This study focused on determining whether the administration of the common schools of District Four in Texas can be made to function more effectively without changing the external structure of the administrative organization and to determine whether the administrative duties are being performed in a fairly uniform manner.

The diploma thesis deals with education of pupils with special educational needs in common elementary schools as well as in special elementary schools. It defines special educational needs of these pupils (syndrome ADHD/ADD, specific learning disabilities, cerebral palsy, autism, epilepsy, mental retardation, hearing impairment, combined disorders) and searches attitudes of parents and teachers to inclusion of pupils with special educational needs in common elementary schools as well as in special elementary schools.

This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.

Made available in DSpace on 2016-01-26T18:50:04Z (GMT). No. of bitstreams: 1 MARGARET_MESTRADO_21_02_08.pdf: 1042322 bytes, checksum: 31bcda287037566dcae46d4d374c7736 (MD5) Previous issue date: 2007-11-21 / The objective of this inquiry is to know the thought of the current teachers of the Public school of Basic Teaching of the city of Maringá on the use of the computer while pedagogic tool. A reflection is done also on the use of the computer in the classroom and his implications, from the identification of the arguments of the teachers. The revision of the literature analyses the elements: teachers and computers, looking for an understanding of the new education paradigm, which turns the school into an environment of rich apprenticeship into educational technological resources. The same vision is put by several authors whom we approach here like Papert, Lévy, Candau, Moraes, Morin, Bravely, Hairdo, Sampaio and Milk, Nóvoa, Noblit and Olive tree, which they defend this tool; as well as, works of Gómez, Moran and Setzer, which are still put against to the use of the tool like pedagogic instrument, between others. Besides the bibliographical inquiry, the field work happened with teachers of an School of Basic Teaching, of the Public State Net of the city of Maringá/Pr, in a total of 46 teachers who responded to a quantitative / qualitative questionnaire. The principal results of the inquiry revealed a teacher still very resistant to the use of this new pedagogic tool, but also without the formation and necessary infrastructure to the new form of doing education polished in the impact what the new technologies are producing on the society. / O objetivo dessa pesquisa é conhecer o pensamento dos atuais professores de Escola Pública de Ensino Fundamental da cidade de Maringá sobre o uso do computador enquanto ferramenta pedagógica. Faz-se também uma reflexão sobre a utilização do computador na sala de aula e suas implicações, a partir da identificação dos argumentos dos professores. A revisão da literatura analisa os elementos: professores e computadores, buscando um entendimento do novo paradigma educacional, que transforma a escola em um ambiente de aprendizagem rica em recursos didáticos tecnológicos. Essa mesma visão é colocada por vários autores que abordamos aqui como Papert, Lévy, Candau, Moraes, Morin, Valente, Penteado, Sampaio e Leite, Nóvoa, Noblit e Oliveira, que defendem esta ferramenta; bem como, trabalhos de Gómez, Moran e Setzer, que ainda se colocam contra ao uso da ferramenta como instrumento pedagógico, entre outros. Além da pesquisa bibliográfica, realizou-se a pesquisa de campo com professores de uma Escola de Ensino Fundamental, da Rede Pública Estadual da cidade de Maringá/Pr, num total de 45 professores que responderam a um questionário semi-dirigido com perguntas abertas e fechadas. Os principais resultados da pesquisa revelaram um professor ainda muito resistente ao uso dessa nova ferramenta pedagógica, mas também sem a formação e infra-estrutura necessária a nova forma de fazer educação, respaldada no impacto que as novas tecnologias estão produzindo sobre a sociedade.

Made available in DSpace on 2016-07-18T17:54:27Z (GMT). No. of bitstreams: 1 MARGARET_MESTRADO_21_02_08.pdf: 1042322 bytes, checksum: 31bcda287037566dcae46d4d374c7736 (MD5) Previous issue date: 2007-11-21 / The objective of this inquiry is to know the thought of the current teachers of the Public school of Basic Teaching of the city of Maringá on the use of the computer while pedagogic tool. A reflection is done also on the use of the computer in the classroom and his implications, from the identification of the arguments of the teachers. The revision of the literature analyses the elements: teachers and computers, looking for an understanding of the new education paradigm, which turns the school into an environment of rich apprenticeship into educational technological resources. The same vision is put by several authors whom we approach here like Papert, Lévy, Candau, Moraes, Morin, Bravely, Hairdo, Sampaio and Milk, Nóvoa, Noblit and Olive tree, which they defend this tool; as well as, works of Gómez, Moran and Setzer, which are still put against to the use of the tool like pedagogic instrument, between others. Besides the bibliographical inquiry, the field work happened with teachers of an School of Basic Teaching, of the Public State Net of the city of Maringá/Pr, in a total of 46 teachers who responded to a quantitative / qualitative questionnaire. The principal results of the inquiry revealed a teacher still very resistant to the use of this new pedagogic tool, but also without the formation and necessary infrastructure to the new form of doing education polished in the impact what the new technologies are producing on the society. / O objetivo dessa pesquisa é conhecer o pensamento dos atuais professores de Escola Pública de Ensino Fundamental da cidade de Maringá sobre o uso do computador enquanto ferramenta pedagógica. Faz-se também uma reflexão sobre a utilização do computador na sala de aula e suas implicações, a partir da identificação dos argumentos dos professores. A revisão da literatura analisa os elementos: professores e computadores, buscando um entendimento do novo paradigma educacional, que transforma a escola em um ambiente de aprendizagem rica em recursos didáticos tecnológicos. Essa mesma visão é colocada por vários autores que abordamos aqui como Papert, Lévy, Candau, Moraes, Morin, Valente, Penteado, Sampaio e Leite, Nóvoa, Noblit e Oliveira, que defendem esta ferramenta; bem como, trabalhos de Gómez, Moran e Setzer, que ainda se colocam contra ao uso da ferramenta como instrumento pedagógico, entre outros. Além da pesquisa bibliográfica, realizou-se a pesquisa de campo com professores de uma Escola de Ensino Fundamental, da Rede Pública Estadual da cidade de Maringá/Pr, num total de 45 professores que responderam a um questionário semi-dirigido com perguntas abertas e fechadas. Os principais resultados da pesquisa revelaram um professor ainda muito resistente ao uso dessa nova ferramenta pedagógica, mas também sem a formação e infra-estrutura necessária a nova forma de fazer educação, respaldada no impacto que as novas tecnologias estão produzindo sobre a sociedade.

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis examines how the writings of Caleb Mills impacted the development of public education in Indiana and includes an edition of two unpublished addresses by Mills, “A Lecture on Popular Education” and “Knowledge is Power.” The addresses provide a much-needed glimpse of some of Caleb Mills’ efforts other than his famous addresses as “One of the People.” The works demonstrate how the education reformer outlined his views regarding the ideals of proper education found in his much better known “One of the People” addresses and also highlight the education debate that has continued into the early twenty-first century.