Teachers are required to be reflective practitioners: that is, they must constantly assess and evaluate their performance, and its effectiveness. In addition, of course, they come under external scrutiny from government and parents. However, what of the way the public look at teachers? Teachers and schools may be read about in newspapers, comics and journals, discussed on television and the radio; they may even fall foul of social networking sites on the Internet. Popular films may be regarded as ninety-minute essays, presented dramatically for the entertainment of their audiences; the teacher or school film has been a staple of popular cinema in this country for almost eighty years. Moreover, the representations of teachers in British films have tended to retain a continuity of message despite the many changes that have taken place in education over this period. This thesis looks at those representations, and changes in education, and attempts to make connections, backed up with a philosophical approach that seeks to explain the visual turn in terms of successive orders of simulation. My hope is that new generations of teachers may reflect on the cultural heritage of which they, and their chosen profession, are very much a part.

An analysis of Gandhi’s ideology and educational aims and processes, emphasising the role of the mother. The central feature of education as envisaged by Gandhi is that it should be through a productive craft.

No description available.

The purpose of this thesis is to increase our knowledge about the thinking of idiocy behind the formation of the first institutional schools for idiots in the Scandinavian countries. The source materials – publications, articles, documents, photos – has been studied and interpreted through a hermeneutic existential method. The final interpretation is connected to Ludwik Fleck´s theory of thought-style and thought-collective. Thought-style in this context has different aspects: The quality or characteristics of the conception or diagnosis of idiocy The ideas about underlying causes The educational, medical and social measures required The expected results or goals The environmental influence Three historical perspectives are traced in the thesis: a biographical history perspective, an educational/medical and a comprehensive perspective of the history of knowledge. The Nordic thinking of idiocy was strongly influenced from French, Swiss and Prussian forerunners. The first efforts in the Nordic countries were attempted by psychiatrists, theologians and teachers for the deaf and dumb. The precursor in Sweden, a woman, had to connect to the available female/religious strategy of the time for her participation. The study concludes that although the activists spoke about “the time of the idiots” it was also a time for the activists to create possibilities for entrepreneurship and professional careers. The medical knowledge of idiocy was in its infancy. The educational progression was moderate and built upon the theories of the time.

The aim of this work is to elucidate changes in the function and position attributed to the general reading and writing instruction. The studies focus on the description and the analysis of the content and form of this instruction as they are expressed in texts for the educational practice during the period 1842-1982. It is also the aim of this historical study to try to contribute tò a greater understanding of the inadequate skills in reading and writing observed among Swedish pupils. Theoretically, the work is based on a structural point of view and on a materialistic outlook on history. Education is regarded as a matter of social and cultural reproduction. Reading and writing are regarded as social and cultural phenomena. The function and position that, explicitly or implicitly, are attributed to the general reading and writing instruction are also regarded as important factors. The empiric material includes, inter alia, Riksdag documents, official curricula, readers, teacher's manuals and school inspector reports. These texts are analyzed in the light of educational and societal conditions and changes. The study presents a survey of the general reading and writing instruction during the aforesaid period. The report provides many examples of how economic, political and ideological conditions in society are expressed in texts for the educational practice. It also shows the influence of the dominating class of society on the prescribed content and form of this instruction. The study shows that the function and position attributed to reading and writing instruction have varied over time. A qualifying and an ideological function can be discerned and a subordinate and a dominant position can be observed. The report shows the changes in the emphasis on function and position and in the prescribed content and form of the instruction. The problem of the pupils' inadequate reading and writing abilities has recurrently been brought up during this period. One aspect of this problem concerns the skills that the pupils are supposed to learn. The second aspect concerns the demands that can be made on their ability. / digitalisering@umu

Thesis (Ph.D.)--Indiana University, Dept. of History, 2007. / Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0713. Adviser: John H. Hanson.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Laurence J. Parker. Includes bibliographical references (leaves 309-328) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of History, 2008. / Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: John Hanson.

<p> The Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process occurred in 1963. After the <i>Brown v. Board of Education </i> decision, the diocese took steps to work for racial justice even though Catholics made up a small minority of the state&rsquo;s population. In 1961, Bishop Paul J. Hallinan issued a Pastoral Letter that outlined the preparation process towards desegregation. The diocesan actions included integrating the first elementary school in South Carolina, challenging local politicians who were hostile to racial equality, and the development of a <i>Syllabus on Racial Justice.</i> While it took the diocese nine years to desegregate, the planning process allowed for an orderly transition. This work places the South Carolina Catholic desegregation story within the context of the struggle for and resistance to what C. Vann Woodward referred to as the Second Reconstruction.</p>

<p> Dr. Charles Hirt and the Department of Church and Choral Music at the University of Southern California (USC) produced some of America's most successful choral conductors and administrators. Many of those students are conducting or administrating at the finest colleges and universities, secondary schools, churches, and community choral organizations in the nation. From the earliest moments of his career, Charles Hirt himself received a seemingly endless string of accolades. Always focused on the betterment and future of the choral arts, he was a "founding father" of significant choral organizations such as the American Choral Directors Association (ACDA), Choral Conductors Guild of California, and the International Federation of Choral Music. It was also his visionary mindset that served as a hallmark of his tenure at USC and arguably earned him the right to stand as an equal alongside the greatest of American choral conductors. </p><p> It is the aim of this study to examine Hirt's significant contributions to the University of Southern California and his legacy as it continues on in his students and the subsequent generation of choral leaders they generated. </p>