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No description available.

No description available.

This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators' perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approach is employed to investigate person to institution interactions interpreted through the historical record and educators' narratives. This research explores power relations and disjuncture between the goals, assumptions, and rhetoric of the School District of Philadelphia as expressed through its policies, politics, and practices, juxtaposed against the narratives of Black educators. This research found that SDP is peculiar, particular, unforgiving, and deeply politically entrenched. Its politics are complicated by issues of race and insider-outsider tensions and are compounded by state politics and the national political landscape. The politics within SDP were also influenced by the interpretation of the contemporary political narrative by the superintendent and his or her epistemological beliefs and ontological bent within that narrative. / Urban Education

The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders. A Thurstone and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social ,and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control). / Ed. D.

The purpose of this study is to collect and to preserve existing data and information concerning the history and growth of the Dallas Public Evening Schools. The study will show how Dallas has been interested in the promotion and extension of education at all levels of learning, whether the learner is of the age to attend public school or has reached the age of eighty or more.

劉榮方 = Educational development in Taishan county, Guangdong since the late Qing ... / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 232-244). / Liu Rongfang = Educational development in Taishan county, Guangdong since the late Qing ... / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 引論 / Chapter 第一節 --- 緒言 --- p.1-2 / Chapter 第二節 --- 問題說明 --- p.3-4 / Chapter 第三節 --- 研究動機 --- p.5-8 / Chapter 第四節 --- 研究目的 --- p.9 / Chapter 第五節 --- 研究價值 --- p.10-11 / Chapter 第六節 --- 研究範圍及定義 --- p.12-15 / Chapter 第七節 --- 研究方法 --- p.16-19 / 註釋 --- p.20-27 / Chapter 第二章 --- 科舉制度下清朝台山縣教育情況 / Chapter 第一節 --- 傳統的教育政策與實施情況 --- p.28-30 / Chapter 第二節 --- 清朝廢科舉前台山縣教育情況 / Chapter 一 --- 縣學 --- p.31-35 / Chapter 二 --- 書院、義學 --- p.36-44 / Chapter 三 --- 私塾 --- p.45-49 / 註釋 --- p.50-56 / Chapter 第三章 --- 廢科舉後清末及民國台山縣教育情況 --- p.57-60 / Chapter 第一節 --- 廢科舉後清末台山縣教育情況 / Chapter 第二節 --- 民國時期台山縣教育情況 / Chapter 一 --- 教育行政 --- p.61-63 / Chapter 二 --- 教育經費 --- p.64-70 / Chapter 三 --- 教育人員 --- p.71-72 / Chapter 四 --- 教育發展概況 --- p.73-77 / Chapter 五 --- 學生的升學和就業情況 --- p.78-81 / 註釋 --- p.82-95 / Chapter 第四章 --- 中華人民共和國成立後台山縣情況 / Chapter 第一節 --- 教育行政 --- p.96-107 / Chapter 第二節 --- 教育經費 --- p.108-125 / Chapter 第三節 --- 教育人員 --- p.126-137 / Chapter 第四節 --- 教育發展概況 --- p.138-146 / Chapter 第五節 --- 學生的升學和就業情況 --- p.147-162 / 註釋 --- p.163-175 / Chapter 第五章 --- 結論 / Chapter 第一節 --- 台山縣教育歷史的回顧 --- p.176-186 / Chapter 第二節 --- 台山縣教育發展的前瞻 --- p.187-190 / Chapter 第三節 --- 改進台山縣教育的建議 --- p.191-193 / 註釋 --- p.194-197 / 附錄 --- p.198-231 / 參考書目 --- p.232-244

No description available.

This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented. / Teacher Education / M. Ed. (Didactics)

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)