Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 1999. / Pocket material includes a plan and a view of Camp Lewis. Includes bibliographical references (leaves 351-367).

Revision of the author's Thesis (Ph. D.)--Rutgers--State University. / Description based on print version record. Includes bibliographical references (p. 233-240) and index.

Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

L‘objet essentiel de cette thèse concerne la clarification empirique de l'influence pédagogique et politiste du pragmatisme deweyen dans le contexte sociohistorique, éducatif et politique de l'occupation américaine d'Haïti (1915-1934). Elle ambitionne en parallèle d'élucider l'éventualité d'autres formes d'influences politistes qui se rattacheraient aux paradigmes essentiels de la modernité politiste et à la sociologie de l'expérience des problèmes publics. En effet, les réponses apportées dans un sens comme dans l'autre, sont modulées suivant une double exigence méthodologique qui repose sur l'approche qualitative et documentaire. Par cette voie, les discours invoqués (documentaires) et provoqués (qualitatifs) en provenance d'acteurs haïtiens et américains ont été mis à contribution en toute empiricité, au terme des réponses qui s'expriment parfois de façon claire, voilée et aléatoire. En effet, l'influence pédagogique deweyenne a été présente au travers du progressisme scolaire haitiano américain, au terme de la modélisation éducative, que les acteurs américains tentaient d'introduire, au sein du système éducatif haïtien, fortement inspiré à l'époque par la culture scolaire française. Néanmoins, une telle influence a été cohérente dans sa forme d'expression, mais ne l'a pas été tout à fait du point de vue de son éfficacité. La résistance culturelle haitienne a semblé y être pour quelque chose et a même de surcroît, étonnement détroné ''l'actionnalité'' de l'idéologie pragmatiste américaine. Quant à l'influence politiste deweyenne, elle a été aussi marquante à travers le tracé publicitaire utilisé par les acteurs américains pour traduire en action publique leur projet éducatif. Comme en éducation, elle a été réductrice surtout du point de vue de l'éthisation deweyenne de l'action publique, laquelle éthisation soumet celle-ci à une double normativité, le respect de la personne humaine et la prévalence de l'intérêt général. Au regard de la modernité politiste qui défend une conception ''normée'' et ''multiréférenciée'' de l'action politiste, les logiques référentielles sont un peu minces et renvoient surtout au ''paradigme notionnel'' construit, entre autre, par Patrick Hassenteufel, Philippe Garaud, tels que, ''fenêtre d'opportunité'', ''agenda silencieux'', ''agenda contraint''. La sociologie de l'expérience des problèmes publics et le registre de l'action publique deweyenne se croisent (à travers l'univers politiste de ce travail de recherche) à un carrefour paradigmatique publicitaire et démocratique hautement significatif et enrichissant. L'éthisation dewyenne de l'action publique (et démocratique) ouvre une perspective de réflexivité politiste qui se détermine à prévaloir l'objectivité (pragmatiste) de l'enquête publique tant dans son aspect conceptuel qu'actionnel. Le perspectivisme public ou publicitaire incarné par Joseph Gulsfield et soutenu entre autre par Daniel Cefaï s'inscrivant dans le registre paradigmatique de la sociologie de l'expérience des problèmes publics, y participe également. Ainsi s'annonce (et s'actualiserait) aussi via ce travail de recherche, une perspective méditative et créatrice publicitaire prometteuse, surtout sur le plan de l'éthisation où la réflexivité à la dewey semble manquer, ou du moins, n'est pas utilisée en proportion de grandeur, comme cela se doit. Une autre perspective méditative s’ouvre aussi, cette fois, du point de vue sociohistorique, socioinstitutionnel, éducatif et diplomatique. Elle invite les acteurs américains et haïtiens à un autodépassement réflexif, quant aux erreurs ‘’actionnelles’’ et interprétatives relatives au passé de l’occupation, ainsi qu’à un réapprentissage continu de la complexité historico-politique et diplomatique haitiano américaine. / The main purpose of this thesis concerns the empirical clarification of pedagogic and political influence of Dewey’s pragmatism in the socio-historical, educational, and political context of the U.S. occupation of Haiti (1915-1934). It aims in parallel to elucidate the possibility of other forms of influence of political scientists and sociology that would relate to basic paradigms of modern political scientist and sociology from the experience of public issues.Indeed, the responses in one way or another are modulated following a double methodological requirement based on the qualitative approach and documentary. In this way, speeches invoked and provoked from Haitian and American actors have been involved in any empiricist, after answers that are sometimes expressed in a clear, veiled and random. In contrast, the influence of Dewey’s educational prospective was present through Haitian-American educational progressivism that characterizes educational modeling that American actors were trying to introduce in the Haitian education system, strongly inspired at the time by the French school culture. However, such influence has been consistent in its form of expression, but has not been utterly from the standpoint of its effectiveness. The Haitian cultural resistance seemed to be for something and even moreover, surprisingly dethroned the “actionnality” (dethroned the ability to influence) of the American pragmatist ideology

The purpose of this study is to learn to what extent the point of view of patrons of Wichita Falls, Texas, has a background of progressivism or of essentialism and to what extent, if possible, the children are influenced in school by the point of view held by the parents; also which part of the school system -- general education, the curriculum, the child, or the administration -- has the most progressive approval of the parents.

No description available.

Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. / Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och  tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.

A devotion to an open and progressive interpretation of human rights and the law secured Judge Ronald N. Davies’ legacy as an unintended, yet influential activist for advancing civil rights and of the twentieth century. His views helped change the definition and meaning of judicial activism in the modern vernacular and transform it into a new notion of judicial progressivism. A biography of Davies crystallizes the meaning of the racial and civil relations across an evolving American landscape. A study of his life alters the way in which scholars and the public perceive and understand the role of the Northern Plain in shaping lasting changes in America’s progressive movements through an interdisciplinary approach of history and law. When Davies of Fargo, North Dakota, rose to the bench of the United States District Court, he ceased any formal political party affiliation and became a Constitutionalist. With an egalitarian approach to the law, he oversaw numerous court proceedings and handed down rulings with measured consideration for any case that appeared on his docket. As his federal appointment came to include cases involving the desegregation of public schools, civil lawsuits against large-scale corporations, and the Alcatraz Indian Occupation, Davies’ sphere of influence exceeded regional and Civil Rights Era boundaries and characterized him as national figure in new facets of legal precedent. His rulings challenged traditional ethics as dictated by society’s majority-consent in the law and cast him as a seminal figure that embodied the meaning and influence of the northern plains within the law and advancing civil rights and social justice in the United States. His efforts to uphold a more inclusive and equal legal standard set into motion renewed consideration of the ways in which an individual’s actions within a broader institution can stimulate a modern national consensus despite entrenched historical precedent. Therefore, Davies’ life and career reflect a historical sensibility of the role, application, and influence of law-based code of ethics. His decisions, though not intended as overt civil activism, instilled lasting social, cultural, and political change in twentieth-century civil rights.

No description available.