Little has been written of either parochial or integrated educational history in northern British Columbia. Prince George College, founded in 1956 by Bishop Fergus O'Grady of the Oblates of Mary Immaculate, represents a. particular attempt by the Catholic community of the Diocese of Prince George to offer a Catholic education for both Aboriginal and white students in northern British Columbia. Using the personal and professional files of the late Bishop O'Grady and other documentary evidence made available to me by the Archives of the Diocese of Prince George an attempt has been made to construct an image of Bishop 0'Grady's "vision" for Prince George College. Using letters, memos, minutes, personal notes, and a number of available monographs on the subject of parochial, Aboriginal, integrated,- and northern Canadian education, this thesis begins the process of piecing together some of the bishop's plans and visions for the school from its founding to its change of name in 1989 to "O'Grady Catholic High School" and eventual closing in June, 2001. Chapter One details the bishop's construction of not only the school's financial groundwork, but more importantly its ethos - a narrative rooted in century's old stories of the Oblates and their pioneering efforts to establish Christianity in northern B.C. The second chapter examines the role of volunteerism and parental support in staffing the school. In'particular, much credit must be given to the Frontier Apostles - a lay, volunteer organization started by Bishop 0'Grady - for the day-to-day running of the school for most of its thirty years. The third chapter looks specifically at the "integrated" nature of the school - the supposed presence of integration of both Aboriginal and white students. What is constructed is an image of the bishop's vision that finally provides some context to his plans for the school. The school lay on a foundation of a carefully constructed ethos, the sacrifices of hundreds of lay volunteers, and the involuntary financial subsidies provided by Aboriginal students from approximately 1960 to 1989. The school finally closed its doors in 2001 citing both financial difficulties and a lack of local parental support. Much can be learned from the mistakes of the past in any future attempts to re-open the institution.

This proposed thesis is dedicated to the development of "Zátka's grammar school" from 1884 - 1914 in the city of České Budějovice. The goal of this first work is to explore the establishment of this school that ceased educating youth more than half a century ago. The grammar school arose in response to the controversies among Czech-german society which influenced the education of the czech youth not only in the southern Bohemia but elsewhere. This thesis is based on thorough and careful studies of specialized literature and archival materials stored in the State District Archives in České Budějovice. It consists of nine chapters that are further divided into two major sections. The first chapter is dedicated to the history of the city of České Budějovice and the development of education in general, with special attention given to education within the city itself and to the well-known celebrity and initiator of the Czech grammar school, August Zátka. This section thus provides the historical context necessary for the ensuing chapters. The second part addresses the establishment and growth of the Czech grammar school in České Budějovice. Moreover, this part is especially dedicated not only to the students of the school, but also to the teachers who taught there during the period with which this thesis is concerned. Overall, this thesis offers new insights about the "great history" of the school: its origin, development, and importance, in particular, its establishment in the South Bohemian Region. Additionally, this thesis provides the reader with many interesting facts about the daily activities within the grammar school.

The thesis describes the life of pupils at primary school in Čkyně during 1880-1948. The introduction outlines the history of the village, followed by a section on the history of education in the village. The following chapters deal with specific time periods in school life, focused on teachers, pupils and lessons, and on school anniversaries or celebrations that the school organized regularly or exceptionally. This thesis also mentions political and other significant events that took place in those years, and how these events influenced schooling. The most important sources for this work were local and school chronicles.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 MariaPC_DISSERT.pdf: 662462 bytes, checksum: c4e0efc9d15139c26457e6c591feb711 (MD5) Previous issue date: 2010-02-25 / Universidade Estadual do Rio Grande do Norte / This study investigates the manner in which the Activity Theory by Alexei Nikolaevich Leontiev contributed to the performance of a teacher who teaches History at the 8th year of elementary school, Escola Estadual Coronel Fernandes, in Lu?s Gomes - RN city. Her goal is to analyze the contributions of this theory in her teaching practice. It was opted by collaborative approach as formative strategy and was used as procedures for training of knowing the courses of study and thoughtful reflection sessions. It was used as techniques in the development of these cycles, the semistructured interview and the reflection sessions, the autoscopy and observation in real life. Regarding the theoretical foundation, held in these cycles, the teacher demonstrated to have appropriated some contributions from Activity Theory, besides relating them to her practice and understanding her importance to the improvement of teaching and learning of History. Concerning to the reflection sessions, the analysis showed that the participant has used of constructions of this theory and improved their practice, developing lessons of History so as to encourage student participation in oral and promote his integral development. The educational process, carried out on the practice of teacher, has shown an increase in her conscious learning that contributed to the improvement in their professional development. Before these findings, as needs for new thinking, this research recommends, especially the organization of teaching activities, based on this theory, which allows the teacher to improve the teaching and learning process contributing to student's full education / Este trabalho investiga a forma pela qual a Teoria da Atividade, proposta por Alexei Nicolaievich Leontiev, colaborou para a atua??o de uma docente que leciona Hist?ria no 8o ano, do Ensino Fundamental, da Escola Estadual Coronel Fernandes, no munic?pio de Lu?s Gomes - RN. Seu objetivo ? analisar as contribui??es da referida teoria na pr?tica dessa professora. Optou-se pela abordagem colaborativa como estrat?gia formativa e empregou-se como procedimentos para a forma??o do saber os ciclos de estudos reflexivos e as sess?es reflexivas. Utilizou-se como t?cnicas, no desenvolvimento desses ciclos, a entrevista semiestruturada e nas sess?es reflexivas, a autoscopia e a observa??o na vida real. No tocante ? fundamenta??o te?rica, realizada nesses ciclos, a professora demonstrou ter se apropriado de alguns aportes da Teoria da Atividade, al?m de relacion?-los ? sua pr?tica e entender a sua import?ncia para o aperfei?oamento do processo de ensino e de aprendizagem da Hist?ria. Com rela??o ?s sess?es reflexivas, a an?lise evidenciou que a part?cipe se utilizou de constru??es dessa teoria e aprimorou a sua pr?tica, desenvolvendo aulas de Hist?ria de modo a promover a participa??o do aluno na oralidade e favorecer o seu desenvolvimento integral. O processo formativo, realizado sobre a pr?tica da professora, revelou uma eleva??o na sua aprendizagem consciente que contribuiu para o aprimoramento no seu desenvolvimento profissional. Diante dessas constata??es, como necessidades de novas reflex?es, a investiga??o recomenda, principalmente, a organiza??o de atividades de ensino, fundamentada nessa teoria, que possibilite a professora aperfei?oar o processo de ensino e de aprendizagem contribuindo com forma??o plena do educando

Made available in DSpace on 2014-12-17T14:36:45Z (GMT). No. of bitstreams: 1 MartaBR_DISSERT.pdf: 2637703 bytes, checksum: bbb2edf63541043eec5fce3fda7d51e9 (MD5) Previous issue date: 2012-08-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aims to analyze the concept of childhood in the dimension of educational practice, which is present in the regimental school and historically constructed power relations during the period 1910 to 1930, in Rio Grande do Norte. To contextualize this study, it is necessary to address the Bylaws of the School Groups (1915), the Internal Isolated Schools (1925) and Education Reform (1916). The expansion of education in the State, aiming at preparing the individual for the new capitalist social order was the concern of all governments of the first republic. During this period, the school is conceived as a privileged scenario of a set of practices aimed at disciplining the children, to explore, in some respects, the concept of childhood. Over time, this cocep??o was constructed historically. In addition, the school receives children, which in the late nineteenth and early twentieth century, are inserted into an educational process in line with the state, embodied in laws, regulations and school discursive practices / Esta pesquisa tem como objetivo analisar a concep??o de inf?ncia na dimens?o da pr?tica pedag?gica, a qual se encontra presente nos regimentos escolares e historicamente constru?do nas rela??es de poder, durante o per?odo de 1910 a 1930, no Rio Grande do Norte. Para contextualizar este estudo, se faz necess?rio abordar o Regimento Interno dos Grupos Escolares (1925), Regimento Interno das Escolas Isoladas (1925), Regimento Interno das Escolas Rudimentares (1925), Regulamento da Escola Normal (1922) e a Reforma do Ensino (1916). A amplia??o da educa??o no Estado, visando preparar o indiv?duo para a nova ordem social capitalista era a preocupa??o de todos os governos da primeira rep?blica. Nesse per?odo, a institui??o escolar ? concebida como cen?rio privilegiado de um conjunto de pr?ticas voltadas para disciplinamento da inf?ncia, tendo em vista explorar, em alguns aspectos a concep??o de Inf?ncia. Ao longo dos tempos, essa concep??o foi sendo constru?da historicamente. Paralelamente, a escola recebe as crian?as, as quais, no final do s?culo XIX e in?cio do s?culo XX, s?o inseridas em um processo educacional em conson?ncia com o Estado, materializado por meio de leis, regimentos escolares e pr?ticas discursivas

Orientador: Antonio Miguel / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T02:43:43Z (GMT). No. of bitstreams: 1 Bonetto_GiacomoAugusto_D.pdf: 37044179 bytes, checksum: d59808eef08ed1e4ba1ec8efdac5ecf2 (MD5) Previous issue date: 2008 / Resumo: Neste trabalho, temos como propósito realizar uma constituição histórica de algumas práticas escolares mobilizadoras do objeto cultural função, na cidade de Campinas (SP), a partir de meados da década de 1960 até meados da década de 1990, período em que a educação matemática escolar brasileira esteve sob a influência marcante do movimento da matemática moderna. Para isso, constituímos uma base documental composta por entrevistas com professores, livros didáticos de matemática, guias e subsídios curriculares produzidos pela Coordenadoria de Ensino e Normas Pedagógicas (CENP) do Estado de São Paulo. Com base no diálogo que estabelecemos com esta base documental, procuramos enfatizar, nesta história de práticas escolares de mobilização cultural, as características idiossincráticas dessas práticas, bem como os valores que elas transmitiram, os condicionamentos institucionais que as formataram e as relações assimétricas de poder que as envolveram / Abstract: In this study, our purpose is to achieve a historical constitution of some school practices that mobilized the cultural object function, at the city of Campinas (SP), since the middle of 1960 decade until the mid of 1990 decade, a period in which Brazilian school mathematical education was under the remarkable influence of the new math movement. In this sense, we composed a documental support constituted by interviews with teachers, mathematical textbooks, curricular guides and proposals produced by the Coordenadoria de Ensino e Normas Pedagógicas (CENP) of the State of São Paulo. Based on the dialogue that we established with this documental support, we tried to give emphases, in that history of school practices of cultural mobilization, to the idiosyncratic properties of these practices, as to the values these practices transmitted, to the institutional conditional elements that gave form to the same practices and to the asymmetrical power relation that enveloped them / Doutorado / Educação Matematica / Doutor em Educação

Little has been written of either parochial or integrated educational history in northern British Columbia. Prince George College, founded in 1956 by Bishop Fergus O'Grady of the Oblates of Mary Immaculate, represents a. particular attempt by the Catholic community of the Diocese of Prince George to offer a Catholic education for both Aboriginal and white students in northern British Columbia. Using the personal and professional files of the late Bishop O'Grady and other documentary evidence made available to me by the Archives of the Diocese of Prince George an attempt has been made to construct an image of Bishop 0'Grady's "vision" for Prince George College. Using letters, memos, minutes, personal notes, and a number of available monographs on the subject of parochial, Aboriginal, integrated,- and northern Canadian education, this thesis begins the process of piecing together some of the bishop's plans and visions for the school from its founding to its change of name in 1989 to "O'Grady Catholic High School" and eventual closing in June, 2001. Chapter One details the bishop's construction of not only the school's financial groundwork, but more importantly its ethos - a narrative rooted in century's old stories of the Oblates and their pioneering efforts to establish Christianity in northern B.C. The second chapter examines the role of volunteerism and parental support in staffing the school. In'particular, much credit must be given to the Frontier Apostles - a lay, volunteer organization started by Bishop 0'Grady - for the day-to-day running of the school for most of its thirty years. The third chapter looks specifically at the "integrated" nature of the school - the supposed presence of integration of both Aboriginal and white students. What is constructed is an image of the bishop's vision that finally provides some context to his plans for the school. The school lay on a foundation of a carefully constructed ethos, the sacrifices of hundreds of lay volunteers, and the involuntary financial subsidies provided by Aboriginal students from approximately 1960 to 1989. The school finally closed its doors in 2001 citing both financial difficulties and a lack of local parental support. Much can be learned from the mistakes of the past in any future attempts to re-open the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

5 ABSTRACT: The present thesis deals with history textbook usage in lower secondary school classes. It focuses on the work methods in French history books and their possible application within the Czech system while taking the pupils' perspective into consideration. The theoretical part introduces history instruction in France and work methods used in their textbooks. The focal point of the thesis is its practical part, a case study of two study units that were prepared based on French textbooks; "Townsmen, trade and slavery" and "Women and feminism in 19 th century". These were taught in two year-eight history classes. The results and discussion consist mainly of the analysis of work outputs and pupils' feedback on the used materials. The conclusion outlines possible means of inspiration for Czech schools by the French methods analysed in the case studies. KEY WORDS: Secondary school history History textbook History didactics French textbooks Inquiry-based learning Constructivist teaching

Algebraic thinking is a crucial and fundamental element of mathematical thinking and reasoning. It initially involves recognising patterns and general mathematical relationships among numbers, objects and geometric shapes. Using historical evidence, this paper will highlight how the ability to think algebraically might support a deeper and more useful knowledge, not only of algebra, but the thinking required to successfully use mathematics. It will also provide a framework for educators of primary and middle years’ students to develop the necessary thinking strategies required to understand algebra.

Made available in DSpace on 2016-04-27T16:32:57Z (GMT). No. of bitstreams: 1 Tese Maria Ap Leopoldino Tursi Toledo.pdf: 1716692 bytes, checksum: f2e81f8a33d4244fcd45a8f7f644f26f (MD5) Previous issue date: 2006-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study investigates History as a school subject in the state of Parana. In order to keep track of the birth and development of the subject, a historical research was conducted based on debates about school education during the time when Parana had its status changed from 5th Judicial District of São Paulo to an independent Province. The selected bibliography led the investigation to the State School of Parana. The school was founded in 1846, by São Paulo State Law n. 33, under the name of Liceu de Curitiba, initially, an institution of high school education. It was only in 1858, though, after Parana was already a Province, that the school was effectively recognized as an institution of regular education, with proper locality. Also, 1858 was the year when History and Geography were created as school subjects at the Liceu. However, due to lack of students enrolled in History classes, the subject could not be legitimized at the time. In fact, the only subjects offered were French, Latin and Mathematics, until 1869, when the school was closed and the teachers and students were then transferred to a subventionary school, Nossa Senhora da Luz. During the subvention period, which lasted a year, there was still a lack of students to attend History classes. Actually, effective records of the subject being taught date back to 1876, when Liceu de Curitiba definitely stopped existing, and the Preparatory Institute and the Normal School (for teacher development at secondary level) were created. Because this event marked the History of Education in Parana in a significant way, this study examined the course of the above mentioned institution from its creation in 1876 until 1905. Thus, the focus is on how the school subject (History) appears in relation to the objectives of secondary education during the transition period from the imperial society to the Brazilian republic, during its creation and the long process prior to becoming a school subject at the Preparatory Institute and the Normal School (with the Republic advent this institution was further named Parana Gymnasium high education from 5th to 8th grades and Normal School). Therefore, understanding the objectives that defined History as a school subject in the state of Parana, which happened from 1876 to 1905, was the ultimate aim of the present research. / O propósito fundamental desta pesquisa concentra-se na investigação da História como disciplina escolar no Estado do Paraná. Trata-se de uma pesquisa histórica que busca acompanhar a constituição desta disciplina, no interior dos debates sobre a educação escolar no momento em que o Paraná deixa de ser 5a Comarca de São Paulo para tornar-se uma Província independente. Ao cercar o objeto de investigação, as bibliografias utilizadas levaram a investigação ao atual Colégio Estadual do Paraná. Antiga instituição de ensino secundário paranaense, foi criada pela Lei paulista sob nº.33, em 1846, como Liceu de Curitiba, mas só efetivou-se como ensino regular e localidade própria em 1858, momento posterior à criação da Província do Paraná. 1858 é também a data da criação da cadeira de História e Geografia do Liceu. No entanto, por falta de alunos matriculados na cadeira, a disciplina de História não se legitimou no período de vigência do Liceu. Em verdade, este só contou com as cadeiras de Francês, Latim e Matemáticas, pelo período de 1858 a 1869, quando o Liceu é extinto e os professores e alunos passaram a lecionar e cursar o secundário no Colégio subvencionado Nossa Senhora da Luz. No período de subvenção, que durou um ano, a cadeira de História também não foi freqüentada. Sua história começa, efetivamente, em 1876 quando se extingue definitivamente o Liceu e se implanta o Instituto de Preparatórios e Escola Normal. Por se tratar de uma instituição que marca significativamente a História da Educação paranaense, a pesquisa sobre a disciplina de História no Estado atrelou-se ao trajeto assumido por essa instituição no período de 1876 a 1905. Nesse sentido, verifica-se como a História aparece identificada às finalidades do ensino secundário no período de transição da sociedade imperial para a república brasileira, na criação e seu longo processo de constituição como disciplina escolar no Instituto de Preparatórios e Escola Normal que, com o advento da República, passou a denominar-se Ginásio Paranaense e Escola Normal. Vasculhar os objetivos que a definiram no período de sua constituição, em 1876 até o ano de 1905, momento importante para a história da disciplina no Paraná, foi o intento deste trabalho.