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The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school divisions in Virginia. The research questions guiding this study were: (1) What short-term and/or long-term plans are put in place for building and maintaining facilities infrastructure to support technology initiatives? (2) What physical components, equipment, and personnel are necessary for adequate facilities infrastructure to support technology initiatives? (3) What are the perceived infrastructure barriers to effective integration of technology in a school building? This qualitative study used purposeful sampling. The interview participants selected for this study were division-level technology leaders and their technology staff. The participants taking part in this study were at various stages of their profession, and at differing years of service, within their respective school divisions. The findings of this study may help division superintendents and division-wide technology leaders make more informed decisions regarding school building needs to support technology initiatives. The findings from this study indicate there is no agreement for how to build and maintain school buildings to support technology initiatives. However, there are several barriers to successful implementation of technology initiatives. Findings also uncovered common themes for best practice in how to plan and implement for school buildings to support technology initiatives. / Ed. D.

published_or_final_version / Education / Master / Master of Education

This creative project encompasses two major parts: an historic context study, and a survey of extant one-room or one-teacher schools in a four county region of East Central Indiana. The historic context study looks into the early school laws in Indiana that promoted, and established a state-wide system of free public education. More specifically, the history focuses on the laws and social factors that led to the rise and fall of the one-room or one-teacher school as the primary source of education for Indiana children. The history of the rise and fall of the one-room schoolhouse in Indiana can be divided into three major eras: the pioneer period between 1787 and 1851; the golden era of one-room schoolhouse education from 1851 to 1907; and, the final demise of the one-teacher school as an institution as consolidation of schools became popular.The purpose of the first half of the project is to create a context for the remaining one-room schoolhouses listed in the inventory that makes up the second half of the creative project. The pictorial inventory lists and provides basic historical information on extant one-room and one-teacher schoolhouses in the Indiana counties of Delaware, Grant, Henry, and Jay. Currently there are approximately 78 one-room schoolhouses still in standing in the four counties. This number is a small percentage of the well over 400 one-room and one-teacher schoolhouses that dotted the four counties at the turn-of-the-century.These two parts together create a document that promotes awareness of a disappearing rural resource. The project also provides a stepping stone for future research into the history of education in Indiana, and the specific rural schools which helped to build the Indiana school system. / Department of Architecture

Thesis (M. Ed. (Education))--Rhodes University, 2005.

Call number: LD2668 .T4 1943 N4 / Master of Science

Orientadora: Rosa Fátima de Souza Chaloba / Banca: Sandra Cristina Fagundes de Lima / Banca: Mauro Castilho Gonçalves / Banca: Dulce Consuelo Andreatta Whitaker / Banca: Marcelo Augusto Totti / Resumo: As instituições escolares assim como as pessoas são portadoras de memórias, então se faz necessário que recuperemos tais memórias e as transformemos numa história possível de ser registrada. Assim esta tese tem por finalidade reconstruir a história das escolas do campo da região de Araraquara no Estado de São Paulo desde a sua implantação em 2001 até o ano de 2012, valendo-se da história oral como metodologia para coleta de dados juntamente com a análise de fontes documentais provenientes de diferentes instituições públicas envolvidas na construção do processo educacional das instituições de ensino pesquisadas. Partindo de uma abordagem relacionada com a História Cultural, utilizou um referencial teórico que possibilitou construir uma narrativa histórica a partir das diferentes experiências dos sujeitos envolvidas no processo. Foram realizadas nove entrevistas sendo três docentes das escolas pesquisadas, três agricultoras assentadas da reforma agrária e três representantes do poder público que tornaram possível a percepção sobre o processo de construção e manutenção das Escolas do Campo de Araraquara. Assim, o pretendido foi, a partir das prerrogativas da história do tempo presente, contribuir com os estudos historiográficos sobre instituições educativas rurais, evidenciando a importância da experiência histórica dos sujeitos do campo, do corpo docente e dos gestores públicos na construção de uma proposta de Educação do Campo comprometida com uma educação de qualidade. / Resumen: Las instituciones escolares así como las personas son portadoras de memorias, entonces se hace necesario que recuperemos tales memorias y las transformemos en una historia posible de ser registrada. Así esta tesis tiene por finalidad reconstruir la historia de las escuelas del campo de la región de Araraquara en el Estado de São Paulo desde su implantación en 2001 hasta el año 2012, valiéndose de la historia oral como metodología para recolección de datos junto con el análisis de fuentes documentales provenientes de diferentes instituciones públicas involucradas en la construcción del proceso educativo de las instituciones de enseñanza investigadas. A partir de un abordaje relacionado con la Historia Cultural, utilizó un referencial teórico que posibilitó construir una narrativa histórica a partir de las diferentes experiencias de los sujetos involucrados en el proceso. Se realizaron nueve entrevistas siendo tres docentes de las escuelas investigadas, tres agricultoras asentadas de la reforma agraria y tres representantes del poder público que hicieron posible la percepción sobre el proceso de construcción y mantenimiento de las Escuelas del Campo de Araraquara. Así, lo pretendido fue, a partir de las prerrogativas de la historia del tiempo presente, contribuir con los estudios historiográficos sobre instituciones educativas rurales, evidenciando la importancia de la experiencia histórica de los sujetos del campo, del cuerpo docente y de los gestores públicos en la construcci... (Resumen completo clicar acceso eletrônico abajo) / Abstract: School institutions as well as people carry memories, so it is necessary that we retrieve such memories and make them a recordable history. Thus, this thesis aims to reconstruct the history of the schools of the Araraquara region in the State of São Paulo from its implementation in 2001 to the year 2012, using oral history as methodology for data collection along with the analysis of documentary sources from different public institutions involved in the construction of the educational process of the researched educational institutions. Starting from an approach related to Cultural History, it used a theoretical framework that made it possible to construct a historical narrative based on the different experiences of the subjects involved in the process. Nine interviews were conducted: three teachers from the schools surveyed, three farmers based on agrarian reform and three representatives from the public authorities who made it possible to perceive the process of construction and maintenance of the Campo de Araraquara Schools. The purpose of this study was to contribute to the historiographic studies of rural educational institutions, highlighting the importance of the historical experience of field subjects, teaching staff and public managers in the construction of a proposal of Field Education committed to quality education. / Doutor

Thesis (M.A. (Translation Studies)) --University of Limpopo, 2013 / The research reported in this mini-dissertation is an ethnographic case study which sought to investigate the development of biliteracy in one of the rural primary schools in the Limpopo province. Its focus is on how Grade 3 learners engage with texts and the strategies that teachers use to promote biliteracy (in English and Sepedi). Data collection methods included classroom observation, semi-structured teacher interviews and analysis of teaching and learning materials and the print environment. A brief analysis of the school’s language policy was also completed. The research revealed that the learners are hardly being taught to read and write whether in Sepedi, (their home language) or in English. While the school language policy states that English should be introduced in Grade 2, it is actually taught only in Grade 3. Additionally, as the learners do not understand English, the teachers frequently code-switch into Sepedi and therefore the learners hardly get any exposure to English. Many other negative aspects were uncovered. Out of the 28 lessons scheduled to be observed only 20 lessons actually took place. The learners are therefore not actually spending the allocated time on literacy development. The teaching is highly routinised with teachers, by and large, using an approach that emphasises repetition and rote-learning. The learners hardly ever get a chance to engage with texts independently. Even the textbooks available are not used but are stored away in the cupboards. Teachers painstakingly copy material from the textbooks on to the chalkboard and learners then copy this into their exercise books. The classroom environment is uninspiring, as there are hardly any learning materials on display. The interviews showed that the teachers had not been adequately trained to teach literacy and were in fact unaware of more effective ways of getting learners to engage with texts. They saw themselves as victims of frequent policy and curricular changes and blamed Government for poor training and lack of resources. The study in fact confirms findings of earlier research that the acquisition of literacy is simply not taking place in the poor, rural schools of South Africa and there is indeed a crisis in education in these schools