Thesis (D. Min.)--Dallas Theological Seminary, 2001. / Includes abstract. Includes bibliographical references (leaves 263-267).

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A. Adviser: Gregory DeNardo. Includes bibliographical references (leaves 264-292) Available on microfilm from Pro Quest Information and Learning.

Made available in DSpace on 2016-06-02T19:35:55Z (GMT). No. of bitstreams: 1 5848.pdf: 1392930 bytes, checksum: 6a5282a175778347fc2f8fd4a17abcaa (MD5) Previous issue date: 2014-02-21 / This study aims at analyzing the existence of educational elements in common between Brazil and Russia during the 19th century through the reading of literary works by Machado de Assis and Fyodor Dostoevsky. Research publications in the area of History, in broader terms, and in the area of the History of Education, specifically, concerning these two countries and this period were used, as well as the literary criticism which can contribute to clarify historical connections in the literary works by our selected authors. Many aspects in common were found in the Brazilian and the Russian education in the 19th century, such as, for example, the educational institutions strong elitist emphasis, a connection between higher education and social prestige, and a critical perspective by Machado de Assis and Fyodor Dostoevsky towards the intense influx of European ideas and models in Brazil and in Russia in this period, among which we emphasize the educational aspects. Systematic education, brought from Europe to Brazil and Russia, were contradictory elements in these two countries. On the one hand the schooling initiatives were necessary to the modernizing processes in these societies. On the other hand, there was a series of social distortions and incompatibilities resulting from their adoption. Both of our selected authors maintained similar stances regarding this subject, focusing on criticism towards the adoption of European educational models in their countries. / Este estudo tem como finalidade analisar a existência de elementos educacionais em comum entre o Brasil e a Rússia durante o século XIX por meio da leitura de obras literárias de Machado de Assis e de Fiódor Dostoiévski. Também foram utilizadas como fontes produções da área de História, em caráter mais amplo, e de História da Educação, especificamente, referentes a estes países e a este período, como também foram incluídas obras da área de crítica literária que contribuem para a elucidação de mediações de contexto histórico dos textos literários dos dois autores selecionados. Foram encontrados diversos pontos em comum na educação do Brasil e da Rússia no século XIX, como, por exemplo, um forte caráter elitista das instituições escolares, um vínculo entre formação educacional e prestígio social, e visões críticas por parte de Machado de Assis e de Fiódor Dostoiévski acerca da entrada intensa de ideias e modelos europeus no Brasil e na Rússia deste período, dentre os quais destacamos as vertentes educacionais. A educação sistematizada, trazida da Europa para o Brasil e para a Rússia, constituía elementos contraditórios nestes países, pois ao passo que as iniciativas de escolarização formal eram necessárias à modernização destas sociedades, havia uma série de distorções e incompatibilidades sociais decorrentes de sua adoção. Os dois autores literários selecionados sustentaram posicionamentos semelhantes em relação a esta problemática, centrados na crítica ao uso de modelos educacionais europeus em seus países.

abstract: Barrett, The Honors College at Arizona State University (ASU) serves as a universal role model for organizing the resources of an institution to support highly motivated and prepared students. In 2009, Barrett, The Honors College (Barrett) opened the nation's first purposefully designed undergraduate honors residential college campus. Given the current demand by other American higher education institutions who wish to better understand how Barrett emerged as a distinct and singular model for an honors residential college experience, this action research study explores the effectiveness of the decisions, execution and outcomes central to Barrett's development. Five senior administrators of college units or universities were interviewed and provided insight for constructing a design for how other honors programs and colleges can learn from the challenges and accomplishments presented in developing an honors college for the 21st century while replicating Barrett's success. The study is framed in the overall context of how Barrett actualizes the New American University at ASU in meeting the demand for producing students that can compete in a global marketplace. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

Esta dissertação tem como objeto de estudo as avaliações e o ensino dos saberes elementares matemáticos nas escolas isoladas de Porto Alegre, entre os anos de 1873 e 1919. Para tanto, foram analisados regulamentos e regimentos relativos à Instrução Pública, com o intuito de apresentar as escolas isoladas na organização do ensino público do RS. Buscou-se, também, descrever as avaliações destas escolas, procurando identificar os agentes envolvidos nos rituais anuais e, a partir do estudo das atas dos exames, identificar os saberes matemáticos exigidos em tais ocasiões, bem como entender o resultado final, no que se refere ao desempenho dos alunos. Pretendeu-se, ainda, através da análise dos programas de ensino de Aritmética, Geometria e Desenho e do estudo dos livros adotados nas escolas, identificar os saberes matemáticos priorizados no ensino em tais estabelecimentos. Para a condução dos objetivos, a pesquisa buscou se amparar na História Cultural e dialogar com estudiosos da história da educação, história das disciplinas escolares e da história da educação matemática, bem como pesquisadores que tratam de objetos relacionados à cultura escolar, às avaliações escolares e ao livro escolar. No que se refere aos saberes elementares matemáticos, é que a apreciação exclusiva dos programas do período indicaria que o ensino e, consequentemente, as avaliações inclinavam-se a atender o elenco de conteúdos prescritos para Aritmética, Geometria e Desenho. No entanto, apesar da maneira concisa com que descrevem os conteúdos avaliados, as atas reforçaram três aspectos: os registros ressaltaram a Aritmética como o saber priorizado nas avaliações anuais, a ausência de referências ao Desenho nas avaliações e, por fim, as poucas vezes em que a Geometria foi indicada. / The object of study of this work is the evaluations and teaching of elementary mathematical knowledge in isolated schools in Porto Alegre, between 1873 and 1919. Regulations and regiments related to Public Instruction were analyzed in order to present the isolated schools in the public education of Rio Grande do Sul state. It attempts to also describe the evaluation methods of these schools, trying to identify the agents involved in the annual rituals and, from the study of the minutes of the exams, to identify the mathematical knowledge required for such occasions as well as understand the final result on the student performance. It was also intended, by analyzing the teaching programs of Arithmetic, Geometry and Drawing and by studying the books adopted by the schools, to identify the mathematical knowledge priorities in such institutions. For the conduction of this work, the research tried to be supported by the Cultural History and to dialogue with academics of the history of education, history of school classes and the history of mathematics education, and researchers dealing with objects related to the school culture, the school reviews and the textbook. Regarding the elementary mathematical knowledge, the exclusive reviews of such programs indicates that the teaching and, consequently, the ratings, was focused on the list of contents for Arithmetic, Geometry and Drawing. However, despite the short manner that the contents were evaluated, the minutes reinforced three aspects: the records highlighted the Arithmetic as the priority of the annual evaluations, the absence of references for the Drawing reviews and, finally, the few times the Geometry was mentioned.

O presente trabalho é resultado de investigação sobre o acesso da mulher no ensino superior na Universidade Federal do Rio Grande do Sul (UFRGS), no período de 1970 a 2015/1. A análise do percurso histórico trilhado pelas mulheres em sua luta pelo direito à educação revela que elas permaneceram por um longo tempo à margem dos processos educacionais, sobretudo no que se refere ao ensino superior no Brasil, historicamente caracterizado como um espaço de formação exclusivamente masculino. Inúmeras barreiras, sobretudo políticas, sociais e culturais, tiveram de ser rompidas para que as mulheres pudessem aceder a esse nível de ensino que, num primeiro momento, restringiu a presença feminina a áreas específicas, contribuindo, dessa forma, para a disseminação e reforço de concepções errôneas e estereotipadas, em parte ainda vigentes, de que a capacidade intelectual feminina se reduz a determinadas áreas do saber, principalmente àquelas relacionadas às Ciências Humanas e Sociais. A pesquisa empírica consistiu na coleta, tabulação, representação gráfica e análise dos dados sobre alunos e alunas ingressantes na UFRGS no período de 1970 a 2015/1, obtidos junto à Pró-Reitoria de Graduação (PROGRAD), objetivando confrontar entre si, em termos de acesso ou presença feminina ao longo do período elencado, as oito grandes áreas do conhecimento em que são classificados os cursos de graduação da UFRGS, bem como refletir sobre as desigualdades de gênero verificadas nessas diferentes áreas do ensino superior, com atenção também para os possíveis fatores que mantêm homens e mulheres restritos a determinadas áreas do saber. A análise detalhada dos dados revelou que, apesar do crescimento do número de mulheres ingressantes no ensino superior, o acesso da mulher na UFRGS não se deu de forma homogênea, isto é, de forma ampla e de maneira a contemplar todas as áreas do saber. Com efeito, as mulheres ainda permanecem minoria em algumas áreas tradicionalmente ditas “masculinas”, como, por exemplo, as áreas de Ciências Exatas e Tecnológicas. Dessa forma, foi possível perceber que a trajetória escolar diferenciada para meninos e meninas, que foi sendo historicamente construída e reforçada ao longo do tempo, imprime, ainda hoje, fortes marcas na educação superior. / This work is the result of research on women's access to higher education at the Federal University of Rio Grande do Sul (UFRGS), in the period from 1970 to 2015/1. The analysis of the historical path trodden by women in their struggle for the right to education reveals that they remained for a long time on the sidelines of educational processes, especially with regard to higher education in Brazil, historically characterized as an exclusively male training space. Many barriers, especially political, social and cultural rights, had to be broken so that women could access that level of education that, at first, restricted the female presence in specific areas, thereby contributing to the spread and strengthening erroneous and stereotypical conceptions, in part still in force, that female intellectual capacity is reduced to certain areas of knowledge, especially those related to human and social sciences. The empirical research consisted of the collection, tabulation, graphical representation and analysis of data on students and freshmen students at UFRGS from 1970 to 2015/1, obtained from the Pró-Reitoria de Graduação (PROGRAD), aiming to confront each other in terms access or female presence along the part listed period, eight major areas of knowledge that are classified undergraduate courses at UFRGS and reflect on gender inequalities observed in these different areas of higher education, with attention also to the possible factors that keep men and women restricted to certain areas of knowledge. Detailed analysis of the data revealed that despite the growing number of freshmen women in higher education, women's access UFRGS did not occur homogeneously, that is, broadly and in order to cover all areas of knowledge. Indeed, women still remain in some areas traditionally minority said "male", for example, areas of exact science. Thus, it was revealed that the differentiated school life for boys and girls, which has historically been built and strengthened over time, prints, still, strong brands in higher education.

Cette thèse vise à rendre compte de la création et du développement de l'enseignement technique scolaire intermédiaire en France entre les années 1880 et 1919, à travers l'examen de trois écoles techniques : l'Ecole Nationale Professionnelle de Voiron, l'Ecole Nationale d'Horlogerie de Cluses et l'Ecole Professionnelle Vaucanson de Grenoble. Une triple méthodologie guide le travail, associant histoire totale, études monographiques et sociologie du curriculum. L'histoire totale montre comment les contextes technique, économique, industriel, politique, géopolitique et éducatif entrent dans la construction de l'enseignement technique et dans les débats à son égard. Cet enseignement prend naissance dans une période de démocratisation de l'enseignement, sur fond de progrès technique et d'industrialisation de la France et reflète ces bouleversements. L'étude monographique et comparative des trois écoles analyse les étapes de la création de ces établissements. Elle met en lumière les tâtonnements, les modifications et les évolutions des écoles dans leur installation au sein du paysage scolaire local et national, la construction de l'offre de formation, la délimitation du recrutement, l'instauration d'une certification, la détermination de débouchés pour les élèves et l'élaboration de partenariats avec les entreprises et territoires locaux. L'analyse des curricula focalise sur la nature de l'enseignement dispensé et son évolution, afin de définir les modèles d'éducation proposés par ces établissements. Les nombreuses forces en jeu vont dessiner le contour des réflexions, principalement autour de la répartition entre enseignement général, scientifique et technique, et vont guider l'élaboration des curricula. L'examen porte alors sur la détermination des objectifs d'éducation des écoles et sur la construction des composantes de l'organisation pédagogique telles que la sélection, la différenciation en section, la discipline et l'évaluation des élèves. L'analyse des programmes d'enseignement par l'intermédiaire des volumes horaires des matières montre les choix différents des écoles, allant d'un enseignement professionnel pour ouvrier à un enseignement d'élite destiné à des techniciens voire des ingénieurs. A la suite de ces analyses, nous proposons la notion de fabrique pour caractériser la mise en place de l'enseignement technique à cette période. Elle souligne la multiplicité des facteurs entrant dans la construction d'institutions d'enseignement technique et les négociations qui en découlent, la dimension longue, expérimentale et non prédéfinie d'un tel processus. Elle souligne également la vocation de reproduction et de diffusion de ses produits, constitués par des institutions, une formation technique et des élèves formés. La caractérisation et la définition générique du concept de fabrique de l'enseignement technique proposées pourraient alors servir de modèle à l'étude d'établissements dans d'autres pays ou à d'autres époques. Nos analyses de trois écoles techniques au tournant du XXe siècle montrent que pendant un temps, ces écoles techniques intermédiaires ont dispensé un enseignement de haut niveau, appuyé sur les progrès des techniques et éclairé des avancées de la science, tout en portant une vraie ambition individuelle et collective pour leurs élèves. Ces établissements prototypiques, qui peuvent être qualifiés d'élites, ne seront cependant pas développés par la suite. Les possibilités qui s'étaient ouvertes pendant ces quelques années de bouleversements se referment avec la guerre. Le choix des décideurs politiques, en étendant l'offre de formation technique intermédiaire à tout le territoire, sera de privilégier des établissements moins ambitieux. / This thesis sets out to account for the construction and the development of technical training in France, at an intermediary level of schooling, between 1880 and 1919, through the study of three technical schools during this period: the Ecole Nationale Professionnelle of Voiron, the Ecole Nationale d'Horlogerie of Cluses and the Ecole Vaucanson of Grenoble. A methodology combining histoire totale, monographic analysis and sociology of curriculum guides this study. The methodology of histoire totale shows how the technical, economic, industrial, political, geopolitical and educative contexts feed into the construction of technical training and the debates regarding its construction This type of education arises in a period of democratization of education in a context of technical progress and industrialization of France and reflects these changes. The monographic and comparative analysis of the three schools shows the steps of the creation of these schools. It highlights the experimenting, the transformations and the evolutions of the schools as they are integrated in the local and national educational landscape, the construction of the educational offer, the definition of admission requirements, the establishment of diplomas, the construction of job opportunities and the development of partnerships with the local firms and territory. The analysis of the curricula of the three schools focuses on the nature of the education and its evolution in order to characterize the underlying educational models. The numerous forces at stake drew the outline of reflections, mostly around the distribution between general, scientific and technical education, and guided the creation of the curricula. The study focuses on the educational goals of the schools and the pedagogical organization including the selection, the differentiation in sections, the discipline and the evaluation of students. The analysis of the programs through subjects' schedules shows the different choices of schools, from vocational training for laborers to elite training designed for skilled workers and even engineers. We propose the notion of fabrique (the making), to account for the construction of technical training during this period. This notion underlines the multiplicity of factors contained in the construction of technical training institutions and the negotiations associated with the long, experimental and unpredefined dimension of such a process. It also highlights that it is destined to reproduce and spread its products: institutions, technical education and trained students. We characterize the concept of fabrique and propose a generic definition which could be used as a model to study other technical institutions, in other countries or other periods. Our analysis of three technical schools at the turn of the XXth century shows that for a time these intermediary technical schools provided a high level education, based on technical progress and enlightened by the advance of science. They also bore a true individual and collective ambition for their students. These prototypical institutions, that can be qualified as elite institutions, will nevertheless not be developed afterwards. The possibilities which arose during this period of changes are brought to an end with the war. In spreading technical training schools to the whole French territory, the choice of decision-makers will then be to favor less ambitious institutions.

<p> Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers &ldquo;missing in action,&rdquo; and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.</p><p>

A pesquisa empreende uma reflexão histórica inscrita no campo científico da História da Educação, embasada teoricamente nos pressupostos da História Cultural e da história da cultura escrita e da leitura, com o uso de autores como Michel de Certeau e Roger Chartier. Seu objeto de análise situa-se no âmbito da história da imprensa de educação e ensino, e destaca a produção de impressos estudantis. Detém-se na análise de um corpus documental que corresponde a 31 exemplares da revista O Estudo, publicada entre os anos de 1922 a 1931, pelo Grêmio de Estudantes da Escola Complementar/Normal de Porto Alegre, Rio Grande do Sul. E propõe a compreensão das práticas de escrita e de leitura das alunas através da publicação da revista. Para isso, a proposta de Chartier sobre a análise de práticas de escrita e de leitura se torna essencial, ou seja, estudar as relações entre o suporte, o texto e as práticas de leitura. O suporte, isto é a materialização da revista O Estudo, com sua apresentação física, sua composição gráfica e sua circulação, propagou textos que foram dispostos, impressos e publicados de maneira diversa. Também revelou os tipos de relação que a equipe de redação procurava estabelecer entre os textos e os leitores. A revista O Estudo pode ser compreendida como um produto da cultura escrita de um tempo, no contexto de uma instituição e de uma ação formativo-pedagógica. Nela o escrito se faz presente através de uma vasta produção textual, que contribuiu para uma maior circulação da palavra escrita e para suprir a demanda por material escrito. As alunas coordenaram escrita com leitura ao apresentarem textos referentes às aulas práticas, valendo-se das teorias difundidas no processo de formação e das experiências escolares. As leituras que integram a formação de professoras também estão apresentadas na publicação de textos transcritos, traduzidos e adaptados, recurso amplamente utilizado para a composição d’O Estudo. Esses usos dos textos demonstram a forma como foram apreendidos, (re)utilizados, (re)escritos e produzidos no impresso estudantil e dispostos conforme a intenção editorial das alunas. Nesse processo de composição, difusão e apropriação, a instituição escolar passa a ter um contributo significativo, pois além do processo do ensino da leitura e da escrita, também colabora através dos novos usos e práticas que faz dos impressos. A Escola lança mão da prática de escrita de um impresso em formato de revista, um artefato sociocultural existente, incluindo como prática escolar. Isto é, a Escola, e mais especificamente as alunas da Escola Complementar/Normal, manipularam, compreenderam e apreenderam a palavra escrita em circulação na sociedade e estiveram envolvidas com a produção de um impresso estudantil, incentivado como prática escolar. / The research presents a historical reflection inscribed in the scientific field of History of Education, with the purposes of Cultural History and the history of writing and reading, with the use of Michel de Certeau and Roger Chartier. His object of analysis lies in the history of education press and teaching, and highlights the production of student press. Focuses on the analysis of 31 copies of the journal O Estudo, published between the years 1922 to 1931, for the Grêmio de Estudantes da Escola Complementar/Normal Porto Alegre, Rio Grande do Sul. For this, the Chartier’s proposed on the analysis of practices of writing and reading becomes essential, ie, to study the relationships between the suport, the text and reading practices. The suport, i.e. the materialization of the journal O Estudo, with their physical presentation, graphical composition and circulation, spread texts that were arranged, printed and published in a different way. It also revealed the types of relationship that the editorial team sought to establish between texts and readers. Finally, the students produced the magazine genre in the school and encouraged the production of printed student. The journal O Estudo can be understood as a product of the culture of a time writing in the context of an institution and an action pedagogical-training. Here the writing is present across a wide textual production, which contributed to greater circulation of written words and to meet the demand for written material. The students coordinated with reading when submitting written texts related to practical lessons, using theories widespread in the educational process and school experiences. The readings in the training of teachers are also presented in the publication of texts transcribed, translated and adapted, widely used resource for the composition of O Estudo. These uses of texts demonstrate how were seized, (re)used, (re)written and produced in student press and arranged according to the intention of publishing students. In the process of composition, diffusion and appropriation, the school institution is replaced by a significant contribution, because beyond the process of teaching reading and writing, also works through new uses and practices that make the print. The school makes use of the practice of writing in a printed journal format, an sociocultural artifact, including how school practice. That is, the school, and more specifically the students of the Escola Complementar/Normal, manipulated, understood and seized the written word circulating in society and were involved with the production of a student press, encouraged as school practice.

196 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T16:09:44Z No. of bitstreams: 1 Tese Rita Souza.pdf: 1248030 bytes, checksum: 88dee4918617d159897c11eb77478aac (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T20:12:42Z (GMT) No. of bitstreams: 1 Tese Rita Souza.pdf: 1248030 bytes, checksum: 88dee4918617d159897c11eb77478aac (MD5) / Made available in DSpace on 2013-06-10T20:12:42Z (GMT). No. of bitstreams: 1 Tese Rita Souza.pdf: 1248030 bytes, checksum: 88dee4918617d159897c11eb77478aac (MD5) Previous issue date: 2009 / A presente investigação procurou analisar a constituição do campo da Educação Especial em Sergipe imersa na conjuntura nacional e internacional do século XIX e início do século XX, através das produções dos intelectuais sergipanos das áreas médica e jurídica desse período, artigos de jornais, relatórios de governo. Tem como principais aportes teóricos as categorias de apropriação e representação de Roger Chartier, campo de Pierre Bourdieu, normal e anormal de Foucault e Canguilhem; além do estudo das produções do século XIX e sobre o século XIX e início do século XX local e nacional. O estudo inspira-se nos pressupostos da nova história cultural, da História da Educação e da Educação Especial e contribui para a compreensão da constituição desse campo de conhecimento através das relações entre o saber e poder médico e jurídico e sua influência nas apropriações e representações materializadas socialmente, num período em que se tornou imperativo cuidar e educar para civilizar o anormal. / Salvador