This project examines the activism of Black parents, students, and citizens who fought to obtain school equality and desegregation from the 1920s until the 1960s in southwest Virginia and consequently the resistance from White residents and officials. Resistance to the status quo of inequality between Black and White schools in Pulaski County, Virginia began as early as the 1920s. This activism continued through the 1930s and 1940s, with it finally leading NAACP attorneys Oliver Hill and Spottswood Robinson collaborating with Pulaski citizens in 1948 to file a discrimination lawsuit in the case Corbin v. School Board of Pulaski County. The activism did not end here as once the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional, Black residents in southwest Virginia localities such as Floyd, Galax, Grayson, and Pulaski worked together with NAACP attorney Reuben Lawson to file multiple lawsuits so Black students could attend White schools. Many of these lawsuits faced staunch resistance from White residents of these localities, even with the threat of closing schools due to Virginia's policy of Massive Resistance. I argue that looking at localities such as Pulaski, Floyd, Galax, and Grayson helps situate southwest Virginia into the larger context of Virginia history in terms of examining resistance, fighting for equality, and pushing desegregation in the area during the middle of the twentieth century. Black citizens in the western part of Virginia faced resistance from the White citizens, but they persevered with their activism in the courts and hometowns which ultimately contributed to the dismantling of segregated schools in Virginia. They pushed for equality within segregation and then for desegregation in the middle decades of the twentieth century. Examining the historiography of school equality and desegregation in Virginia demonstrates that there is an overgeneralization about the resistance which occurred in the western half of the state. Historians argue that the eastern part of the state saw more modes of resistance, especially Massive Resistance, due to the higher population of Black residents. On the other hand, they ignore the western part as they believe the same resistance did not occur due to a lower population of Black residents. I reject these notions as Massive Resistance found its way into southwest Virginia through either the threat of or action of closing schools. I have dug more deeply into the sources, such as trial transcripts, legal correspondence, school board records, petitions, court cases, testimony, newspapers, and oral histories to understand the avenues Black residents in southwest Virginia used to fight inequality and segregation. / Master of Arts / This project examines the activism of Black parents, students, and citizens who fought to obtain school equality and desegregation from the 1920s until the 1960s in southwest Virginia and consequently the resistance from White residents and officials. Resistance to the status quo of inequality between Black and White schools in Pulaski County, Virginia began as early as the 1920s. This activism continued through the 1930s and 1940s, with it finally leading NAACP attorneys Oliver Hill and Spottswood Robinson collaborating with Pulaski citizens in 1948 to file a discrimination lawsuit in the case Corbin v. School Board of Pulaski County. The activism did not end here as once the Supreme Court ruled in Brown v. Board of Education that segregated schools were unconstitutional, Black residents in southwest Virginia localities such as Floyd, Galax, Grayson, and Pulaski worked together with NAACP attorney Reuben Lawson to file multiple lawsuits so Black students could attend White schools. Many of these lawsuits faced staunch resistance from White residents of these localities, even with the threat of closing schools due to Virginia's policy of Massive Resistance. I argue that looking at localities such as Pulaski, Floyd, Galax, and Grayson helps situate southwest Virginia into the larger context of Virginia history in terms of examining resistance, fighting for equality, and pushing desegregation in the area during the middle of the twentieth century. Black citizens in the western part of Virginia faced resistance from the White citizens, but they persevered with their activism in the courts and hometowns which ultimately contributed to the dismantling of segregated schools in Virginia. They pushed for equality within segregation and then for desegregation in the middle decades of the twentieth century.

This study used a critical discourse analysis (CDA) to examine the Texas Essential Knowledge and Skills for government. These are the learning standards that public schools are required to use as the curriculum in Texas. Additionally, the study critically examined the Texas State Board of Education meeting minutes from the spring of 2010, when the board revised all social studies TEKS. James Gee’s framework for conducting CDA was used to analyze the government TEKS and meeting minutes to uncover the ways in which the language in the documents defines democratic and citizenship education in Texas, determine if the language creates an imbalance of power among participants in education, and do these documents agree with educational philosophers’ construct of citizenship and democratic education? The results of the CDA concluded that the Texas learning standards, and the words of many SBOE members reveal a preference toward right-wing, conservative beliefs. The construct of citizenship and democratic education created by the Texas government TEKS and SBOE meeting minutes contradicts these notions, as defined by educational theorists, and excludes those participants who do not embrace these beliefs.

On 13 November 1942, Thelma E. Page, a black high school teacher in Dallas, Texas, brought suit against the Dallas Board of Education in order to bring about the equalization of black and white teachers' salaries. This suit was part of a national movement of blacks, under the direction of the NAACP, and was an indirect attack upon segregation. Most of these suits were filed against large city school systems, in the South, in order to effect the greatest possible number of black teachers. This suit was won by the plaintiff and brought about equalization.

O estudo das faltas e licenças médicas pode tornar-se referencial privilegiado para observar-se a conjuntura na qual se edificam as diretrizes e os produtos que se constituirão nas ações educativas para jovens e crianças que dependem da Secretaria da Educação do Estado de São Paulo. Para medir o absenteísmo no trabalho relacionado a motivos de saúde optou-se em descrever a magnitude média das taxas de faltas e de licenças médicas do magistério e do pessoal de apoio, segundo as 91 diretorias de ensino de todo o Estado de São Paulo, entre maio de 2008 e julho de 2009 e comparar as proporções de faltas e de licenças entre as funções do magistério e de apoio, segundo coordenadorias de ensino. Trata-se de um estudo ecológico que utilizou em sua construção, dados secundários, coletados a partir de registros oficiais. Verificou-se que a região periférica da metrópole paulistana foi a que apresentou um número superior de ausências, em detrimento do interior e da capital, que tiveram registradas médias aproximadas. As licenças médicas, contudo, têm, principalmente no interior, significativa elevação. Este trabalho pôde registrar que aproximadamente 20 por cento da força de trabalho contratada esteve ausente durante o período letivo observado, sendo o tempo fator importante para a predição do afastamento das pessoas do trabalho. Identifica-se que, em janeiro, quase não há afastamentos por motivo de saúde e que ocorre aumento progressivo ao longo do semestre estudado. Em junho/julho, inverte-se essa tendência, que se modifica novamente em agosto, o que sugere um padrão de repetição (ciclo). Nítida é a elevação de ausências por motivo de saúde no período definido como letivo / The study of absences and sick leave can become privileged reference point for observing the situation in which the guidelines are built and the products that will serve on the educational activities for adolescents and children who depend on the Bureau of Education of the State of São Paulo. Measuring absenteeism in work related to medical reasons was decided to describe the magnitude of the average rates of absenteeism and medical leave from teaching and support staff, according to the 91 boards of education throughout the State of São Paulo between May 2008 and July 2009 and compare the proportion of absences and licenses among the functions of teaching and support, according to coordinators of education. This is one ecological study that used in its construction, the secondary data collected from official records. It was found that the peripheral region of the metropolis was the one with a higher number of absences at the expense of the interior and the capital, who had recorded approximate average. Sick leave, however, have mainly within, a significant increase. This work could report that approximately 20 per cent of the workforce employed was absent during the school year observed, the time factor is important for predicting the removal of people from work. We found that in January, there was almost no leaves due to health reasons and that it had increased progressively throughout the semester studied. In June / July, that trend reversed itself, which was modified again in August, which suggested a pattern of repetition (cycle). Sharp was the elevation of absences due to health reasons in the period defined as academic

O estudo das faltas e licenças médicas pode tornar-se referencial privilegiado para observar-se a conjuntura na qual se edificam as diretrizes e os produtos que se constituirão nas ações educativas para jovens e crianças que dependem da Secretaria da Educação do Estado de São Paulo. Para medir o absenteísmo no trabalho relacionado a motivos de saúde optou-se em descrever a magnitude média das taxas de faltas e de licenças médicas do magistério e do pessoal de apoio, segundo as 91 diretorias de ensino de todo o Estado de São Paulo, entre maio de 2008 e julho de 2009 e comparar as proporções de faltas e de licenças entre as funções do magistério e de apoio, segundo coordenadorias de ensino. Trata-se de um estudo ecológico que utilizou em sua construção, dados secundários, coletados a partir de registros oficiais. Verificou-se que a região periférica da metrópole paulistana foi a que apresentou um número superior de ausências, em detrimento do interior e da capital, que tiveram registradas médias aproximadas. As licenças médicas, contudo, têm, principalmente no interior, significativa elevação. Este trabalho pôde registrar que aproximadamente 20 por cento da força de trabalho contratada esteve ausente durante o período letivo observado, sendo o tempo fator importante para a predição do afastamento das pessoas do trabalho. Identifica-se que, em janeiro, quase não há afastamentos por motivo de saúde e que ocorre aumento progressivo ao longo do semestre estudado. Em junho/julho, inverte-se essa tendência, que se modifica novamente em agosto, o que sugere um padrão de repetição (ciclo). Nítida é a elevação de ausências por motivo de saúde no período definido como letivo / The study of absences and sick leave can become privileged reference point for observing the situation in which the guidelines are built and the products that will serve on the educational activities for adolescents and children who depend on the Bureau of Education of the State of São Paulo. Measuring absenteeism in work related to medical reasons was decided to describe the magnitude of the average rates of absenteeism and medical leave from teaching and support staff, according to the 91 boards of education throughout the State of São Paulo between May 2008 and July 2009 and compare the proportion of absences and licenses among the functions of teaching and support, according to coordinators of education. This is one ecological study that used in its construction, the secondary data collected from official records. It was found that the peripheral region of the metropolis was the one with a higher number of absences at the expense of the interior and the capital, who had recorded approximate average. Sick leave, however, have mainly within, a significant increase. This work could report that approximately 20 per cent of the workforce employed was absent during the school year observed, the time factor is important for predicting the removal of people from work. We found that in January, there was almost no leaves due to health reasons and that it had increased progressively throughout the semester studied. In June / July, that trend reversed itself, which was modified again in August, which suggested a pattern of repetition (cycle). Sharp was the elevation of absences due to health reasons in the period defined as academic

The problem of this study was to determine training priorities as mandated by the Texas Legislature on the CORE Curriculum for Management and Leadership Development and their implications for Texas public school principals. Purposes of the study were to validate an instrument for assessing principals' training needs, to provide data for planning and delivering training for principals, to provide results to staff developers, and to develop a profile of similarities and differences in the perceptions of principals and their superordinates.

No description available.

The problem with which this study was concerned was that of determining which of the "Goals for Public School Education in Texas" were perceived as appropriate by local educators and students in smaller school districts and to determine the degree to which each of these goals was being implemented. This study had a two-fold purpose. The first was to compare the differences between appropriateness and implementation as perceived by senior students, teachers, administrators, and the composite group. A comparison between the three groups regarding both appropriateness and implementation was also made. The second purpose of the study was to determine if sex, ethnic background, and geographic location were factors when comparing perceptions concerning the appropriateness and implementation of the "Goals for Public School Education in Texas." The comparison between students, teachers, and administrators revealed a significant difference between the groups on each, of the eighteen goals regarding appropriateness. With regard to implementation, there was a significant difference between groups on eight of the goals. Differences were generally between students and teachers and students and administrators. The comparison between male and female students revealed that the female students perceived the goals to be more appropriate than did the male students. There were no significant differences between their perceptions regarding implementation. There were significant differences between Anglos, Blacks, and Mexican Americans on ten of the eighteen goals with regard to appropriateness and on three of the eighteen goals regarding implementation. Generally the Anglos perceived the goals to be more appropriate than the other two groups. Geographically there were significant differences between the regions regarding both appropriateness and implementation. Differences varied regarding perceived appropriateness. Central Texas generally perceived implementation higher than the other regions and West Texas generally perceived implementation lower.

LIMA, Jeimes Mazza Correia. Entre dois agostos: o Conselho de Educação do Ceará na década de 1970 – 1979. 2013. 182f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-03-17T11:47:26Z No. of bitstreams: 1 2013-TESE-JMCLIMA.pdf: 7069509 bytes, checksum: 4f768011dc795d9b9a09ef5f81c2a135 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-03-17T12:20:28Z (GMT) No. of bitstreams: 1 2013-TESE-JMCLIMA.pdf: 7069509 bytes, checksum: 4f768011dc795d9b9a09ef5f81c2a135 (MD5) / Made available in DSpace on 2014-03-17T12:20:28Z (GMT). No. of bitstreams: 1 2013-TESE-JMCLIMA.pdf: 7069509 bytes, checksum: 4f768011dc795d9b9a09ef5f81c2a135 (MD5) Previous issue date: 2013 / The study on the performance of the Board of Education of Ceará aims at understanding how the institution structured through educational legislation in force in the 1970s, school education Ceará. This organization was led by opinions and resolutions specific, so the means available for this purpose, providing the understanding of the possible existence of legal interpretations by the referees, the Board of Education, giving them an ability to act in Ceará extrapolating and distorting their specific functions, which was to interpret and apply the law determined by educational reform, 1971, by Law 5692/71, in response to a determination of the period of authoritarian rule, endowed with characteristics related restrictions on individual freedom and collective, common at the time. For it was used to analyze a set of documents, written sources, produced over a decade by the institution with their official, stating interpretations, positions and definitions of school education and political momentum. From this documentation, with mediation from other sources relevant to the season, it was noticed that after its re-foundation in 1965 by the governor of Ceará Virgilio Tavora the Council sought to legitimize their actions in the local society, and gradually, coercively established an organization of education school in Ceará in compliance with standards, rules and legislation. Although an institution linked to the State no clear indication that developed a set of administrative acts restrictive of freedom, besides adopting punishments schools or their members, directors, secretaries and school teachers as well as students, attending deliberation direct bodies of political repression developed in the period. With this it is possible to infer that: was ineffective use of the Board of Education of Ceará in 1970 with the purpose to serve the political repression of opposition movements to the authoritarian regime largely attended by high school students. / O estudo realizado sobre a atuação do Conselho de Educação do Ceará tem por finalidade a compreensão de como a instituição estruturou, através de legislações educacionais vigentes na década de 1970, a educação escolar cearense. Essa organização foi conduzida através de pareceres e resoluções específicos, portanto os meios disponíveis para essa finalidade, proporcionando o entendimento sobre a eventual existência de interpretações legais, por parte dos pareceristas, os Conselheiros da Educação, dotando-os de uma capacidade de atuação no Ceará, extrapolando e distorcendo suas funções específicas, que era o de interpretar e aplicar a legislação educacional definida pela reforma de 1971, através da Lei 5692/71, atendendo a uma determinação dos governos autoritários do período, dotado de características vinculadas as restrições de liberdade individual e coletiva, comuns na época. Para isso foi utilizado para analise um conjunto de documentos, fontes escritas, produzidos ao longo de uma década pela instituição, com seu caráter oficial, constando as interpretações, posicionamentos e definições sobre educação escolar e o momento político. Com base nessa documentação, com a mediação de outras fontes pertinentes a época, percebeu-se que após sua refundação em 1965 pelo governador cearense Virgílio Távora o Conselho buscou legitimar suas ações na sociedade local, e gradualmente, de forma coercitiva estabeleceu uma organização da educação escolar no Ceará no cumprimento das normas, leis e regras vigentes. Apesar de ser uma instituição vinculada ao Estado não há indicação clara de que se desenvolveu um conjunto de atos administrativos restritivos de liberdade, além da adoção de punições as escolas ou a seus integrantes, diretores, professores e secretários escolares, bem como estudantes, atendendo a uma deliberação direta dos organismos de repressão política desenvolvidos no período. Com isso é possível aferir que: foi ineficaz o uso do Conselho de Educação do Ceará na década de 1970 com fins a atender a repressão política aos movimentos de contestação ao regime autoritário em grande parte com a participação de estudantes secundaristas.

Made available in DSpace on 2015-05-14T12:20:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1513372 bytes, checksum: ec3ecf82ab9d4407c14ebd27f389f734 (MD5) Previous issue date: 2014-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The prospect of a democratic management grounded in civil society participation in education, discussing and collaborating on the design, implementation and supervision of public education policy is a legal principle which is advocated in both the Federal Constitution of 1988, as the Law of Guidelines and bases of National Education Law No. 9394/96. In this sense, we try to address the democratic management from the City Board of Education, based on the analysis of the formation and the contribution of the Municipal Board of Education Arara - PB, understood as an instance of democratic management and how a learning organization, with responsibilities in the formulation and monitoring of public policies for a quality basic education. The theoretical framework is anchored in Dourado (2003), Cury (2000), Gadotti (2000), Monlevade (2005) and Bordignon (2009). The methodology follows the parameters of Gil (1996) and Vergara (2006), and consisted of documentary analysis in Municipal Education, the application of socio-demographic questionnaire and interview with all municipal councilors of municipal education Arara - PB. The data and information follows the parameters recommended by Bardin (1977) on the content analysis, translating information and data through systematic and objective procedures of description. From there, it became possible to know the profile of directors, its formation, the structure of functioning of the board, the weaknesses and difficulties that both the CME as counselors face as well as the rich organizational learning arising from the plurality that constitutes the CME with a view to contribute to the strengthening of this and other boards of education in order to make them more active. Therefore, it is concluded that both the municipality of Arara and Brazil, democratic management, reflected in the Municipal Councils of Education has presented numerous advances but also setbacks of a structural nature, politics and culture. / A perspectiva de uma gestão democrática da educação alicerçada na participação da sociedade civil, discutindo e colaborando na elaboração, implantação e fiscalização das políticas públicas de educação constitui um princípio legal, que é preconizado tanto na Constituição Federal de 1988, quanto na Lei de Diretrizes e Bases da Educação Nacional, Lei n° 9394/96. Nesse sentido, tratamos de abordar a gestão democrática a partir do Conselho Municipal de Educação, tendo por base a análise da formação e a contribuição do Conselho Municipal de Educação de Arara PB, entendido como instância de gestão democrática e como organização aprendente, com responsabilidades na formulação e acompanhamento de políticas públicas voltadas para uma educação básica de qualidade. O marco teórico está ancorado em Dourado (2003), Cury (2000), Gadotti (2000), Monlevade (2005) e Bordignon (2009). A metodologia adotada segue os parâmetros de Gil (1996) e Vergara (2006), e consistiu na realização de uma análise documental na Secretaria Municipal de Educação, a aplicação de questionário sócio-demográfico e entrevista com todos os conselheiros municipais de educação do município de Arara PB. O tratamento dos dados e informações segue os parâmetros preconizados por Bardin (1977) sobre a análise de conteúdo, traduzindo informações e dados, por meio de procedimentos sistemáticos e objetivos de descrição. A partir daí, tornou-se possível conhecer o perfil dos conselheiros, sua formação, a estrutura de funcionamento do conselho, as fragilidades e dificuldades que tanto o CME quanto os conselheiros enfrentam, bem como a rica aprendizagem organizacional decorrente da pluralidade que constitui o CME, com vistas a contribuir para o fortalecimento deste e dos demais conselhos de educação, a fim de, torná-los mais atuante. Conclui-se, portanto, que tanto no município de Arara quanto no Brasil, a gestão democrática, traduzida nos Conselhos Municipais de Educação tem apresentado inúmeros avanços, mas também retrocessos de cunho estrutural, político e cultural.