Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 121-128).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaf 149-154). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 121-128). Also available in print.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Columbia university, 1914. / Vita. Reprinted from 'The History teacher's magazine,' vol. V., pp. 203-208, 311-318, vol. VI., pp. 14-19, 44-52, 122-125." "Historical text-books published before 1861" : p. 32-35. Also available in digital form on the Internet Archive Web site.

Thesis (Ed.M.)--Boston University / The purpose of this study was to determine the kinds of exercises using time concepts found in the textbooks in history for children in Grades IV, V and VI.

No description available.

Includes bibliography. / This dissertation has two components, one History and one Education, and the central unifying theme is Environmental History. The History component examines the historiography of this sub-discipline, and then applies an environmental analysis as an example of its use in historical research. The second component explores the use of Environmental History in the teaching of school history, and presents a curriculum model which uses this approach. Both components use the Liesbeek River valley in the Cape Peninsula as a case-study.

<p> This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It situates the Academy&rsquo;s work in relation to concerns about language modernization characteristic of the <i>Nahda,</i> or Modern Arab Renaissance, and in the context of great changes in the political and social order of the Middle East. It highlights the ways the pioneering Levantine man of letters Jurji Zaydan sought to reconcile indigenous traditions of linguistic thought with modern concepts of evolutionary change and historicism in the development of a new science of language and the cultivation of a new kind of scholarly elite, from the late nineteenth century to the eve of the First World War. This dissertation also analyzes Arab Academy founding member &lsquo;Abd al-Qadir al-Maghribi&rsquo;s wide-ranging writings in matters of religion, politics, ethics, and language. Al-Maghribi wrote on behalf of the Islamic and Arab <i> umam</i> or communities, as well as for a constitutional Ottoman caliphate around the time of the Young Turk Revolution of 1908. The educability of the public was central to his vision as ordinary believers and Arabic-speakers became the population of the new national state of Syria following the Ottomans&rsquo; defeat in 1918. This project demonstrates how the three succeeding political orders over the territory that would become modern Syria influenced the thought of the founding members of the Academy in Damascus and contributed to the life of their institution: the late Ottoman state, the Amir Faysal&rsquo;s short-lived Arabist kingdom in the aftermath of the First World War, and the imposition of the French Mandate for Syria from 1920. It argues that the late Ottoman Empire and its revolutionary and constitutional moment imparted qualities of ecumenicalism and worldliness, and that the Academy shared a spirit of experimentation and standardization with the Faysali and Mandatory regimes. Finally, this project turns to the relations of Arab Academy founding members, notably of their president Muhammad Kurd &lsquo;Ali, with the Western orientalist scholars elected as corresponding members of their company. It chronicles how Arab and European scholars of Islam and Arabic collaborated in producing a body of knowledge and a discourse of friendship in their shared area of study, characterized by both sympathetic and objective norms. It argues that the Arab Academicians and their Western colleagues collectively sketched the contours of a globalized discussion of <i>Nahda,</i> history, and modernity in the quasi-colonial context of French Mandate Syria. </p>

<p> This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.</p>