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11	L'enseignement secondaire des filles en Alsace-Lorraine et dans l'académie de Nancy de 1871 à 1940 / Girls' secondary schooling in Alsace-Lorraine and in the Academie de Nancy, 1871-1940 Ettwiller, Éric 07 January 2017 (has links) L’enseignement secondaire des filles existait en France avant les cours Duruy (1867). Il se définissait par une réalité sociologique, celle d’institutions pour les filles de la bourgeoisie. En 1871, l’Alsace et une partie de la Lorraine furent annexées à l’Empire allemand ; la plus grande partie de la Lorraine resta française (académie de Nancy). En Alsace-Lorraine, l’enseignement secondaire des filles était donné dans les écoles supérieures de filles. Ces écoles étaient publiques ou privées. Le meilleur moyen de connaître leur fonctionnement est la rédaction de monographies. Dans l’académie de Nancy, seul l’enseignement public était qualifié de secondaire, mais on ne peut pas exclure les institutions privées. La démarche monographique est employée ici aussi. L’extension de l’étude jusqu’en 1940 permet d’observer l’uniformisation de l’enseignement secondaire. La seconde partie de la thèse traite des enseignants puis des élèves : on étudie les origines et la construction des identités. / Girls’ secondary schooling existed in Alsace and in Lorraine before the Cours Duruy (1867). It was defined by a sociological reality, which was that of institutions for daughters of the bourgeoisie. In 1871, Alsace and a part of Lorraine were annexed by the German Empire; Lorraine’s largest part was still French (Académie of Nancy). In Alsace- Lorraine, girls’ secondary schooling was given in Higher Girls’ Schools. Those schools were public or private. The best way to know how those institutions worked is to write monographs. In the Académie of Nancy, only public schools were called secondary schools. However we can’t exclude private institutions. The monographic way is also used here. The extension of the study until 1940 allows observing the unification of secondary schooling. The second part of the thesis discusses the teachers and school girls : we study the origins and the construction of identities. Alsace Lorraine Enseignement secondaire féminin École supérieure de filles Höhere Mädchenschule Pensionnat Enseignants, enseignantes Élèves filles Alsace Lorraine Girls’ secondary schooling Higher Girls’ School Höhere Mädchenschule Boarding school Teachers Schoolgirls 373.44 371
12	Youth's queer-focused activism in a secondary classroom: Pedagogy, (un)sanctioned literacy practices, and accountability Schey, Ryan Andrew 27 July 2018 (has links) No description available. Education Gender Gender Studies Glbt Studies Language Arts Literacy Multicultural Education Secondary Education Teaching Reading Instruction education secondary schooling literacy queer theory LGBT studies ethnography activism accountability pedagogy curriculum sexuality gender intersectionality race ethnicity adolescence English language arts
13	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451
14	Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha 14 December 2009 (has links) To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451
15	Hrad vzdělání a národa. Vznik, proměny a význam středního školství v politickém okresu Sušice mezi reformami 1869 a 1953 / Castle of education and nation. Genesis, development and importance of secondary schooling in the district of Sušice between the reforms in 1869 and 1953 Hanus, Adam January 2018 (has links) The Castle of Education and the Nation is a work concerning secondary segment of schooling system in the political district of Sušice. The time scope of the work is framed by two school reforms from years 1869 and 1953. The work is divided into four topic areas. The opening part dedicates its attention to crucial literature regarding secondary schools, based on it the development of the secondary schooling in the inquired period is outlined, also the formation and evolution of secondary schooling in the political district of Sušice. Second part founded on the primary source research. All secondary schools in the political district of Sušice are analysed in detail with the emphasis put on changes in numbers of students in particular class, their gender and language composition and their geographical and socio-professional background. Emphasis is also laid on the percentage of the studying, who completed particular school successfully. The third part of this work builds on the second part. It sums up and generalises the results of the analysis and manipulates with it further using some theories from the field of history, sociology and the theory of nationalism. Especially the idea of social reproduction, social rise through secondary school education and the specific relationship of men and women to...

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