherwise at pains to generate. Concurrently, visitors would benefit because they would be engaging in a more critical and constructive learning process. In addition, the museum would be enacting the principle of dialogic communication that underpins the project of community-building.

This study researched two major aspects of the primary school principalship in the Northern Territory and Australian Capital Territory viz., (1) How current trends in educational governance have affected the role of the principal, and (2) Assessment and selection procedures used for promotion to the principalship in the present educational environment. The context of the study has been outlined by presenting a brief historical and organisational overview of public education in both Territories, along with an examination of the literature on recent trends and issues in educational governance and promotion procedures. The research methodology used to examine the questions posed in this study is qualitative or descriptive in nature. The data was collected through the use of a semistructured interview technique and represents the ideas, opinions and perceptions of a specially targeted group of principals and aspiring principals from both education systems. The findings demonstrated that many aspects of the role of the primary principalship in the N.T. and A.C.T. are changing, due to a new set of values in educational policymaking and increased political control. There was a high degree of similarity between respondents in each Territory in regard to how the role is being reshaped. It was also found that the level of support provided by both systems to assist principals in coping with the changes has been inadequate and that the changes have led to a degree of conflict and new job-related pressures for most primary school principals. It was concluded that assessment and selection procedures should be rigorous and demanding, commensurate with the significance of the position. In this regard both educational systems need to improve present procedures by addressing perceived weaknesses. To this end assessment centres may have a role to play. Finally, further implications of the conclusions are addressed in terms of the necessity for thorough preparation and training of aspirants to the principalship to enhance their chance of selection and help them cope with the new expectations and demands of the position. This responsibility should be shared between the aspirant, professional associations and the employing education department.

<p>Within the context of South Africa&lsquo / s diverging religious, cultural and social backgrounds, new questions on the nature of a multicultural society are raised from the perspective of human rights.&nbsp / The universality and indivisibility of human rights are challenged by this diversity and consequently implies that standards, concepts and structures for implementation have to be reconsidered.&nbsp / International and national standards are being (re)interpreted and attention is not only focused on the contents of the norms but on the limitations imposed thereupon. The debate on whether limits should be set in permitting or accommodating cultural or religious pluralism is becoming extremely relevant. The manner in which these questions are responded to&nbsp / is even more prominent in the light of our history of apartheid which has disregarded respect for religious and cultural diversity. In the scope of this research emphasis will be placed on the&nbsp / right to freedom of religion and in particular the limitation of the right to religion in an attempt to balance conflicting rights and accommodates religious diversity. The right to freedom of religion&nbsp / albeit constitutionally entrenched is subject to reasonable and justifiable limitations. However, no clear guidelines have been formulated on the criteria for limiting the right to freedom of&nbsp / religion. The main aim of this research is to find guiding criteria to facilitate the imposition of limitations on the right to freedom of religion. The limitations of the right to freedom of religion are&nbsp / interrelated with the following research questions: Firstly, the definition afforded to the right to freedom of religion in accordance with national and international standards / secondly, the relationship between culture and religion and any interconnection that exists between these rights. This is followed by the influence of the particular value framework or normative commitments&nbsp / f the judiciary on the interpretation of the right to religion, as well as the relationship between the state and religion. The above issues will be researched both on a national and&nbsp / an international level. The aim is to conduct research that will build on an appreciation of the guidelines that should be employed in ensuring the protection of the right to freedom of religion. To this end comparisons will be drawn with other legal&nbsp / systems, which on the one hand acknowledge the protection of the right to freedom of religion and on the other hand have to find ways in which the right can be balanced in the event of conflict. It is envisaged that the research of the criteria imposed on the limitation of the right to religion both on a national and an international level will assist in suggesting criteria that will influence&nbsp / scholarly debate on the topic. In addition that this debate will allow for the formulation of a transformative approach within the South African context that sanctions the celebration of diversity in all&nbsp / its aspects and in particular the right to freedom of religion.<br /> &nbsp / </p>

This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models.

This thesis explores educative ideas such as student choice, student autonomy and student directed learning in an educational environment dominated by a top-down, provincially legislated curriculum. Qualitative data was obtained from the professional stories of two experienced educators teaching in public alternative schools in Toronto, Ontario. Using the theoretical lenses of autonomy, relatedness and competency to filter the collected data reveals that offering students authentic choice in their school day has many benefits. Despite this, our globally entrenched educational paradigm dominates our educational world usurping many alternative models.