Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 116-127) and appendices.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 400-482). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI Company.

An attempt to show how schools should be organized, administered, and financed in accordance with modern educational philosophies.

L’enseignement secondaire général est souvent décrit comme une citadelle repliée sur elle-même, une institution figée, dont les enseignants seraient réfractaires au changement. L’histoire de l’éducation nouvelle en son sein en attesterait. Hormis la courte parenthèse enchantée de la Libération, celle-ci aurait échoué à le transformer. Ce bilan d’insuccès est-il justifié ? S’il l’est, dans quelle mesure ? Et s’il ne l’est pas totalement, comment expliquer sa prégnance dans des discours aux modalités variées, militantes comme universitaires ? Afin de répondre à ces questions, l’étude menée ici propose de prendre du recul et de porter l’analyse sur la longue durée pour comparer trois périodes : 1930-1944, 1944-1970 et 1970-2016. Pour chacune d’elle, il s’agit de croiser des sources multiples. Une lecture minutieuse des textes officiels rend possible une évaluation de la prégnance de l’éducation nouvelle dans les injonctions ministérielles. Un examen des réseaux (Inspection générale, hauts fonctionnaires, associations enseignantes, syndicats...) permet de retracer le parcours de la diffusion de ses idées et de tenter d’en mesurer l’impact dans les collèges et les lycées. À l’issue de ce cheminement, il apparaît que l’éducation nouvelle a su participer à l’élaboration d’un nouveau modèle pédagogique et a modifié, au moins en partie, les pratiques enseignantes. Au final, les raisons du ressenti d’un échec de l’éducation nouvelle dans l’enseignement secondaire ne tiennent pas tant aux réalisations effectives qu’à l’identité de celle-ci, aux stratégies de diffusion à l’œuvre (de l’explicite à l’implicite) et à des combats de représentations entre acteurs et observateurs du champ éducatif. / Secondary education is often described as a withdrawn citadel, a rigid institution, whose teachers would be resistant to change. The history of progressive education within its system would tend to evidence this statement. Except for the enchanted Liberation episode, it would have failed to transform it. Is this assessment of failure justified ? If so, to what extent is it justified ? And if it isn’t completely, how can its prominence in various discourses, whether militant or academic, be explained ? To answer these questions, the study conducted here offers to take a step back and to carry the analysis on the long term, in order to allow comparisons between three periods : 1930-1944, 1944-1970 and 1970-2016. For each of them, it is a question of crossing sources of varied nature. An assesment of the prominence of progressive education in ministerial injunctions is made possible thanks to a meticulous reading of the official texts. An examination of networks (general Inspectorate, senior officals, teacher associations, unions…) enables to trace the path of the dissemination of its ideas and to try to assess its impact on middle and high schools. At the conclusion of thiscourse, it seems that progressive education has managed to participate in the elaboration of a progressive educational model and to change, at least partly, teaching practices. In the end, the reasons for the feeling of a failure of progressive education in secondary education do not lie in the actual achievements as much as in its identity, in the dissemination strategies at work (from explicit to implicit) and in representation fights between actors and observers of the educational field.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 328-341).

Die hier vorliegende Magisterarbeit beschäftigt sich mit der bisher unbekannten pädagogischen Biographie des jüdischen Lehrers, Schulleiters, Museumsgründers und Zionisten Hans Herbert Hammerstein/ Yisrael Shiloni (1901-1996). Eingebunden in die Darstellung des bildungshistorischen Kontexts beleuchtet der Beitrag alle relevanten Lebensabschnitte des Protagonisten. Wichtigste Station seines pädagogischen Werdegangs ist die „Private Jüdische Volksschule Bonn“. Zwischen 1934 bis 1937 gründete und leitete Hammerstein/ Shiloni diese Einrichtung, die vielleicht die einzige jüdische Volksschule ihrer Zeit war, die ausschließlich nach reformpädagogischen Prinzipien arbeitete. Nicht unerwähnt soll auch das „Museum Deutsches Judentum“ bleiben, dass den Abschluss seines pädagogischen Lebensweges bildet. Hammerstein/ Shiloni gründete diese Institution 1971 in Israel, um die Geschichte des deutschen Judentums zu dokumentieren. Das Museum besteht bis heute als „Museum der deutschsprachigen Juden – Kulturzentrum der Jeckes“ in Tefen und nimmt einen festen Platz in der israelischen Museumslandschaft ein. Hammersteins/ Shilonis Leben ist trotz seiner Einzigartigkeit doch zugleich exemplarisch für die Generation deutscher Zionisten, die nach dem Ersten Weltkrieg den Zionismus als Erziehungs- und Bildungsprojekt verstand und ihre persönliche, kulturelle sowie politische Identität aus ihm schöpfte. Damit leistet diese biographische Arbeit sowohl einen Beitrag zur Geschichte der weitgehend vergessenen jüdischen Reformpädagogik, als auch zur Bildungsgeschichte der deutschen Juden im 20. Jahrhundert. / This MA-Thesis describes the so fare unknown pedagogic biography of the Jewish teacher, headmaster, founder of a museum and Zionist Hans Herbert Hammerstein/ Yisrael Shiloni (1901-1996). While displaying the historic educational background the thesis specifies all relevant stages of the protagonist’s life. The most important achievement in his pedagogic career was the “Private Jüdische Volksschule Bonn” (Private Jewish Elementary School in Bonn). Hammerstein/ Shiloni founded this institution in 1934 and led it until 1937. The school was probably the only Jewish school in that time, which worked solely with progressive educational principles. His last undertaking in his pedagogic life was the foundation of the “Museum Deutsches Judentum” (Museum of German Jewry) in 1971 in Israel. Hammerstein/ Shiloni were also the curator of this institution, which documented the history of the German Jewry. The museum still exists as the “Museum der deutschsprachigen Juden – Kulturzentrum der Jeckes” (Museum of the German- speaking Jewry – Cultural Centre of the Jekkes”) in Tefen and is part of the Israeli museum scene. Hammerstein/ Shiloni’ s life is, despite it’s uniqueness, exemplarily for the generation of German Zionists, that saw the Zionism as an educational project, after World War I and gained personal, cultural and political identity from this ideology. Therefore this biographic paper contributes to the history of the Jewish progressive education, which was almost forgotten and to the history of the education of the German Jewry in the 20. century.

Thesis (MEd)--University of South Australia, 1997

Thesis (M.A.)--Southwest Texas State University, 1993. / Includes bibliographical references (leaves 99-108).

Thesis (Ph.D.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 222-233). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR29322