In 1949 a national organization formally recognized as the Joint Council on Economic Education, comprised of economists, educators, and persons in business and industry, began promoting economic literacy in pre-collegiate schools. A quarter century later, the Florida Legislature officially mandated the teaching of free enterprise and consumer education in grades K-12. / The purpose of this study was to critically examine and analyze the various forces and processes associated with the economic education movement in Florida. The population for the study were persons identified as having past or current connections with the 1974 law and to those who influenced subsequent K-12 economic education curriculum policy decisions. / The findings confirmed that the K-12 economic education curriculum in Florida was shaped by many conditions and circumstances. Legislative action has been most prominent and has influenced the development and expansion of economics within disciplines and across grade levels. / It was determined that economic education has sustained itself in Florida because of support from many sources including business and industry, higher education, and teachers and administrators in school districts across Florida. The study revealed, however, that despite two decades of continuous programming delivered to teachers and students, formal assessment of student knowledge has been limited. / The writer identifies several educational implications as well as numerous recommendations for future research on this subject. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1524. / Major Professor: John P. Lunstrum. / Thesis (Ph.D.)--The Florida State University, 1996.

Florida State College for Women existed for only forty-two years, from 1905 to 1947, but in that short time it became the second-largest state college for women in the United States; nearly 10,000 women graduated from the school. Among state-supported women's colleges, it was the first to be admitted to the Southern Association of Colleges and Secondary Schools, and the first to be placed on the approved list of colleges and universities of the Association of American Universities. Florida State College for Women offered the women of Florida a superior liberal arts education for minimal cost. Its solid academic program provided a substantial foundation for the achievements of its successor, Florida State University. / Despite the national prominence of Florida's only state college for women, until now there existed no formal study that encompassed the history of the entire school. Both traditional research methods and oral history techniques have been incorporated in this documentation. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1500. / Major Professor: Edward F. Keuchel. / Thesis (Ph.D.)--The Florida State University, 1995.

The purpose of this study was to identify and assess the organizational, political, and economic factors that affected implementation of the policy to Africanize faculty at the University of Ghana from 1961-1966. Africanization was a term used to refer to the hiring and promotion of Africans as opposed to expatriates. The study explained how these factors affected implementation by providing an analysis of the means through which these factors impeded or contributed to implementation success. It also examined the policy consequence that resulted from the effect of these factors. / The study concerned itself with the policy objective on Africanization recommended by the Commission on University Education, an internationally-constituted commission formed by Kwame Nkrumah's government in 1960 to advise on the future development of University education in Ghana. The study was historical in its attempt to reconstruct events so as to determine the means through which the factors contributed either negatively or positively to implementation success. / The study relied on documentary research and utilized internal validity checks and data triangulation to ensure reliability of data. Data sources were policy documents, archival records, newspaper publications, books, and manuscripts. These were obtained from the Florida State University Library, Tallahassee, Florida; the Library of Congress, Washington, DC; the Dabu-Gizenga Collection on Kwame Nkrumah, Manuscript Division, Howard University Library; and the Registry, University of Ghana. / Organizational factors such as policy leadership, communication, and administration coordination; political factors such as ideology and the form and nature of the power structure; and economic factors such as allocation of funds, contracts and the supply of labor had significant effects on the policy. Policy leadership, communication, administrative coordination and the supply of labor impeded the attainment of the policy objective; while ideology, the form and nature of the power structure, allocation of funds and contracts had positive effects on the implementation of the policy. / Source: Dissertation Abstracts International, Volume: 52-03, Section: A, page: 0747. / Major Professor: Clyde F. Maurice. / Thesis (Ph.D.)--The Florida State University, 1991.

Source: Dissertation Abstracts International, Volume: 33-05, Section: A, page: 2264. / Thesis (Ph.D.)--The Florida State University, 1972.

據稿本複印 / 論文(哲學敎育碩士)--香港中文大學硏究院教育學部,1993. / 參考文獻: leaves 112-118 / 劉玉玲. / Chapter 第一章 --- 研究背景 / Chapter 第一節 --- 西風東漸下的適應對策 / Chapter 一 --- 教育改革 / Chapter 二 --- 教育思想 / Chapter 第二節 --- 研究動機與問題 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 原始史料舉隅 / Chapter 第二節 --- 傳統婦女生活的文獻 / Chapter 一 --- 傳統婦女生活的具體問題 / Chapter 二 --- 婦女生活史 / Chapter 第三節 --- 晚清教育改革下興辦女學的文獻 / Chapter 一 --- 晚清婦女教育 / Chapter 二 --- 興辦女學的勢力 / Chapter 第四節 --- 小結 / Chapter 第三章 --- 研究設計 / Chapter 第一節 --- 研究範疇 / Chapter 第二節 --- 研究方法 / Chapter 第三節 --- 分析觀點 / Chapter 第四章 --- 巨變前夕的婦女生活與教育 / Chapter 第一節 --- 生活實踐與社會陋俗 / Chapter 第二節 --- 思想規範與女教書籍 / Chapter 第三節 --- 從識字到求學問 / Chapter 第四節 --- 小結 / Chapter 第五章 --- 創辦突破性的基督教女學堂的目的與對策(1842-1911) / Chapter 第一節 --- 基督教辦學的壓力與障礙 / Chapter 一 --- 侵略者形像 / Chapter 二 --- 中西文化差異下的官紳反教 / Chapter 三 --- 政府的態度 / Chapter 第二節 --- 堅持傳道的辦學目標 / Chapter 一 --- 從傳道到辦學 / Chapter 二 --- 傳教士作為辦女學的重要媒介 / Chapter 三 --- 創辦女學堂的目的 / Chapter 第三節 --- 基督教辦女學堂的本土化與世俗化取向 / Chapter 一 --- 小史 / Chapter 二 --- 對象的轉變 / Chapter 三 --- 課程的安排 / Chapter 第四節 --- 小結 / Chapter 第六章 --- 本土地方官紳興辦女學堂的潮流(1898-1911) / Chapter 第一節 --- 提論與事實的序列 / Chapter 第二節 --- 本土興辦女學目的的研究 / 同情婦女的先覺者 / Chapter 二 --- 為富強而辦女學 / Chapter 三 --- 創辦女學及其目的實踐的障礙 / Chapter 第三節 --- 本土興辦女學堂在學生與課程方面的特色 / Chapter 一 --- 發展概況 / Chapter 二 --- 收生對象的年齡與身份 / Chapter 三 --- 課程安排-德智體三育 / Chapter 四 --- 女學生形像-從校園走出社會 / Chapter 第四節 --- 小結 / Chapter 第七章 --- 總論 / 參考書目

Problem. The problem of this study was to ascertain the extent that education has become a focus of attack by fundamentalist groups during the past two decades in America. Design. The study was designed to consist of five chapters: an Introduction, a Review of Related Literature, Methods and Procedures, Presentation of Data and Analysis of Research Questions, and Summary, Conclusions, and Recommendations. An attempt was made to present a compilation of the literature published relating religious fundamentalism to education in the United States. In Chapter 2, the attempt was to provide a historical overview of the literature to provide a definitive statement on the development of relationships between Church and State and their appendages. Specifically, the literature of the 1970s and 1980s were presented to establish resurgent attitudes and patterns. In Chapter 4, each of four basic questions pertaining to the phenomenon was analyzed. There were: (a) which societal factors have been historically associated with a rise in fundamentalism? (b) How has the role of the media influenced fundamentalist movements in shaping their focus of attack? (c) Why is the educational system so crucial a subject for directing social change?, and (d) Are there parallels between the Neo-Fundamentalist movement and other political movements? In Chapter 5, tentative conclusions were drawn based upon the observations. Conclusions. It was concluded that rapidly changing social, cultural, and technological conditions in society causes a concurrent flux in social institutions resulting in various reactionary trends. Rising pluralism, insecurity and frustration, feelings of individual powerlessness, institutionalization and increasing secularism all give rise to reactionary religious thought. The use of modern media as an instrument of division and conquest by fundamentalists is basic to their attack. The media is used to network all fundamentalists and neutralize those individuals, corporations, political parties, and groups declared in opposition to fundamentalist beliefs. The educational system has been increasingly attacked by the fundamentalist due to a perceived or constructed conflict of purpose, variant emphasis of subject matter, the end goals of the system, and the school's visibility. Finally, there is a substantial similarity between all social movements that pursue varying degrees of totalitarianism in their development of a national fervor, use of propaganda and force prejudice, deception, and hatred for opposing ideas.

Abstract Not Available.

The purpose of this study was to investigate and describe the desegregation of public schools in a selected southern state between the years 1954 and 1974. In developing the research project that described the elimination of legal biracialism in North Carolina's schools, public sentiment emerged as a major factor. North Carolina's public schools were unusual when compared to other states with dual systems because, despite the fact that the state had one of the largest black populations in the nation, the desegregation drama proceeded peacefully and successfully, albeit slowly. Throughout the twenty-year period that was required to completely eliminate the dual school structure that existed at the time of the Brown decision, an abiding commitment to preserve a stable public school system was demonstrated by the people of North Carolina. In the implementation of the Brown ruling, the federal government gave the state ten years to begin and ten more to reach compliance. This judicious application of "all deliberate speed" allowed North Carolinians an opportunity to adjust to major societal change. The strong stand on law and order by North Carolina's leaders at critical stages of the desegregation process helped to account for the relatively peaceful demise of legal biracialism in the public schools. While most of the people were pro-segregationist and repeatedly elected leaders who advocated the continuance of segregated schools, they ultimately chose to obey the law. State officials, despite their pro-segregationist rhetoric, in almost every case stood firm on law and order issues. What was thought of in the 1950s as a regional problem took on national dimensions, and, by the 20th anniversary year of the Brown decision, North Carolina had some of the best desegregation statistics in the nation. The year 1974 was also the 10th anniversary of the Civil Rights Act of 1964, the law that actually brought about the elimination of dual schools in the state. By 1974, legal biracialism was a dead issue in North Carolina, and the system of dual schools was completely dismantled. (Abstract shortened with permission of author.)

Abstract Not Available.

The educational efforts of the first fifty years of the 1700s for the Gullahs, black slaves brought to South Carolina's low country, were a by-product of the Church of England's concern for the souls of heathens. Through the Church's offspring, the Society for the Propagation of the Gospel in Foreign Parts, missionaries were sent to South Carolina beginning in 1702. By 1704, Samuel Thomas, the Society's first missionary there, reported that he had taught about twenty blacks to read, and by 1743 the Society opened a school for blacks in Charleston despite a 1740 law prohibiting slave education. Using two black slaves as teachers, the Society's school continued until 1764, "graduating" about twenty students a year. After the Revolutionary War, the free person of color population grew in numbers and influence, establishing the Brown Fellowship Society, the first non-white benevolent society in Charleston. One of its activities was the education of members' children. Other societies followed suit, and by 1834 there were dozens of private schools in Charleston for free persons of color. While an 1834 law created additional restrictions on the education of the free persons of color, many private schools continued to operate. As early as 1861, teachers from the North, under the auspices of freedmen aid societies, arrived in the sea islands to help the blacks adjust to their new status. In 1865, their efforts were coordinated by the federal government under the Bureau of Refugees, Freedmen, and Abandoned Lands. With a new state constitution in 1868, the public schools of South Carolina were reorganized. Although tremendous gains were made, by 1870, the majority of the black students were still studying only spelling and reading. After the 1896 Plessy v. Ferguson decision which created a "separate but equal" school system, the actual situation was anything but equal, with black schools in session a shorter term and a higher pupil-teacher ratio for black students. The education of the Gullahs from 1700 to 1900 was the result of compromise, and the blacks suffered from a lack of educational opportunities, not a lack of intellectual abilities.