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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

THE ROLE OF THE ARIZONA STATE BOARD OF EDUCATION FROM 1961 THROUGH 1970

Cool, Brent Alden, 1931- January 1971 (has links)
No description available.
2

LEADERSHIP BEHAVIORS OF OHIO SCHOOL SUPERINTENDENTS AS PERCEIVED BY BOARD OF EDUCATION MEMBERS: A RE-EXAMINATION

Richard, John V. January 2006 (has links)
No description available.
3

The Central Board of Education South Australia, 1852-1875

Vick, Malcolm John. January 1981 (has links) (PDF)
Typescript (photocopy)
4

School boards as an alternative vehicle for entry into politics /

Cartisano, O. Joseph. January 1987 (has links)
Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: Natale Cipollina. Dissertation Committee: Robert McClintock. Bibliography: leaves 239-243.
5

Policies and regulations of the Board of Education of the Merced City School District

Rivera, Rudolph 01 January 1960 (has links)
The problem of this study was to develop a written code of policies and regulations for the efficient operation of the Merced City School District. The specific purposes of the study are as follows: (1) To provide the Board of Education and the stuff with an instrument for handling procedures, recommendations, and various problems in an objective and systematic way.; (2) To provide a reference source for the Board and the staff in interpreting actions to the public's.; (3) To bring up-to-date and codify the existing policies of the district.
6

School-Based Health: A University and Board of Education Partnership

Walls, J., Vanhook, Patricia M., Odom, L. 18 September 2012 (has links)
No description available.
7

The effect of a supreme court opinion outside the judicial system : an analysis of Brown v. Board of Education and the American South

Allen, Neal Robert 01 June 2010 (has links)
This dissertation seeks to describe and explain the connection between The Supreme Court and politics outside of the judicial system. It is a case study of the reaction to the Brown v. Board of Education integration decision in the American South. I apply a theoretical model of “judicialization,” arguing that when courts affect politics outside of the judicial system, they reshape politics to resemble the adversarial legal system, sparking polarized conflict and causing non-judicial political actors to make arguments in the form of constitutional doctrine. Analyzing editorials and letters to the editor from Southern newspapers, I show that debate after Brown was characterized by appeals to constitutional principles, and that Brown increased the salience of segregation in schools as a subject of political debate. I also supplement my Southern newspaper data with data from African-American newspapers and analyze Southern elections in the periods immediately before and after the education integration decision to assess the impact of the Court’s education decision on both voters and candidates. / text
8

An Evaluation of the Texas State Board of Education's List of Approved Library Books for Elementary Grades

Powell, Helen M. 08 1900 (has links)
The purpose of this study is to determine how well the list published by the Texas Board of Education meets the requirements established by studies in the field by comparing it with a number of other lists of known value, which have been compiled by experts on the basis of the studies mentioned.
9

An investigation into the representation of African Americans in grade eight United States history textbooks approved by the California State Board of Education in 2005

Paget, Christine Leigh 11 1900 (has links)
As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.
10

An investigation into the representation of African Americans in grade eight United States history textbooks approved by the California State Board of Education in 2005

Paget, Christine Leigh 11 1900 (has links)
As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.

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