No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

This paper provides a historical analysis of the desegregation of George Washington High School and Langston High School in Danville, Virginia in 1970. The author focuses on the related desegregation litigation on a national, state, and local level as well as the historical context for desegregation in the Commonwealth of Virginia. In August of 1970, Danville, Virginia embarked on a new era in education as its schools would be totally desegregated. It would no longer operate under the freedom of choice plan that had been in effect since 1965 and permitted African-American parents to send their children to the all-white schools. The school system was to be fully integrated and operating as a unitary system. Using newspaper accounts, correspondence from key figures, and interviews with key people in Danville in 1970, the author addresses four areas of research: (a) What led to the desegregation of schools in Danville, Virginia? (b) Who were the key players in the desegregation movement? (c) How were the community, the students, and the staff prepared for desegregation? and (d) What were the attitudes and the concerns about desegregation? The data was collected and analyzed using qualitative methodology. The constant-comparative method espoused by Maykut and Morehouse was used to analyze the data and Bronfenbrenner's concept of the "nested environment" was the theoetical model used to organize the data. / Ed. D.

This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge. / Master of Architecture

The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.