Thesis (Ph.D.)--Indiana University, School of Education, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4602. Advisers: Dionne A. Danns; Barry L. Bull.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0505. Adviser: John Grashel. Includes bibliographical references (leaves 436-521) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of History, 2009. / Title from PDF t.p. (viewed on Jul 14, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4826. Adviser: Michael C. Grossberg.

Thesis (Ph. D.)--Ohio State University, 2005. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2008 Sep 8

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2417. Adviser: Wanda Pillow. Includes bibliographical references (leaves 366-377) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 196-201).

This thesis documents the history of descriptive geometry teaching in the Czech lands from its beginnings (i.e. from the 1830s) to the World War II. The center of the work is the description of development of descriptive geo- metry teaching at secondary schools, especially "Realschule�, supplemented with an analysis of Czech secondary school textbooks and a brief comparison between the situation in the Czech lands and foreign countries. Attention is also paid to the characterisation of descriptive geometry lectures at Czech and German polytechnics and universities in Prague, Brno and Příbram, inclusive of university textbooks. The work also mentions a brief global de- velopment of projection methods and a contribution of Czech geometers to the development of descriptive geometry. The thesis is supplemented with large factual and pictorial addenda.

In 1950, General Motors chairman Alfred P. Sloan, Jr. approached MIT’s leaders about establishing a business school. The result was the School of Industrial Management (SIM), founded in 1952 and renamed in 1964 the MIT Sloan School of Management. During these early years the SIM’s leaders and faculty sought to create something extraordinary: a business school housed, grounded, and inspired by an institute of engi-neering and technology. They strived to apply new scientific techniques to the nascent field of industrial management and to American industrial firms that increasingly demanded rational, analytical, rigorously trained executives. They struggled to integrate the physical and social sciences into their education and research, helping to blaze a trail that long-established peers would not follow until the 1960s. And they strained to balance relevance with independence, colliding repeatedly with Sloan and other external advisors over a proper understanding of academic research, institutions, and cooperation with industry. By 1964 these efforts had developed a school at the forefront of business education’s “new look.” But as the extensive archival records demonstrate, it was never inevitable that they would succeed. Only by ongoing experimentation and agile diplomacy did the School become (in the words of the 1951 Deed of Gift) “a great center of research and education in the field of industrial management.” And although they helped transform management education through integrated, scientifically based study and teaching, the SIM’s deans, faculty, and leaders never found complete consensus on the extent to which industrial management was, in Alfred Sloan’s words, “a matter of science.” / 2018-06-22T00:00:00Z

<p> This qualitative research study examines the effects of parental historical trauma on the educational aspirations and outcomes of second-generation Cambodian Americans. Twenty second-generation Cambodian Americans whose parents survived the Cambodian genocide (1975&ndash;1979) participated. The dissertation utilized the conceptual framework of historical trauma to navigate the research questions: 1). To what extent are children of Cambodian genocide survivors affected by the trauma their parents experienced and what form does this inherited trauma take? 2). What home experiences enhance or hinder academic aspirations and outcomes of the children of Cambodian genocide survivors? 3). What are the supportive networks and actions that foster hope and positive development for second-generation Cambodian Americans? The data were analyzed using qualitative methods and NVivo software. Three key themes were found. The first theme was unresolved trauma. As a result, parental guidance and an open relationship between parents and children were limited. The second theme was overprotection. It was a common behavior among parents who survived the genocide to want to shield their children from any unforeseen circumstances. The last key finding was a lack of communication between parents and children due to a language barrier. </p><p> Building on the findings of this study, it is recommended that schools with large Cambodian American populations should educate later generations about Cambodian history, including the Genocide, and provide dual immersion language classes. This would help to interrupt intergenerational trauma, reduce the language barrier, and allow students and their parents to find purpose and peace. Future research should explore the experiences of survivors, including survivors who lived through the genocide but did not suffer persecution. Such research could lead to truth and reconciliation.</p><p>

Submitted by ELTON CASTRO RODRIGUES DOS SANTOS null (eltoncastr@gmail.com) on 2018-08-03T12:44:33Z No. of bitstreams: 1 Tese Doutorado em Educação Elton Castro.pdf: 3954884 bytes, checksum: a844098156deb882dbd0b04448d28831 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-08-03T13:48:19Z (GMT) No. of bitstreams: 1 santos_ecr_dr_rcla.pdf: 3948284 bytes, checksum: 60cca28a9be58b20c9f133cd4ca8ae29 (MD5) / Made available in DSpace on 2018-08-03T13:48:19Z (GMT). No. of bitstreams: 1 santos_ecr_dr_rcla.pdf: 3948284 bytes, checksum: 60cca28a9be58b20c9f133cd4ca8ae29 (MD5) Previous issue date: 2018-06-25 / No alvorecer do Período Republicano, a educação primária passou a ser uma das preocupações dos governantes mato-grossenses, pois a busca por um modelo educacional de qualidade era idealizado pelo poder público de Mato Grosso. Assim, foram realizadas tentativas legais a fim de colocar a educação estadual no cenário nacional como uma unidade federativa avançada e desenvolvida. No regime republicano, já haviam sido promulgados em Mato Grosso dois Regulamentos da Instrução Pública Primária, em 1891 e em 1896. Ambos não trouxeram resultados significativos, pois o primeiro indicou a obrigatoriedade escolar com a fiscalização das famílias que não matriculassem seus filhos na escola e o pagamento de multa, caso isso não ocorresse. No entanto, não havia preocupações com as unidades escolares e tampouco com a oferta educacional para toda população do Estado. O segundo Regulamento organizou a instrução dividindo o ensino em primário e secundário, as escolas receberam as denominações de elementar, para o 1º grau, e escola complementar, para o 2º grau, mas, mesmo assim, não ocorreram mudanças significativas na qualidade e expansão da educação. Outra tentativa do poder público ocorreu no período republicano e se efetivou por meio do Regulamento promulgado em 1910 e instituiu o modelo de escola graduada, representada pelos Grupos Escolares. A educação recebeu uma injeção de ânimo, por se acreditar que esse modelo de organização, dados seus requisitos e condições de funcionamento, contribuiria para a resolução da qualidade do ensino no estado. No entanto, dadas a característica rural, a densidade populacional e a insuficiência de recursos financeiros, não foi possível disseminar a estrutura física e o material didático necessários, bem como qualificar o pessoal que deveria compor a equipe de trabalho dos grupos escolares. Nesse contexto, mesmo com críticas a sua qualidade, o modelo de escola isolada foi o que cresceu no estado de Mato Grosso. Um novo Regulamento da Instrução, editado em 1927, instituiu também o modelo de escolas reunidas, pensadas como organização intermediária entre as escolas isoladas e os grupos escolares, destinadas a melhorar a qualidade educacional e preparar a expansão dos grupos escolares. O presente trabalho toma esse contexto legal como pano de fundo para discutir a rigidez interpretativa sobre os modelos escolares. Fazendo uso de fontes documentais (legislação, relatórios oficiais e mensagens de governo), de dados estatísticos, de bibliografia analítica sobre a educação mato-grossense e de depoimentos orais, o presente estudo objetiva descrever os diferentes modelos utilizados e implementados para a disseminação da instrução primária. Delimitado ao período compreendido entre 1945 e 1965, no qual a educacional do estado foi pautada pela estabilidade legal, este trabalho pretendeu demonstrar que, mesmo com as transformações políticas e econômicas, as escolas criadas em Mato Grosso caracterizavam-se pela hibridez entre modelos organizacionais, de modo a se adaptarem às condições demográficas e estruturais da localidade em que eram instaladas, sem obedecerem, necessariamente aos padrões definidos legalmente. Para alcançar esse resultado adotou-se a metodologia da História Oral, contrapondo as fontes oficiais geradas pelo poder público e as narrativas de professoras (es) que atuaram na educação de Mato Grosso no período delimitado. A História Oral possibilitou contrapor o discurso público de que as normativas educacionais eram rigorosamente seguidas e descortinou uma versão dos fatos a partir dos sujeitos que participaram desse relevante momento: professora(es) que estudaram ou que trabalharam nas escolas reunidas, no período entre 1945 a 1965. / In the Republican period primary education to be one of the concerns of Mato Grosso government since the search for a quality educational method was idealized by the public law of Mato Grosso. Legal attempts were made to place the state education in the National scenario as an advanced and developed Federal Unit. In the Republican regime had been promulgated two regulations of the primary public institution in Mato Grosso in 1891 and in 1896. Both didn't bring significant results since the first indicated mandatory school supervision because if families who doesn't enroll their children in school they have to pay a few as a penalty if this did not occur. However there was not a concern with the school units and so little with the educational offer for the entire population of the state, the second regulation organized the instruction dividing into primary and secondary and the schools received the denomination from elementary to 1st grade supplementary school to second degree but even so there were no significant changes in the quality and expansion of Education. The other Treaty that the public law took place in the republican period and it is effected by means of the regulation promulgated in 1910, it instituted the graduated school model, represented by the school groups. The education received an motivation for believing that this model of regularization, given its requirements and operating conditions, would contribute to the resolution of the quality of education in the state, however given the rural characteristics, population density and insufficient financial resources, it was not possible to eliminate the physical structure and the necessary didactic material as well as to qualify the personnel that would compose the team. In this context, even with criticism of its quality, the isolated school model was the one that grew in the state of Mato Grosso. The new regulation was published In 1927 also instituted the model of Reunited schools thought as an intermediary organization between isolated schools and school groups the present work takes this legal context as background to discuss the interpretive rigidity on the school models. making use of documentary sources legislation, official reports and government messages, statistical data of analytical bibliography, education of Mato Grosso and oral testimonynl the present study aims to describe the different models used and implemented for the dissemination of primary education delimited to the period between 1945 and 1965, in which state education was guided by legal stability, this work aimed to demonstrate that, even with the political and economic transformations, the schools of Mato Grosso are characterized by the hybridity between organizational models, in order to adapt themselves to the demographic and structural conditions of the places where they were installed, without necessarily complying with legally defined standards to achieve this result the methodology of oral history was adopted, opposing original sources generated by the public power and narratives of teachers who acted in the education of Mato Grosso in the delimited period. Oral history made it possible to counteract the public discourse that the educational norms were strictly followed and revealed a version of the facts from the subjects who participated in this relevant moment: teachers who studied or worked in the Reunited schools in the period between 1945 and 1965.