<p> This case study on Crellin Elementary School in Oakland, Maryland, examined the pedagogical practices of 7 teachers/administrator from the school. It examined implementation of placed-based education (PBE) using researcher observations and teachers&rsquo;/administrators&rsquo; narratives, two learning partners, and the former superintendent about the efficacy of the PBE learning model. This study also examined the commitment level of adopting critical pedagogies of place to meet the learning needs of students, many who come from lower socioeconomic backgrounds. Community members provided narratives of their connections to placed-based educational activities with Crellin and their insights on the impact on the community and the participating organization. The research study indicated that PBE can be a contributing factor in narrowing the achievement gap by focusing on the lower socioeconomic subgroup, using data from students who receive free and reduced-price lunch. Measurement tools included the Maryland State Assessment and Partnership for Assessment of Readiness for College and Careers assessments scores between the years 2003 through 2010 and 2017. Other contributing factors determining the efficacy of PBE included leadership and sustainability and the number of highly qualified teachers, specifically at Crellin Elementary School. Benefits of PBE were also discussed, including teacher empowerment, community empowerment, and an enriched curriculum due to partnerships with academic experts. Recommendations included replication of a study on middle and high schools implementing the PBE learning model and its effects on student achievement. A recommendation was to track alumni student achievement including a longitudinal study of Crellin students&rsquo; academic performance through middle school and high school (e.g., Advanced Placement, Partnership for Assessment of Readiness for College and Career, SATs, and ACTs). </p><p>

Thesis (M.Ed.) --University of the North, 1989 / Refer to the document / University of the North Research Council

El Colegio Seminario de Indios de San Gregorio fue fundado en la ciudad de Mexico por la Compania de Jesus en 1586 y mantuvo su existencia hasta 1856, fecha de su desaparicion definitiva. En sus primeros 150 anos de vida el colegio se consolido como institucion no solo de servicio a los indios sino tambien como un medio de acceso a privilegios para los indios caciques y principales, condicion que seria fundamental en el proceso de cambio que sufriera directamente a raiz de la independencia de Mexico en 1821. San Gregorio sufrio desde entonces un ataque directo y constante a su condicion de corporacion india, generando la reaccion defensiva de un grupo de exalumnos indios quienes, en el proceso, hicieron manifiesto, de forma discursiva, un sentido de identidad 'india' el cual se caracterizo por fundarse en el caracter corporativo de la sociedad colonial para incluir los pueblos de indios de Mexico, sin restringirse a la identidad etnica o local de los mismos. Este grupo de indios de la ciudad de Mexico reconstruyo y le dio una nueva dimension al discurso del ser 'indio' que les fuera impuesto a los nativos durante el proceso de conquista en el siglo XVI. En el proceso, hicieron uso del discurso liberal contemporaneo por no quedar al margen de los cambios en la vida del pais, reconociendose como ciudadanos y como indigenas. Este trabajo discute el discurso generado por estos exalumnos en su defensa por la indianidad del colegio ubicandola en la perspectiva historica del Colegio de San Gregorio. Se incluye asi, la historia del colegio desde su fundacion hasta su desaparicion, proponiendose, asimismo, una periodizacion, y un analisis de su sistema educativo que incluye algunos de los libros de texto usados en el mismo durante el siglo XIX / acase@tulane.edu

Forging a Technocratic Elite in Colombia: A History of the Escuela Nacional de Minas of Medellin, 1887-1970 examines the history of an engineering school that has played an important role in the formation of a national bourgeoisie in Colombia. Besides civil and mining engineers, the Escuela produced leaders of industry and government--technocrates who have shaped the country's development in the twentieth century. It did so through a program which emphasized practical knowledge and above all, devotion to 'Progress'. Engineers were to be agents of Progress through their adhesion to the ethical virtues of hard work, honesty and integrity. This was the vision of founder Tulio Ospina Vasquez who implanted the program with a distinct, missionary-like identity. Indeed, during the first three decades of the twentieth century, the Escuela reflected the values and goals of the wealthy, politically ascendant elite to which Ospina belonged. Changes in the program over time reflected the impact of trends affecting both Colombian society and higher education: the growth of middle-class participation and nationalism as well as increasing reliance on U.S. culture and scientific knowledge. Nevertheless, the Escuela retained its essentially elitist orientation, one that fit in with the technocratic style and development strategy of the National Front and survived through the structural reforms overseen by Rector Peter Santamaria during the 1960s. In this sense, it embodies a unique case study of Colombian higher education overall / acase@tulane.edu

This dissertation examines the history of Guatemalan officer professionalization beginning with the Liberal Revolution of 1871 and ending with 1954, the year a CIA-supported military coup ended Guatemala's ten-year experiment with sweeping political and social reforms. Throughout this period, the Escuela Politecnica served as the primary if not lone educational center for officer training. Therefore, the majority of the narrative focuses on the daily operations of this school and the factors that influenced changes in the academy's curriculum. However, beyond offering an institutional history of the Escuela Politecnica, this dissertation traces the gradual development of a professionalized officer corps. Despite the founding of the Escuela Politecnica in 1873, the waxing and waning of various political administrations' commitment to military professionalization, as well as the deliberate manipulation of the Guatemalan Army by unscrupulous chief executives, repeatedly frustrated officers' rising expectations. Not until the October Revolution of 1944 did leaders make a concerted effort to professionalize the entire officer corps and do away with the practice of commissioning officers directly from civilian life. More importantly, in an effort to ensure the revolution's success, leaders placated officers' interest in limiting the ability of presidents to control the military's internal operations or manipulate the Army for personal gain. Although this goal paralleled society's interest in preventing future dictatorships, the institutional autonomy granted to the military had the unforeseen consequence of allowing an increasingly professionalized officer corps to dominate Guatemalan politics once the reform fervor lessened and the fear of international communism began to rise. Thus, although officer professionalization facilitated the Guatemalan military's institutional dominance of the political apparatus following the 1954 coup, the militarization of Guatemalan society occurred not because the military had been professionalized, but because it had been raised above politics / acase@tulane.edu

A central element in Guatemala's socioeconomic and political changes during the nineteenth century was the nation's principle institution of higher education, the University of San Carlos. After independence, like other universities throughout Latin America, San Carlos became a pawn in the battle between pro-church conservatives and anti-clerical liberals. Mariano Galvez viewed San Carlos as a bastion of conservative values and replaced it with the liberal-oriented Academy of Sciences from 1832 to 1840. With the ascendancy of Rafael Carrera, conservatives resurrected the University Despite the rhetoric of both liberals and conservatives, however, in the thirty years following independence each failed to provide the political and financial stability that would have enabled the University to prosper. Not until Rafael Carrera solidified power in the 1850s and the government promulgated the 1855 University Reform Law did San Carlos finally encounter some semblance of fiscal security. This in turn led to a surge in enrollment, new building projects, and institutional respectability Indeed, the changes initiated in the mid-1850s marked a new era in the University's history. San Carlos thereafter solidified and strengthened its position as a principal force in Guatemalan political and socioeconomic affairs. A new generation of liberals restructured and secularized the institution from 1875 to 1885, emphasizing professional and technical training over philosophy and the humanities. After that point, the University fully entered the twentieth century, and the subsequent period merits another treatment altogether / acase@tulane.edu

The Bryn Mawr School (BMS) is an exceptional college-preparatory school for girls founded in 1885 in Baltimore and still thriving today. This dissertation outlines the history of BMS from its founding to the present, using the school as a lens for exploring the evolution of girls' education with focus on changing understandings of the purpose of single-sex schools and their relationship to ideas about women and their place in society BMS's founders (among them noted educator M. Carey Thomas) planned an education for girls which would equal that offered in the best boys' schools of the day, and, indeed, BMS would be the first exclusively college-preparatory school for girls in the United States. BMS maintained unprecedented standards for academic achievement and improvement of physical health and was intended to serve as a model for women elsewhere to emulate But envisioning an exceptional education and translating those ideals into a working school institution were two different things. Long-time Headmistress Edith Hamilton was particularly instrumental in adapting BMS to the expectations of families in Baltimore in the 1890s and early 1900s. With the increasing popularity of higher education for women and the growth of city suburbs, BMS would further evolve in the 1920s and 1930s, essentially remaking itself in the image of fashionable country-day academies. By the mid-century, BMS was gradually becoming a school that mirrored, more than challenged, social expectations for girls By the 1960s, however, the relevancy of single-sex schools was in question as rarely before. Indeed, the modern preference for coeducation would force schools like BMS to reexamine their single-sex identities. By the 1980s, BMS was embracing a dialogue that offered promising new reasons why girls' schools should continue to exist, even thrive. Along with other single-sex institutions and a host of researchers and popular commentators, BMS would particularly explore issues of female difference which, notably, had been adamantly rejected by its founders in favor of emphasis on the similarities between the sexes. This dissertation thus concludes by exploring the nuances and implications of the modern dialogue about female difference and single-sex education / acase@tulane.edu

Orientador: Macioniro Celeste Filho / Banca: Rosane Micheli de Castro / Banca: Márcia Lopes Reis / O anexo desta dissertação está apresentado em um CD que contém todos os 31 fascículos da revista "O Estudo", organizados em pastas e por anos de publicação, de 1922 a 1931. / Resumo: Apresenta-se nesta dissertação intitulada Os saberes para professores elaborados na revista O Estudo (1922-1931), trabalho realizado no âmbito do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências (FFC), da Universidade Estadual Paulista - UNESP "Júlio de Mesquita Filho", Campus de Marília. Trata-se de resultados de pesquisa que teve como objetivo de identificar e analisar saberes para professores na revista O Estudo, elaborados por alunas, futuras professoras da escola Complementar/Normal de Porto Alegre, Rio Grande do Sul, de 1922 a 1931. Para atingir tal objetivo, utilizou-se como fonte a revista O Estudo, publicada entre 1922 e 1931, que corresponde ao período de funcionamento desse Instituto. Além disso, por meio da análise da revista O Estudo objetivou-se conhecer sua finalidade de criação e de circulação, aspectos do que diziam os sujeitos colaboradores na revista, enfatizando a feminização do magistério. Tal formulação se originou da constatação de que é preciso considerar que as construções discursivas das futuras professoras contidas nessa revista apontam aspectos próprios de ideias individuais e/ou coletivas que estão inseridos em uma sociedade e em um período específico. A escola de Porto Alegre manteve um impresso em formato de revista como prática escolar, em que as alunas do Grêmio Estudantil manipularam, compreenderam e aprenderam a palavra escrita em circulação na sociedade e geraram seu respectivo artefato cultura... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is presented in this dissertation entitled The knowledges for teachers elaborated in the magazine O Estudo (1922-1931), work carried out within the scope of the Master Course of the Postgraduate Program in Education of the Faculty of Philosophy and Sciences (FFC), State University Paulista - UNESP "Júlio de Mesquita Filho", Campus of Marília. These are research results that had as objective to identify and analyze knowledge for teachers in the magazine The Study, elaborated by students, future teachers of the Complementary / Normal school of Porto Alegre, Rio Grande do Sul, from 1922 to 1931. In order to achieve this objective, the journal The Study was published as a source, published between 1922 and 1931, which corresponds to the period of operation of this Institute. In addition, through the analysis of the magazine O Estudo, it was aimed to know its purpose of creation and circulation, aspects of what the collaborating subjects said in the journal, emphasizing the feminization of the teaching profession. This formulation originated from the observation that it is necessary to consider that the discursive constructions of the future teachers contained in this magazine point to specific aspects of individual and / or collective ideas that are inserted in a society and in a specific period. The school in Porto Alegre maintained a magazine format as a school practice, in which the Students of the Grêmio Student manipulated, understood and learned the written word circulat... (Complete abstract click electronic access below) / Mestre

This dissertation is a six volume deep-focus narrative history cum political biography covering selected personalities and selected aspects of the interactions between the Florida Legislature and State University System during (roughly) the period 1954 to 1990. The narrative is presented in three parts. Each part has its own theme. / Part One chronicles the development of Pensacola's University of West Florida; of the State University System Center in Panama City, Florida (administered by UWF); and of the political careers of Panama City's longtime State Senator, Dempsey J. Barron, and his much-storied protege, Pensacola Senator W. D. Childers. / Part Two tells of Mr. Barron's ascension to a position of penultimate power in the Florida Legislature; of the simultaneous rise of Senator Childers; of their subsequent falling out; and of the mishaps which caused The University of West Florida and its second President, Dr. James A. Robinson, to fall from favor in the Statehouse. / Part Three tells the story of the conception, the prosecution, the reaction, and the aftermath of an initiative to strip UWF of its Center in Panama City. The proponents suggested replacing it with a "Branch Campus" operated by Tallahassee's Florida State University. / The collected data were subjected to analysis in the context of Professor David Easton's Political Systems Theory. The principal findings were: Political fine-tuning of public university operations is an ongoing tradition in Florida. It has proved immune to the passage of time; to changes in the State's educational or political players; or to any attempts to "professionalize" or "remove from politics" the State University System's operations. / The study also found that Florida public higher educational administrators discount the above only at their peril. / Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4467. / Major Professor: Allan Tucker. / Thesis (Ph.D.)--The Florida State University, 1991.

The education of noble girls in medieval France| Vincent of Beauvais and "De eruditione filiorum nobilium"