胡務. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 258-262) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Hu Wu. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 258-262) / Zhong Ying wen zhai yao.

歐陽敬孝. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 248-270). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Ouyang Jingxiao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 248-270).

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

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Doctor of Philosophy / Department of History / Sue Zschoche / Historians have often linked the route of the second wave of the women's movement on college campuses with the development of women's liberation as young women involved in the New Left came to feminist consciousness working in civil rights and anti-Vietnam protests. This dissertation considers a “longer, quieter” route to feminist consciousness on a college campus by considering the role of a dean of women, Dr. Emily Taylor, at the University of Kansas between 1956 and 1974. Through her office that centered on women’s affairs, Taylor used the student personnel and counseling profession to instigate the dissolution of parietals at KU, a project that has long been associated with New Left student protests. A liberal feminist committed to incremental change to benefit women’s equal status in society, Taylor structured her office to foster feminist consciousness in undergraduate students, and provided staff support to New Left and radical women’s groups as they emerged on the KU campus. As a result, the inter-generational exchange that occurred within the KU dean of women’s office illustrates one example of how liberal and radical feminists interacted to foster social change within an institution of higher learning. The projects undertaken within her office illustrate that these seemingly separate groups of women overlapped, collaborated, and sometimes clashed as they worked toward achieving feminist goals. Her career at KU also shows that the metaphor of a first and second wave of the women’s movement may not be an accurate picture of the growth of feminism on co-educational campuses. Little scholarly work exists on the role of deans of women in higher education, or regarding women college students in the years immediately following World War II. This dissertation adds to the literature in both areas, showing that in the case of KU the administration was not a monolithic obstacle to student protest, the New Left, civil rights, and feminism. Instead, Taylor as dean of women pushed initiatives that bore on all of these areas. While Taylor is one example, her career illustrates patterns in deans of women’s activities that deserve further study and consideration.

In the main there are three questions to be answered in this investigation: First, what are the motives that have controlled the growth and development of the junior colleges in Texas? Second, what are the leading events in this development? Third, what is the present state of development of the junior college movement in Texas? A survey of the existing junior college situation in Texas is presented in the first chapter, while a more detailed history of development is outlined in the later chapters.

"The purpose of this study to trace the growth and development of Clifton Junior College; to determine the extent to which the college is meeting the needs and requirements of its students, and to see what is the outlook for the future of this institution." -- leaf 1

Este estudo tem por objetivo investigar o significado do trabalho docente, em especial o dos professores iniciantes, na escola pública atual. Caracteriza-se por uma investigação teórica, complementada por dados empíricos coletados junto a professores iniciantes que atuam no Ciclo II do Ensino Fundamental da Escola Estadual José Jorge, situada no município de Osasco (SP) e também por pesquisa realizada com professores iniciantes, alunos do curso de História (Licenciatura) do Centro Universitário FIEO (UNIFIEO), que atuam em escolas públicas do município de Osasco (SP) e região. Esta pesquisa busca analisar, pelo método dialético, o trabalho docente, tomando-o como fenômeno social, historicamente determinado, defendendo mudanças na formação inicial e contínua desses trabalhadores, à luz de teorias da Educação denominadas críticas. A literatura da área consultada apóia-se principalmente em Marx, Antunes, Santos, Saviani, Freire, Mészaros, Pimenta e Libâneo. / The objective of this study is to investigate the meaning of teaching in contemporary state-maintained school. It is characterized by a theoretical investigation complemented by empirical data gathered through new schoolteachers who teach 11 to 14 years olds in public schools in Osasco (a city in São Paulo State) and nearby towns. This thesis considers the work done by teachers as a social phenomenon which is historically determined and as such it advocates changes at both teacher\'s training and in-service courses that would take on board critical education theories.

O período que compreende os anos de 1820 a 1850, marca o início da construção e da estruturação de uma política de instrução pública com objetivo de educar o povo da província de Minas Gerais. Esta pesquisa procura analisar o nível de relação entre este processo e o segmento mais expressivo dentro da estrutura demográfica de Minas Gerais, ou seja, a população negra livre que era classificada através de diferentes terminologias (pretos, pardos, crioulos, cabras), que demarcavam proximidades e distâncias com o mundo da escravidão. Para realizar a análise utilizamos como referência uma documentação censitária que, em 1831, tentou contabilizar a população de todos os distritos mineiros e registrou as crianças que estavam nas escolas. A partir do registro censitário construímos um perfil racial das escolas mineiras, que foi confrontado com informações fornecidas por outros documentos e revelaram uma presença majoritária dos negros nos espaços voltados para os processos de educação formal. Estes dados foram analisados a partir dos estudos mais recentes sobre a população mineira, em particular aqueles que procuram superar as construções teóricas que reduziram os negros à escravidão. A interpretação que produzimos em relação à presença dos negros nas escolas mineira revela que esta instituição era um dos elementos acionados por este grupo com objetivo de afirmação no espaço social. Isto determinou a realização de uma análise crítica em relação à historiografia educacional, que tradicionalmente interpretou a escola como uma instituição com a qual os negros estabeleceram contatos esporádicos ou casuais. / The period that cover from 1820 to 1850 is the mark for the beginning of a construction and solidification of a politic of public instruction, with its purpose of educate the provincial people of Minas Gerais. This research to analyze the analogy level between this process and the more expressive segment inside of Minas Gerais demographic structure, that is to say, the freedom black population, whom were qualified through different terminologies (pretos, pardos, crioulos, cabras), which it was used to determinates adjacencies and distances within the slavery world. In order to carry through this analysis, we used as reference a census documentation, in which in 1831, it has tried to count the population of all districts of Minas Gerais, as well it has registered the children that was in school. From this census register we built a racial profile of the school in Minas, in which it was collated with information supplied by other documents and they had disclosed a majority presence of black people in areas connected to the formal education. These data were analyzed from recent studies about the population of Minas Gerais, mainly those ones who tries to surpass the theoretician structures which it has reduced the slavery. The interpretation that we shaped concerning the presence of Blacks in the schools of Minas Gerais reveals that this institution was one of the elements motioned by this group with the objective to have their avowal into the social space. This has determined the realization of a critical analysis concerning the educational historiography that traditionally has interpreted the school as an institution in which black people had established sporadical or unplanned contacts.

Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Juliana Miranda Filgueiras.pdf: 3446928 bytes, checksum: 284ce91a5aee370a40b00e338fe14eec (MD5) Previous issue date: 2011-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to analyze the textbook evaluation processes in Brazil, by their historical perspective since the 1930 s, when the first nationally organized evaluation process was established. During this research four major periods related to the textbook national policies were identified, as well as different evaluation processes. The first process was established by law no. 1.006 of 1983, which created the Comissão Nacional do Livro Didático, the CNLD (Brazilian Textbook Commission). The second process happened during the 1950´s, when the Campanha do Livro Didático e Manuais de Ensino, the Caldeme (Textbooks and Teaching Manuals Campaign), was created. The third moment took place during the military dictatorship in 1966 with the creation of the Comissão do Livro Técnico e do Livro Didático, the Colted (Technical Book and Textbook Commission). The last moment started in 1971, when the Colted was extinguished and its functions were transferred to the Instituto Nacional do Livro, the INL (National Book Institute), which started the Programa do Livro Didático (Textbook Program) and the manuals co-edition processes until 1976. After that the Programa do Livro Didático (Textbook Program) was transferred to the Fundação Nacional do Material Escolar, the Fename (School Material National Foundation). The research is concluded with the extinction of the co-edition system in the 1980 s. The objective of this thesis was to identify those involved in the dispute field over the school manuals, what were the activities and interests of these agents, also highlighting the conflicts and struggles over this field. Based in authors as Chervel, Goodson and Choppin, the analysis allowed the verification of the importance of didactic manuals in the schooling process, in the school subjects teaching and learning relation. The exam of different evaluation processes showed the intention of different social groups to control the content disclosed by textbooks, showing the value of this instrument in education as a tool for standardizing and harmonizing culture / Este estudo tem como objetivo analisar os processos de avaliação de livros didáticos no Brasil, pela perspectiva histórica, desde os anos 1930, quando foi estabelecida a primeira avaliação organizada em âmbito federal. Durante a pesquisa foram encontrados quatro grandes períodos relacionados a políticas nacionais para o livro didático, com processos de avaliação distintos. O primeiro processo foi instituído por meio do Decreto-Lei n° 1.006, de 1938, que criou a Comissão Nacional do Livro Didático (CNLD). O segundo processo ocorreu durante os anos 1950 com a criação da Campanha do Livro Didático e Manuais de Ensino (Caldeme). O terceiro momento deuse no início da Ditadura Militar, em 1966, com a criação da Comissão do Livro Técnico e do Livro Didático (Colted). O último momento iniciou-se em 1971, quando a Colted foi extinta e suas funções passaram para o Instituto Nacional do Livro (INL), que iniciou o Programa do Livro Didático e os processos de co-edição dos manuais, até 1976, quando o Programa do Livro Didático foi transferido para a Fundação Nacional do Material Escolar (Fename). A pesquisa é encerrada com o fim do sistema de coedição nos anos 1980. Com esta tese, buscou-se compreender quem eram os sujeitos envolvidos no campo de disputa sobre o manual escolar, qual a atuação e interesse desses sujeitos, evidenciando, também, os conflitos e lutas que se estabeleceram nesse campo. Baseada em autores como Chervel, Goodson e Choppin, a análise permitiu verificar a importância dos manuais didáticos no processo de escolarização, na relação de ensino e aprendizagem das disciplinas escolares. O exame dos diferentes processos de avaliação mostrou a intenção dos diferentes grupos sociais de controlar o conteúdo que seria veiculado pelo livro didático, demonstrando o valor desse instrumento na escola, como ferramenta de uniformização e unificação cultural