This dissertation explores the high water mark of southern resistance to the U.S. Supreme Court's 1954 decision in Brown v. Board of Education: the five-year abolition of public education in Prince Edward County, Virginia. Through interrogating the "culture of civility" that guided this bureaucratic, legalistic strategy of defiance, it argues that both massive resistance and the unique trajectory of events in Prince Edward County are not the anomalies in Virginia history that state boosters suggest, but rather logically consistent outgrowths of a coherent political tradition known as "the Virginia Way." When blacks chose to step outside of the traditional channels of "managed race relations," white Virginians struck back in a manner consistent with their determination to maintain white supremacy without condoning a rise in vigilantism that might have threatened elites' control over the mechanisms of political power. It highlights the important role played by the American Friends Service Committee (AFSC) in bolstering community institutions, lobbying for federal intervention in the crisis, serving the educational and social needs of the out-of-school children, and building the capacity of local community members to take on leadership roles in the struggle. It characterizes the Friends' work as providing the institutional framework for indigenous protest. By following the trajectory of AFSC involvement in the county, it weaves together the diverse narratives of massive resistance, community organizing and school desegregation into one multi-faceted struggle to control the terms of the future. Ultimately, however, the study explores the long-range consequences of abandoning, starving, or compromising public education. In tracing the Prince Edward story up to the present, it reveals the flimsiness of the safeguards guaranteed to keep private education accessible, the difficulty of reconstructing a gutted public system, and the multi-generational psychological, social, and economic impact of educational deprivation. It demonstrates the centrality of equal educational opportunities to every phase of the local freedom struggle, challenging the assumption that the school desegregation phase of the civil rights movement passed into history after 1960 without sparking sustained community campaigns for change or significantly contributing to the development of local cultures of protest.

This study is a narrative history with a biographical focus that traces the evolution of the Shady Hill School from a neighborhood cooperative school to a thriving independent school with a national reputation for innovative curriculum, excellent classroom teaching, and a distinctive teacher training program. Three theses guide the narrative: (1) Katharine Taylor's leadership, her personal characteristics and her vision of school as a unified community of teachers and learners were primary forces in the transformation of the Shady Hill School. (2) Katharine Taylor's commitment to faculty development and her corresponding interest in teacher education programs were crucial factors in the evolution of the Shady Hill School; moreover, these commitments and interests were important factors in the development of Taylor's personal identity. (3) Katharine Taylor's personal values, motivations and professional concerns indicate the influence of her formative life experiences within the progressive social and educational reform networks in Chicago during the early years of the twentieth century. The study contributes to research in the field of American educational history with respect to the following issues: first, the study adds to the documentation of the diversity of educational experiments in the progressive era of American education; second, it illustrates how examining the social, political and philosophical influences upon individuals associated with the development of schools adds to our understanding of reactions to conventional pedagogy in the progressive era; third, the study calls attention to the relevance of Taylor's ideas, leadership style and innovate programs for educational policy and practice today. These issues are introduced in the first chapter of the study and they are developed in chapters two through four; then the major points of the study are reviewed in the last chapter for the purpose of recommending directions for further research based on the conclusions of this study.

The purpose of this study is to gather and present biographies on afro-american female scientists and inventors to be used in interdisciplinary units of core curriculum. Black female students without the benefit of experiencing black female scientist and inventor role models during their school career, lack appropriate modeling for choosing careers in the fields of science and technology. The youngsters are therefore underrepresented in professional science careers and are usually relegated to low paying jobs and poor self esteem. The development of these biographies of black female inventors has shown that black women have historically always had a strong committment to science and inventive technology in America. Yet, there is a lack of discussion about these women. It is as though they never existed. It is also noted, through the biographical interviews, that black women have not relied on white support of themselves in their science and technology careers for they have understood that not to be included has been a political statement made by the state and the nation about their being. What has been uncovered in these biographical statements is not new to the women themselves. Invisible dignity, unshouted courage, and quiet grace have been the attributes utilized to encourage each to find meaning in her life and to create something where nothing was before. To arrest this incomplete educational tragedy, a sample interdisciplinary curriculum guide utilizing the biographical profiles of one of the women has been developed in order to offer educators examples of appropriate curriculum development for black female students. It is generally agreed that the differential representation between black females and persons of other racial and gender groups in the scientific community is especially presaged by educational patterns at the elementary and secondary levels. Schools simply are not offering role models for these youngsters to bond with. It is expected then that this study, designed especially to be used at the elementary and middle school levels, will be a beginning tool for promoting change in an usable and exciting manner.

Employer-sponsored programs of education for workers in the United States began to receive serious attention in the decades following the Civil War, and they continued to evolve and to expand into what is known today as human resource development. Although this form of education of workers in the United States has acquired importance and prominence and is especially crucial at this time in the country's history as it shifts to an information-based economy, there has been little or no research investigating how it has evolved. This is the problem that was investigated in this study: How has employer-provided education for workers in the United States developed from the time industrialism transformed the workplace in the decades following the Civil War to the transition from an industrial to a post-industrial economy? This exploratory, integrative study creates a synthesis which creates a more complete and accurate picture of the history of corporate education. For purposes of this study, learning was classified into four domains -- basic education, job skills training, general education, and professional development. A main focus of the study was how economic, technical, political, societal, ideological, and structural conditions have accompanied the changes in the economic base of the United States and have been associated with programs of education in these four domains. While historians have begun to look more intently at the workplace and the changes it has undergone, there have been only limited explanations of workplace education for employees. This study addresses the history of this increasingly important practice which has yet to receive adequate historical attention. / Ed. D.

Title: Life and Work of Josef Úlehla Author: Lukáš Vízek Department: Department of Mathematics Education Supervisor: prof. RNDr. Martina Bečvářová, Ph.D. Abstract: Josef Úlehla (1852-1933) was an important Czech teacher, he taught mathematics and natural sciences at primary and secondary schools in Moravia. He wrote a number of monographs, textbooks, articles and translations of foreign language publications. This thesis describes Úlehla's life, brings the detail analysis and evaluation of his mathematical works and mentions his other publications. The text contains a lot of illustrations and the thesis is supplemented by factual attachments. Keywords: Josef Úlehla, mathematics, education, history

In 2007 a new government-funded initial teacher training programme was introduced in China. Emergent problems associated with the implementation of this policy call for a new research agenda that is able to illuminate aspects of the history of teacher education in China. Through the exploration of the hidden and often untold stories of ordinary teachers’ lives from the past, this research project seeks to construct a more authentic and comprehensive historical account of teacher education in China from 1949 to 1982. It also strives to help in raising an awareness among teachers, researchers and policy makers of the significance of reflecting on the history of teacher education, in both individual and collective ways. Three types of qualitative sources, namely documentary, visual and oral data were assembled from archival and online searches, and by the conducting of 40 in-depth oral history interviews. Drawing on former student teachers’ testimonies, this thesis investigates key features and major trends marking the formal pattern of the Chinese teacher education system since the foundation of the People’s Republic of China. It is argued that despite a number of radical structural and theoretical changes brought about by political campaigns over time, from the perspective of the student teachers themselves, continuities were more fundamental in this particular historical period. Aspects central to these continuities were a tiered teacher education system and two major approaches to teacher training. Compared to teacher education in the higher education sector, the normal school approach was recognised as having a systematic advantage in preparing teachers for classroom teaching. This dissertation also scrutinises the impact of educational reforms upon the teaching profession and teachers’ identities (individual and collective) from a rhetorical perspective. Evidence from a variety of documents, visual materials and interviewees’ recollections suggests that, as an inherent linguistic and cultural characteristic of the Chinese language, metaphor, together with narratives and other literary devices, plays an important role in shaping key concepts relevant to teacher education in China. The thesis resists conventional perceptions which associate a collectivist ethos among teachers chiefly with political propaganda, attributing it rather with traditional Chinese cultural values.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves [152-159]).

This study analyzes the legal decisions that emerged across the nearly 45-year spectrum of Texas public school finance court cases, culminating in the judicial opinions and legislative actions that rather than bringing fundamental reform to the system has seen the enactment of temporary stopgap measures in 2006 that threw the system into further incertitude and undermined its basic tenets of constitutionality, eliciting the eighth round of lawsuits filed in 2011 and 2012 against the State, which charge that the school finance system is inequitable, inadequate, and inefficient. This is not to say that the decades-long litigation has not produced some beneficial results. In the intervening years since the initial filing in 1968 of the Rodriguez case, Texas has seen the development of a more equitable and adequate school finance system. Following Rodriguez, the Texas Supreme Court opinions in Edgewood I (1989) and Edgewood II (1991) were instrumental in spurring the legislative reforms that increased the overall funding of the system as well as provided the larger allocations that went to low-wealth school districts. Although the litigation strengthened the gains in equity in this initial period, the subsequent Texas Supreme Court opinions produced judicial ambiguities and redefinitions that left the Texas school finance system in a continual state of constitutional uncertainty with respect to its fundamental mandate to provide an equitable and adequate education. The decisions in Edgewood IIa (1991), Edgewood III (1992), Edgewood IV (1995), West Orange-Cove I (2003), and West Orange-Cove II (2005) have nonetheless been instructive in demonstrating how the Texas school finance court cases have altered the dynamic of equality and adequacy and the basic assumptions and ideals that have defined the fundamental right to an education, with the implications that these altered policy approaches have on the distribution of educational resources for all children. Importantly, the state’s trajectory in school finance litigation offers an illustrative example of the tenuous but often contentious partisan interrelationship between the different levels of the judiciary and the legislative and executive branches of government that too often has deprived Texas public school students of an equitable and adequate education. / text

A review of British Columbia’s legislation and annual reports from the Ministries responsible for K-12 education in BC has found six different purposes of the report card over time. They include: teacher accountability; assisting the child to evaluate growth; encouragement of parents to co-operate with the teacher; improvement of home and school relationship; easy comparison of students to each other and to standards; and transferability of student achievement information. Four teachers interviewed identified the purpose of the report card as communicating to parents what their child is doing in the classroom and they are using e-portfolios to do so. They found that e-portfolios can allow for more personalized reporting for teachers and students and can address many of the legislated purposes of the report card but do not easily address comparison of students to each other and to standards or transferability of student achievement information. / Graduate / 0515 / 0520 / sbeloin@uvic.ca

<p> This study, guided by a Chicana feminist epistemology and Latina/o Critical Theory narrates and contemplates the experiences of people who have decided to take part in collective struggle. It explores the ways 10 Mexican-origin activists and organizers (5 women and 5 men, ages 19 to 60) from Santa Ana, California conceptualize identity, community, space, and grassroots. Within the findings, "alternative educational spaces" is introduced as a concept based in the participants' experiences in spaces that contributed to self-worth and built a sense of collective responsibility that countered institutionalized racism and classism in schools and within city policies. This study highlights the heterogeneity of Mexican-origin peoples and investigates the ways in which the participants' lived experiences as Santa Ana-based activists and organizers contribute to developing histories and community building. </p>