Thesis (M.A.)--University of Ottawa, 1999. / Includes bibliographical references (p. 131-137). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://www.nlc-bnc.ca/obj/s4/f2/dsk2/ftp01/MQ38757.pdf.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1993. / Vita. Abstract. Includes bibliographical references (leaves 257-266). Also available via the Internet.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vii, 114 p. : col. ill. Includes abstract. Includes bibliographical references (p. 83-86).

Thesis (M.S.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (July 11, 2006) Includes bibliographical references.

This research has two objectives. The first objective is to analyze how former combatants of World War II now present the 'facts' of that struggle to their current student population. To accomplish this, eight secondary school history textbooks were selected with the assistance of the International Textbook Institute in Braunschweig, Federal Republic of Germany. The chosen texts are from The United States, England, Italy, West Germany, The Soviet Union, Poland, Hungary, and East Germany. The six non-English textbooks were literally translated into English. The second objective is to create comparative education research methodologies that are compatable with the incipient power of microcomputers. The 92,707 words in the bodies of the textbooks are submitted to six analytic techniques to assess the nature of the information within them. The first three techniques are 'time-centered', and the last three are 'event-oriented'. All of the six techniques are structured as ad interim algorithms that are imposed onto a generic 'electronic calculating sheet' software program for microcomputers. All appendices included in this study are data outputs from the computer program. This research suggests certain conclusions. First, that the specific affiliation of selected countries during World War II is not significant in the presentation of the 'facts' in their textbooks; whereas, the present affiliation (Nato/Warsaw Pact) is significant. Second, the communist texts are, relative to the Western texts, quite political; however, the Western texts are generally academically less rigorous. Third, all of the selected texts tend to be ethnocentric by selecting and avoiding 'facts', and ignoring some of their negative behaviors in the struggle.

While debates rage over the relevance and worth of school history, history has been one of the five compulsory subjects up to Ordinary Level in Zimbabwe. However, far away from the corridors of power, it is essential that research be conducted on what school history is for and what represents that which the learner of school history acquires through at least eleven years of school history studies in Zimbabwe. Using the concept of historical literacy as its framework, this study is an analysis of three Ordinary Level history textbooks in Zimbabwe to explore how historical literacy manifests itself in Zimbabwean school history textbooks. In a context of increased government concern over what and how school history should be taught, the study explains how the textbooks that were produced more than ten years ago can still be turned into resources for the propagation of patriotic history, which emerged in the last decade. While conceptualisations of historical literacy continue, I argue for multiple historical literacies, that is, historical literacy which actually takes different forms in different times, spaces and contexts. Thus, what is represented as historical literacy in Zimbabwean history textbooks is not necessarily what historical literacy is elsewhere. This research is a qualitative textual analysis which was conducted in an interpretivist paradigm. I employed historical discourse analysis, question analysis and visual analysis as the analysis methods. The analysis was conducted through an instrument created from the benchmarks of the conceptual framework. The study concluded that despite attempt to push for an activitybased curriculum, historical knowledge, especially the nationalist narrative, is still the dominant benchmark of historical literacy in Zimbabwean textbooks. As a result, the current textbooks can be used, not only for a state sanitised version of historical literacy, but also a version of political literacy. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 108 p. Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1986. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 128-133).

Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 121-130). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71576.

Drawing on two research questions, this study presents an understanding of the nature of heritage in selected contemporary Grade 10 South African history textbooks, and elucidates factors responsible for the depiction of heritage in a particular way. The context that informed this study was that of South Africa as a post-conflict society. Using the interpretivist paradigm and approached from a qualitative perspective, this case study produced data on three purposively selected contemporary (post-1994) South African history textbooks with regards to their representation of heritage. Lexicalisation, a form of the Critical Discourse Analysis (CDA) was used as method to analyse the pre generated data from the selected textbooks following Fairclough’s (2003) three dimensions of describing, interpreting, and explaining the text. The study adopted a holistic approach to heritage as a conceptual framework whilst following social constructionism as the lens through which heritage was explored in the selected textbooks. My findings from this study concluded that although educational policy in the form of the NCS-History clearly stipulates the expectations to be achieved from the teaching and learning of heritage at Grade 10 level, there are inconsistencies and contradictions at the level of implementation of the heritage outcome in the history textbooks. Key among the finding are the absence of representation of natural heritage, lack of clear conceptualisation of heritage, many diverse pedagogic approaches towards heritage depiction, a gender and race representation of heritage that suggests an inclination towards patriarchy and a desire to retain apartheid and colonial dogma respectively,and finally a confirmation of the tension in the heritage/history relationship. The study discovered that factors such as the commercial and political nature of textbooks, the lack of understanding of the debates around the heritage/history partnership, and the difficulties involved in post-conflict reconstruction are responsible for this type of heritage depiction in the textbooks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.