"Grassroots schools" and training centers in the Prospect district of Prince Edward County, Virginia, 1959-1964 -- We will move : the Kennedy administration and restoring public education to Prince Edward County, Virginia -- Farmville, 1963 : the long hot summer -- Black resilience vs. white resistance in Prince Edward County -- Northerners in a Jim Crow world : Queens College summer experience -- A lecture from the children of the "lost-generation" of students from Prince Edward County, Virginia -- Reflections of African American parents, teachers, and students in Prince Edward County, Virginia, 1959-1964. / https://dc.etsu.edu/etsu_books/1029/thumbnail.jpg

Beyond Gifted Education: Designing and Implementing Advanced Academic Programs provides the first comprehensive look at designing and implementing K-12 advanced academic student programs. Written by four leading experts in the field, Beyond Gifted Education takes the concerned gifted program coordinator or school administrator through the process of identifying needs, responding with programming, and then finding students who are well-suited for and would benefit from advanced academic programming. Detailed examples walk the reader through real-world scenarios and programs common to the K-12 gifted coordinator on topics such as cluster grouping, acceleration, and increasing diversity. Throughout the book connections are made to Common Core state Standards, Response to Intervention, and a wealth of outside research in order to support ideas. / https://dc.etsu.edu/etsu_books/1109/thumbnail.jpg

This thesis explores the system of architectural education in the Middle East Technical University Department of Architecture between 1956 and 1980. The formation and the transformation of the system of architectural education in the school are investigated with references to the evolution of the social, political, economic and architectural context of Turkey in the period and the systems of architectural education applied in the country. The education in the Department of Architecture not only formed its system according to the Bauhaus program as applied in the postwar American context, but also transformed it with changing architectural theory and the design methodology. Both the school&#039 / s system of architectural education and the institutional identity established by the school provided significant contributions to the institutionalization of architectural education in Turkey. Besides, in the following decades, the school&#039 / s system of education became basic model for other institutions in the country in re-structuring their systems. In this respect, by focusing on the M.E.T.U. Department of Architecture&#039 / s system of architectural education, this study aims to be a history of the Middle East Technical University and the social, political, economic and architectural context of the period as well.

This study forms part of three broader projects1 where school-based vegetable gardens have been implemented in nine primary schools in resourced-constrained communities in the Nelson Mandela Metropole, South Africa. The purpose of the current study was to explore teacher perceptions of the role of school principals in the success and sustainability of these school-based vegetable gardens. For the purpose of my research, I followed a qualitative methodological approach, and relied on interpretivism as epistemological paradigm. I utilised a multiple case study research design, applying Participatory Reflection and Action (PRA) principles. I purposefully selected 36 teachers from the nine schools involved in the broader project to participate in this study. For data generation and documentation, I relied on a PRA-based workshop, semi-structured individual interviews, observation, field notes, a research journal and audio-visual techniques. I completed inductive thematic analysis. Three main themes and related sub-themes emerged. The first theme highlights the value that teacher participants attach to school principals being informed and involved in vegetable gardens, by sharing the dream and being passionate, being informed of the garden team’s needs and challenges, and being actively involved. The second theme emphasises the importance of a principal providing support by motivating and encouraging teachers and learners to be involved, providing resources and fundraising opportunities, and networking with stakeholders. Finally, the last theme entails factors that may have a negative impact on the success of school-based vegetable gardens in terms of limited interest and involvement by the principal, and not recognising the value of the teachers or the school garden. The findings of the current study indicate that the majority of the teacher participants acknowledged the positive roles that their principals fulfilled, which they then linked to the success and sustainability of their school-based vegetable gardens. Teacher participants indicated that effective leadership can be demonstrated when school principals lead by example, provide the necessary resources, are well informed and knowledgeable about school gardens, and show support to those involved. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

Questa tesi approfondisce, da un punto di vista teorico e applicativo, l’analisi della capacità di “mettersi nei panni degli altri”definita come un costrutto life-span, si sviluppa dalla prima infanzia ma non smette di evolversi fino all’età adulta. La sua traiettoria evolutiva è legata al contesto, alle interazioni, alle esperienze e allo sviluppo cognitivo ed emotivo degli individui. Dalla letteratura emerge come tale capacità sia spesso oggetto di sovrapposizioni concettuali con altri costrutti della psicologia dello sviluppo come la “Teoria della Mente" (Premack & Woodruff, 1978; Wimmer & Perner, 1985), detta anche "mindreading" (Baron-Cohen, Jolliffe, Mortimore & Robertson, 1997); il "perspective-taking" (Carpendale & Lewis, 2006; Moll & Meltzoff, 2011; Sullivan, Bennett, Carpenter & Lewis, 2008); la "funzione riflessiva" (Fonagy & Target, 1997); e la "mentalizzazione" (Fonagy, Bateman & Luyten, 2012). Grazie all’approfondimento di tali costrutti, si arriva a comprendere essi siano spesso declinati con il concetto di mentalizzazione, che viene analizzato nella sua evoluzione storica e in relazione ad altri costrutti come il legame di attaccamento (Bowlby, 1969) e la mind-mindedness (Meins, 2002). L’analisi del costrutto prosegue con la presentazione di tre lavori di ricerca che lo esplorano, da un punto di vista teorico (i primi due) e applicativo (il terzo), dalla sua massima evoluzione nell’età adulta fino al suo manifestarsi e potenziarsi in età evolutiva. La prima ricerca si concentra sulla validazione italiana di una scala che misura l'affettività mentalizzata, un costrutto che integra nel processo di regolazione delle emozioni la mentalizzazione in età adulta. La seconda verifica come la capacità di "mettersi nei panni degli altri", consolidata in preadolescenza, si manifesta all'interno dei legami di attaccamento tra bambini e insegnanti e infine, il terzo lavoro studia se tale capacità possa essere migliorata nel contesto scolastico e avere un impatto sui costrutti relazionali e sociali legati al processo decisionale in campo economico, come l'equità, l'altruismo e la donazione. / This thesis explores, from a theoretical and applicative perspective, the ability to "put oneself in the shoes of others", defined as a life-span construct, which develops from early childhood but does not stop evolving until adulthood. Its developmental trajectory is linked to the context, interactions, experiences and cognitive and emotional development of individuals. The literature shows how this capacity is often the subject of conceptual overlaps with other constructs of developmental psychology such as the "Theory of Mind" (Premack & Woodruff, 1978; Wimmer & Perner, 1985), also known as "mindreading" (Baron-Cohen, Jolliffe, Mortimore & Robertson, 1997); perspective-taking (Carpendale & Lewis, 2006; Moll & Meltzoff, 2011; Sullivan, Bennett, Carpenter & Lewis, 2008); the "reflective function" (Fonagy & Target, 1997); and "mentalisation" (Fonagy, Bateman & Luyten, 2012). Thanks to the in-depth study of these constructs, we come to understand that they are often declined with the concept of mentalisation, which is analysed in its historical evolution and in relation to other constructs such as the attachment bond (Bowlby, 1969) and mind-mindedness (Meins, 2002). The analysis of the construct continues with the presentation of three research works that explore it, from a theoretical point of view (the first two) and from an applicative point of view (the third), from its maximum evolution in adulthood to its manifestation and enhancement in developmental age. The first research focuses on the Italian validation of a scale measuring mentalized affectivity, a construct that integrates mentalization in adulthood into the process of emotion regulation. The second examines how the ability to "put oneself in the shoes of others", which is consolidated in preadolescence, manifests itself within the attachment bonds between children and teachers and finally, the third work studies whether this ability can be improved in the school context and have an impact on relational and social constructs linked to economic decision-making, such as fairness, altruism and donation.

Made available in DSpace on 2016-04-27T14:31:31Z (GMT). No. of bitstreams: 1 Maria dos Reis Moreno Tavares.pdf: 1585873 bytes, checksum: 61f1d73e8fc781b4f1e4772874227b15 (MD5) Previous issue date: 2014-12-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis aims at discussing the training of teachers and the teaching profession in Cape Verde. The objective of this research is to discuss and question how teacher training has enabled the upgrading of teachers' work and the reinterpretation of the theory-practice relationship in changing formative environments. For operationalization of the proposed research, the methodological approach used here is characterized as qualitative research, highlighting the bibliographical study and document analysis. The construction of the theoretical framework relies on authors like: Feldmann (2009); Garcia (1999); Nóvoa (2006); Tardif and Lessard (2011); Sacristán (1999), among others. The analysis of the collected data allows us to affirm significant advances in different contexts, both in teaching, as well as in the training of teachers, since the country's independence in 1975. However, much more could be done if the country had rethought the diversity of the more complex contemporary academic and professional problem-areas and reflected about the curriculum and study plans, which, to some extent, could offer solutions to the professional challenges in Cape Verde and in the world. The documents indicate that teacher training has not consistently nor appropriately enabled teacher development as desired. Teachers receive in their academic courses, mainly, a theoretical formation and, consequently, present difficulties and limitations in articulating theories as a process of teacher development, that is, to establish in their daily work, the connection between theory and practice. The reasons may be related to the programs and curricula that are not aligned nor adequate to the Cape Verdean reality, especially to the academic and the professional world. Thus, this research finds that there is a need to rethink the policies and guidelines of the government directed to teacher training - initial and continuous - with the aim of coming closer to the desired quality levels in terms of education, teaching, training and research, intensifying, ultimately, the existence of multiple and differentiated contexts of change in Cape Verde and in the contemporary world / A presente tese tem como propósito discutir a formação de professores e o trabalho docente em Cabo Verde. Objetiva-se, por meio desta pesquisa, problematizar e questionar como a formação de professores vem possibilitando a requalificação do trabalho docente e a ressignificação da relação e articulação teoria-prática em contextos formativos em mudança. Para operacionalização da pesquisa tem como proposta metodológica aquela que aproxima e se caracteriza como pesquisa qualitativa, destacando o estudo bibliográfico e a análise documental. A construção do marco teórico apoia-se em autores como: Feldmann (2009); García, (1999); Nóvoa (2006); Tardif e Lessard (2011); Sacristán (1999), entre outros. A análise dos dados coletados permite afirmar avanços significativos em diferentes contextos, tanto no âmbito da educação do ensino, quanto no âmbito da formação de professores, desde a independência do país, em 1975. No entanto, muito mais poderia ser feito se o país tivesse repensado sobre as diversidades de situações-problema mais complexas da contemporaneidade acadêmica, profissional, e questionado sobre o currículo e os planos de estudo que, em certa medida, poderiam responder aos desafios de trabalho em Cabo Verde e no mundo. Os documentos assinalam que a formação de professores não tem possibilitado, de forma apropriada, o desenvolvimento consistente do trabalho docente que se deseja. Os professores em seus percursos acadêmicos recebem, preponderantemente, informações teóricas e, por decorrência, apresentam dificuldades e limitações para articular teorias com o processo de construção da docência, ou seja, de estabelecer em seu cotidiano, a relação teoria-prática. As razões podem estar relacionadas aos programas e currículos que encontram- se defasados, desarticulados e inadequados à realidade cabo-verdiana e, sobretudo à ação acadêmica, profissional e do mundo de trabalho. Sendo assim, a pesquisa considera que há necessidade de se repensar as políticas públicas e as diretrizes do governo direcionadas para a formação de professores inicial e continuada com o intuito de aproximar ao que se almeja ser educação, ensino, formação e pesquisa, intensificando em última instância, contextos múltiplos e diferenciados de mudança e de transformação em Cabo Verde e no mundo contemporâneo

Leading, teaching, and learning for a new age -- One individual's evolution -- Toward wisdom -- Limiting knowledge limits future -- A different patriotism -- Now is not real -- Seek wisdom: lead inquiry -- Constructing self, constructing organization -- Choosing to learn. / https://dc.etsu.edu/etsu_books/1045/thumbnail.jpg

The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.

The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.

This licentiate thesis consists of three essays which all concern the ethics of imprisonment and what constitutes an ethically defensible treatment of criminal offenders. Paper 1 defends the claim that prisoners have a right to privacy. I argue that the right to privacy is important because of its connection to moral agency. For that reasons is the protection of inmates’ right to privacy also warranted by different established philosophical theories about the justification of legal punishment. I discuss the practical implications of this argument. Ultimately I argue the invasion of privacy should be minimized to the greatest extent possible without compromising other important values and rights to safety and security. In defending this position, I argue that respect for inmates’ privacy should be part of the objective of creating and upholding a secure environment to better effect in the long run. Paper 2 discusses whether the collateral harm of imprisonment to the close family members and children of prison inmates may give rise to special moral obligations towards them. Several collateral harms, including decreased psychological wellbeing, financial costs, loss of economic opportunities, and intrusion and control over their private lives, are identified. Two competing perspectives in moral philosophy are applied in order to assess whether the harms are permissible. The first is consequentialist and the second is deontological, and it is argued that both of them fails and therefore it is hard to defend the position that allowing for these harms would be morally permissible, even for the sake of the overall aims of incarceration. Instead, it is argued that these harms imply that imprisonment should only be used as a last resort. Where it is necessary, imprisonment should give rise to special moral obligations towards families of prisoners. Using the notion of residual obligation, these obligations are defended, categorized and clarified. Paper 3 evaluates electronic monitoring (EM) from an ethical perspective and discusses whether it could be a promising alternative to imprisonment as a criminal sanction for a series of criminal offenses. EM evaluated from an ethical perspective as six initial ethical challenges are addressed and discussed. It is argued that since EM is developing as a technology and a punitive means, it is urgent to discuss its ethical implications and incorporate moral values into its design and development. / <p>QC 20140519</p>