Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (M.Ed.) -- Memorial University of Newfoundland. / Bibliography: leaves 217-220. Also available online.

The purpose of this historical case study was to document the history of the Louisa Training School. The study focused on the period from 1926, when the Louisa County School Board established the Louisa Training School as a county-owned and operated school, through 1953, when the division's school consolidation plan was implemented (Despot, 1963). Subsequently, the building was used as an elementary school from 1953 to 1970. The history of Louisa Training School was documented primarily through an analytical inquiry into the experiences and perceptions of former students, teachers, and others familiar with establishment, operation, and closure of the school. The study participants were initially identified through gatekeepers who were associated with the school during its operation. The participants were interviewed as primary sources. Their personal experiences and perceptions formed the basis of oral histories upon which this study was framed. Their recollections not only provided basic information, but also added rich meaning and depth to the study. Other primary sources were used to triangulate, verify, and augment the participants' accounts. Primary sources included minutes from the Louisa County School Board and the Louisa County Board of Supervisors, the Virginia Board of Education, newspapers, artifacts, and personal possessions. Secondary sources included general histories, commentaries, and documents used to situate the study in historical context. The major findings of this historical study present the challenges that Louisa County faced trying to provide an education for its Negro citizenry in a dual segregated school system. These challenges included but were not limited to any transportation, textbooks, and facilities. / Ph. D.

Thesis (Ph. D.)--Illinois State University, 1996. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: John R. McCarthy (chair), Larry D. Kennedy, Marcia D. Escott, Lemuel W. Watson. Includes bibliographical references (leaves 77-81) and abstract. Also available in print.

Thesis (D.Tech.-Teacher Education)--Cape Technikon / The maritime industry in South Africa (RSA) is relatively small in comparison with its agricultural and mining industries. In its broadest sense it includes, but is not limited to. • cargo handling and stevedoring; • cargo logistics and administration; • vessel owning and operating with its related industries, such as ships' agents and surveyors and • an array of fishing industries. Maritime education and training in the RSA is fragmented and is offered by technikons (Higher Education and Training Band), technical colleges and training centres (Further Higher Education and Training Bands). Courses offered serve as preparation for Department of Education (National and Provincial) and Department of Transport, Chief Directorate: Shipping (SADoT) examinations. Aspiring officers find it increasingly difficult to complete their experiential training owing to vessel owners flagging-out (registering South African vessels under flags of convenience, e.g. Panama, in a bid to save on operating costs). This implies that cheaper foreign crews may be recruited resulting in an increased deficiency of skilled manpower. The fishing quota system is being revised by the all-inclusive Fisheries Policy Development Committee (FPDC) appointed by the Minister of Environmental Affairs and Tourism. This implies that learners from the previously disadvantaged maritime communities (mainly unskilled) will imminently be allowed access to marine resources. The heterogeneous composition of the class groups, with particular reference to • academic qualification, • age distribution, • categories of fishing industries served, • employer, • mother tongue and • sea-service, exacerbated by the inadequate fixed time constraints of course durations, grossly violates the didactic principle of individualisation. For this reason, a didactically accountable instruction-learning programme for aspirant navigating officers in the fishing industry was formulated in an attempt to remedy current shortcomings in the Maritime Education and Training Development (METD) process. The outcomes based instructional design encompassed the models utilized by Fraser et al (1994: 102) and Tanner & Tanner (1995: 239) because it is vocationally directed and can accommodate the diversity of the adult target group of adult learners. The history and development of, as well as courses offered by, Maritime Education and Training Providers (METP's) in the Western Cape Province, i.e. • Cape Technikon's Department of Maritime Studies, • industry in-house training establishments, • Training Centre for Seamen and • Wingfield Technical College was outlined. An analysis of similar courses offered by METP's abroad, such as • Australian Maritime College, • Canadian Fisheries and Marine Institute of the Memorial University of Newfoundland, • Danish Maritime Authority, • Manukau Polytechnic, New Zealand Maritime School, • National Taiwan Ocean University of the Republic of China on Taiwan and • the Republic of Namibia was made. An empirical investigation by means of questionnaires to vessel-owners and employee representatives in the South African fishing industry were executed in order to establish their training needs and expectations. From the data collated, an outcomes-based Navigating Officer Limited: Fishing (Vessels less than 24 metres) instruction-learning programme was formulated in National Qualifications Framework (NQF) format.

Pour répondre aux besoins grandissants de formation dans les sociétés modernes, on attend de l'école une plus grande efficacité dans ses missions d'instruction et d'éducation. C'est en référence à ce contexte que l'on peut comprendre la prééminence d'une conception selon laquelle l'enseignement est davantage une science appliquée qu'un art. Suivant cette conception, l'efficacité de l'école suppose que les enseignants soient des« experts de l'enseignement-apprentissage ». Ce modèle sous-tend les textes officiels régissant la formation des maîtres dans la période contemporaine. Il est donc au cœur de la professionnalisation des enseignants. La question commune et centrale examinée dans la thèse concerne le statut de ce modèle chez les professeurs des écoles en début de professionnalisation. Dans cet objectif, trois types de données d'observation ont été recueillis et analysés auprès de professeurs des écoles débutants, à différentes étapes de la formation initiale, et dans différents contextes: des discours en situation d'entretien ; des pratiques de classe ; des réponses à un questionnaire. Nos analyses font apparaître une professionnalisation enseignante en tension entre préconisations institutionnelles et difficultés de gestion de la classe. Le poids des contraintes professionnelles pratiques supplante l'importance accordée aux connaissances scientifiques et didactiques. Les représentations des professeurs des écoles débutants apparaissent mettre en avant les habiletés de conduite de la classe, dont les relations avec les élèves, plutôt que l'expertise théorique et l'ingénierie didactique. / To meet the growing needs in formation in modern societies, school is expected to have greater efficiency in its instructional and educational objectives. With regard to this context, we can understand the primacy of a conception that teaching is more an applied science than an art. From this view, the efficiency of the school implies that teachers are "experts of the teaching-learning process". This model underlies the official texts governing the training of teachers in the contemporary period. Consequently, it is at the heart of the teacher professionalization. The central question addressed in this doctoral dissertation concerns the status of this model in primary school teachers at the beginning of their professionalization. For this purpose, three types of observational data were collected from novices primary school teachers at different stages of initial training, and in different contexts: discourses from interviews; classroom practices; responses to a questionnaire. Our analyzes showed a teacher professionalization in tension between institutional recommendations and difficulties in the classroom monitoring. The weight of the professional constraints practices superseded the emphasis on scientific and educational knowledge. Representations of novice primary school teachers appeared to highlight the skills of the classroom management, as the relations between teacher and students, rather than the theoretical expertise and didactical engineering.

The purpose of this study was to document the history of Susie G. Gibson High School from its opening in 1954 to its closure in 1970. The researcher documented and described the establishment, operation, and closure of the school. The study includes a description of how Bedford County transitioned from a dual system of segregated education to a single school system for students of all races and how Susie G. Gibson High School was converted for use as a vocational school as it still functions today. Historical research methods were used to collect data and describe the education of Black students who attended the Susie G. Gibson High School. The evidence for the study consists of primary and secondary sources. This evidence includes written records, archives, manuscripts, maps and documents, but also artifacts (Williams, 2007, p.11). The researcher conducted in-depth interviews with students, school employees, and community members who were involved with the school. Minutes of school board meetings and other contemporary records were utilized as well. Studies by Bonner (1939) and Harrell (1951) and histories by other authors were used as secondary sources for historical context. Susie G. Gibson High School opened in the fall of 1954. It was a much anticipated event because it was the first new high school for Blacks in Bedford County, Virginia. Susie G. Gibson High School replaced the much smaller Bedford Training School that began as an elementary school, but which provided some secondary schooling after 1930. The opening of the school was a culmination of negotiations between the Black community and the Bedford County School Board. The school was the pride of the Black community for over a decade and a half. Susie G. Gibson High School changed to a vocational school in 1970 when the U. S. Department of Health, Education, and Welfare (HEW) ordered Bedford County to fully integrate its school system. / Ed. D.