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The education program in America began with the self-contained classroom and is today gradually moving back to that concept. It is believed that more attention can be given to the interests, needs, and abilities of the pupil if he is allowed to remain in his home room with his teacher throughout the school day. This is especially true in the primary grades. In many cases the primary teachers have only the minimum requirement by law of six hours credit in music.9 Furthermore, it is known that many primary teachers have little or no supervision from a music specialist. It is with these facts in view that this tabulation is needed for aid in the appraisal and selection of textbooks available for the teaching of music in grades one, two and three.

The period from 1930 to 1946 constitutes one of the most important episodes of the history of Turkish Republic. It is the period in which the new regime was consolidated through a series of radical secularizing reforms, which aimed at weakening the role of religion in politics and society and confining it to the private sphere. In this period, the Kemalist regime tried to replace an identity based on religion by one based on the Turkish nation. It has generally been argued that the transition to multi-party regime and the subsequent coming to power of the Democratic Party in 1950 constitutes a serious break with the previous period by opening a greater space for religion in society. This thesis will try to study the construction of Turkish national identity through a comparison of the high school textbooks of the 1930 &ndash / 1950 period and 1950 &ndash / 1960 era.

Thesis (Ed. D.)--State University of New York at Binghamton, School of Education, 2007. / Includes bibliographical references.

Orientador: Maria Ângela Miorim / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T15:47:53Z (GMT). No. of bitstreams: 1 Gomes_LarissaPincaSarro_D.pdf: 7017555 bytes, checksum: 1d8423d45a1b37658a2e04552ff23545 (MD5) Previous issue date: 2014 / Resumo: Nesta pesquisa investigamos a produção da coleção didática Matemática e as práticas escolares relacionadas à sua utilização no Instituto Nossa Senhora da Piedade, considerando o período em que a coleção foi adotada nessa instituição de ensino. A investigação ficou delimitada ao período de 1969 a 1998, tendo como início o ano em que foi criado o Programa de Treinamento e Aperfeiçoamento de Professores, no qual as professoras Martha Dantas, Eliana Nogueira, Neide Clotilde Souza e Eunice Guimarães começam a desenvolver o projeto intitulado Processo entre a Exposição e a Descoberta e a elaborar os primeiros textos da coleção Matemática, contando com a orientação do matemático paulista Omar Catunda. O término da pesquisa foi definido considerando o período em que a coleção didática foi utilizada pelos professores do Instituto Nossa Senhora da Piedade, entre 1989 e 1998. No entanto, é importante ressaltar que a investigação se movimentou para um período anterior a 1969 quando procuramos situar a coleção Matemática em relação as outras obras desses autores, e de outras propostas para o ensino da matemática escolar, que estavam circulando no cenário nacional e internacional. Esses estudos são apresentados na primeira parte deste trabalho, na qual também procuramos mostrar as experiências, trajetórias profissionais e as concepções de ensino de matemática defendidas pelos professores que coordenaram os trabalhos dessa equipe ¿ Martha Dantas e Omar Catunda. Após essa investigação, fizemos um percurso reflexivo/analítico para compreender o processo de escrita da coleção, buscando analisar historicamente as articulações entre as intenções expressas por seus autores e as maneiras como essas intenções se manifestam nos textos. Esses estudos foram importantes pois evidenciaram algumas questões que nortearam a investigação da segunda parte deste trabalho, relacionada às práticas escolares de matemática no Instituto Nossa Senhora da Piedade. Para a definição do objetivo desta pesquisa e condução das investigações, consideramos as formulações de autores da História Cultural como Dominique Julia, Roger Chartier e Michel de Certeau. Com os estudos realizados foi possível compreender a estratégia dos autores para a escrita da coleção Matemática e como os professores a manipularam, alteraram e estabeleceram novos usos àquilo que fora proposto pelos autores. Evidenciaram as táticas de apropriação diferenciadas dos professores, que consideraram a realidade local e suas próprias experiências para promover mudanças na cultura escolar do Instituto Nossa Senhora da Piedade / Abstract: In this research we investigated the production of Mathematics didactic collection and school practices related to its use in Nossa Senhora da Piedade Institute, considering the period in which the collection was adopted in this institution. The investigation was limited to the period from 1969 to 1998, with the beginning the year in which it was created the Teachers Training and Enhancement Program, in which the teachers Martha Dantas, Eliana Nogueira, Neide Clotilde Souza and Eunice Guimarães, begin to develop the project titled Process between exposure and discovery and to prepare the first texts of Mathematics collection, with the guidance of Brazilian mathematician Omar Catunda. The end of the study was defined considering the period in which the didactic collection was used by teachers of Nossa Senhora da Piedade Institute, between 1989 and 1998. Nevertheless, it is important that research be moved to an earlier period to 1969 as we seek to situate Mathematics collection in relation to other works of these authors, and other proposals for the teaching of school mathematics that were circulating in the national and international scene. These studies are presented in the first part of this work, in which we also tried to show the experiences, career paths and conceptions of mathematics teaching advocated by teachers who coordinated the work of this team - Martha Dantas and Omar Catunda. After this research, we did a reflective /analytical route to understand the process of writing the Mathematics collection, seeking historically analyze the linkages between the intentions expressed by the authors and the ways these intentions are manifested in the texts. These studies were important because they showed some issues that guided the investigation of the second part of this study related to school practices in mathematics at Nossa Senhora da Piedade Institute. For the definition of the objective of this research and conducting investigations, we consider the formulations of Cultural History authors as Dominique Julia, Roger Chartier and Michel de Certeau. With the studies was possible to understand the strategy of the authors for writing Mathematics collection and how the teachers manipulated, altered and established new uses to what was proposed by the authors. The tactics of teacher¿s differentiated appropriations were shown, considering the local reality and their own experiences to promote changes in the school culture of Nossa Senhora da Piedade Institute / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Syftet med undersökningen är att utifrån begrepp som objektivitet, aktör, individ,struktur, kön och förmedlande, kunna åskådliggöra eventuella förändringar mellan olikaläroböcker. Undersökningen baserar sig på sex olika läroböcker tagna ifrån tre olikaläroplansperioder Lgr 69, Lgr 80 och Lpo 94. Undersökningen består av både enkvalitativ och kvantitativ analys. Frågeställningen för undersökningen är:Kan man i läroböckerna se ett samband mellan innehåll och gällande läroplanerutifrån nämnda begrepp?Metoden för undersökningen utgår ifrån begreppen, objektivitet, aktör, individ, struktur,kön och förmedlande. Utifrån dessa begrepp jämförs både läroböcker och gällandeläroplaner för att eventuellt kunna koppla ihop ett samband. Undersökningens resultatvisade att ett sådant samband inte kunde dras.Det visade sig att det fanns stora åtskillnader mellan läroplan och lärobok. Det varframförallt objektivitets och könsperspektivet som talade för detta. Det var Lgr 69 sombetonade objektiviteten starkast, men det var böckerna från denna period som tydligasthade värderingar. Det fanns i de olika läroplanerna en allt starkare betoning påkönsperspektivet, från Lgr 69 till Lpo 94. Läroböckerna gick däremot åt andra hålletoch visade ett allt mindre könsperspektiv. Syftet med att undersöka eventuellaförändringar infriades. Undersökningens resultat konstaterade att böckerna med tidenblev allt mer strukturinriktade, med allt färre inslag förklaringar i texten. / The purpose of this paper has been to examine changes in textbooks and curriculom,thru tree differents curriculoms. On the basis of notions as objectivity, structure,individuals, gender and narration is used to illustrate this changes. The examine arebased on six different textbooks taken from tree different curriculoms, Lgr 69, Lgr 80and Lpo 94. The examine are based on both a qualitative and a quantitative analysis.The qustion to attian the purpose is:Is it possible to make a connection between contents in textbooks and the curriculoms,on the basis of following notion, objectivity, structure, individuals, gender and narration.The method that is used is compare textbooks and curriculoms to see any connections,the examine showed that there was any connection between this two. On the contrarythe study showed that there was big differents between textbooks and curriculoms. Themost significant result was when it came to objectivity and gender. It was Lgr 69 thatemphasize the objectivity most, but the textbooks from Lgr 69 had the most clearestvaluations. There was also a growing emphasis from Lgr 69 to Lpo 94, when it came togender. But the textbooks was going at another direction and contain less and lessgenderperspective. The examine show also that the narrative element was more andmore decreased in the textbooks. The development whith the textbooks was also thatthey where more structure-concentrate and withold fewer explanations.

Recent isolated anti-Jewish remarks by some West German politicians have rekindled debate about the possible revival of anti-Semitism in the new generation of West Germans. One can only wonder if German education has, as some critics like to put it, swept the Nazi period discreetly under the carpet? This study has attempted to answer this question by analyzing 22 West German history textbooks currently used in all three of the traditional German high schools. This study is both quantitative and qualitative. First, a checklist was used to determine what percentage of each book is devoted to the Nazi period and in particular to a set of basic themes considered important to any coverage of this period. Then, each book was analyzed to determine if there are any serious omissions, inaccuracies, biased or ambiguous statements about the Nazi period. When useful, a comparison of the treatment of the various themes under review was made. Considering the problems involved in writing history textbooks for such diverse audiences and school districts, this study finds that, in general, the West German secondary school history textbooks are presenting an accurate, if somewhat limited, account of the Nazi period. In conclusion, the findings of this study indicate that while an accurate portrayal of the Nazi period is presented in the textbooks surveyed, bias by omission does exist, especially when dealing with racial policies, the anti-Nazi resistance movement, and any question of responsibility. Certainly, improvements can be made in these specific areas. / Ed. D.

This study is an evaluation of individual music textbooks from eight series for grades four, five, and six, by a definite criterion basis. It seems very worthwhile to have an evaluation of such books: (a) to aid in the wise selection of music books, and (b) to become familiar with the contributions of each series.

Orientador: Lilian Lopes Martin da Silva / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T07:55:25Z (GMT). No. of bitstreams: 1 Correa_CarlosHumbertoAlves_D.pdf: 7805881 bytes, checksum: db72ed536bf2e30a1d7cb90ebb2739ec (MD5) Previous issue date: 2006 / Resumo: Este trabalho incide sobre a história dos livros escolares, tomando como objeto de análise o funcionamento do circuito organizado em torno deles ao longo da segunda metade do século XIX e na primeira década do século XX no contexto escolar amazonense. Nos últimos anos tem crescido o número de estudos que tomam a história do livro e das edições didáticas como objeto de investigação. O campo da história da educação tem sido especialmente fértil para o desenvolvimento dessa produção, uma vez que novos interesses e interrogações passaram a orientar o trabalho dos pesquisadores em relação a esse gênero de livro. É no interior desse contexto de produção que este trabalho se inscreve. Para o seu desenvolvimento priorizou-se o modelo de análise proposto por Robert Darnton (1990), ao examinar o circuito de comunicação percorrido pelos livros nas diferentes fases que marcam sua existência: produção, difusão e consumo. Operando com um conjunto diversificado de fontes, o trabalho evidenciou algumas facetas do circuito do livro escolar no Amazonas, colocando em cena aspectos até então pouco conhecidos, tais como: os sujeitos, as práticas e os dispositivos que estiveram envolvidos na dinâmica de funcionamento deste circuito / Abstract: This thesis deals about the history of textbooks taking as the object of analysis the functioning of the circuit that was organized around them on the second half of the 19th Century and the first decade of the 20th Century in the Amazonian school context. The number of studies that takes book history and didactic editions as objects of research has been increasing in Brazil. It is in the interior of that production context that this work is inserted. For the development our research, we have used Robert Darnton¿s model of analysis in regard to the communication circuit made by the books in the different phases of their existence: production, diffusion and consumption. Working with different sources, the thesis showed some faces of textbook circuit in the State of Amazonas zeroing on some aspects not very well known, such as: the subjects, the practices and devices that were involved in the dynamics of textbook circuit / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

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