The main purpose of this study was to examine the various finance models that are presently being used to finance facilities and to provide information for the Texas legislature, the Texas Education Agency, and local school districts concerning facilities funding models that might be used in Texas. Based on the information gathered and analyzed, several conclusions are drawn and recommendations regarding state funding of capital projects in the State of Texas are made. The model recommended for Texas is one that provides for an equalized grant and includes formulas for the distribution of state money.

The problem with which this investigation is concerned is that of identifying and assessing degrees of influence of environmental conditions and actors which influenced the passage of House Bill 72 by the Texas legislature. The two methods used to collect this data were personal interviews of key actors in the legislative process and a questionnaire administered to all members of the 68th Texas legislature.

The problem of this study was to determine the extent of agreement or disagreement by public school principals in the State of Texas with fifty selected court decisions. The population of the study consisted of all the public school principals in the State of Texas. From this population, a subject of 600 potential respondents was chosen for participation in the study upon the recommendation of the doctoral advisory committee using a random sampling technique. The instrument used in this study was a law questionnaire that was developed in conjunction with Dr. Roosevelt Washington of North Texas State University. The first part of the law questionnaire requested background information from the respondents which was used for the independent variables of the study. The second part of the law questionnaire contained fifty summarized court decisions to which principals were asked to indicate their level of agreement or disagreement.

The first of any formal education in music that can be found from the records or from the memories of those who were present at the time was the singing school. One ranch in the Blair community has files in which records were found of all import ant events of the school and community life. These files relate the coming of the singing school regularly every summer. Shaped notes were taught front hymn books. At the end of the course, a certificate was given to those who graduated. The teacher of the school then moved on to the next engagement.

"This is an effort to tell the story of public education in Cooke County, Texas...."-- leaf 1.

The problem of this study was to obtain the professional opinion of male physical education graduates of North Texas State University with respect to appropriateness of their professional preparation in association with their teaching experiences. An opinionated questionnaire was developed and used to collect the data. Standard and Advanced First Aid and Safety Education, Teaching Physical Education in Secondary Schools and Foundations of Health were the required courses found to be most valuable to the participants in their teaching experiences. Basketball, track and field, football and volleyball were the activities most often used by the participants in their teaching activities.

"The purpose of this study is not only to satisfy a personal interest, but also to preserve in an interesting narrative form the facts connected with the history and development of the Alvin, Texas, School. The data concerning this subject have been taken from Brazoria County newspapers, The Alvin Sun newspaper files, Alvin School Board Minutes, Alvin School annuals, city records of Alvin and personal interviews. These data have been carefully selected and taken from reliable sources."

Ce travail a pour but d'identifier et d'expliquer l'expression de croyances, notamment religieuses, dans l'enseignement public français et polonais. D'après le dictionnaire Littré, l'« enseignement public » est l'« enseignement que donne l'État ». Si l'on suit cette définition, alors les croyances dont il est question sont celles qui sont exprimées par les personnes chargées de concevoir les programmes scolaires, par les auteurs de manuels scolaires, par les professeurs, etc. La focale sera mise sur l'enseignement (historique, littéraire…) relatif aux religions, parce que c'est là que des croyances religieuses sont a priori le plus susceptibles d'être exprimées. Une distinction majeure proposée est celle entre croyances collectives et croyances personnelles. La France et la Pologne sont des pays très différents, mais des points communs sont repérables. En particulier, dans les deux pays en question, il arrive que des croyances exprimées dans l'enseignement public interfèrent arbitrairement avec certaines croyances que peuvent avoir les élèves – même si cette interférence arbitraire semble moindre en France qu'en Pologne. Finalement, notre étude voudrait établir que l'expression de croyances personnelles ou collectives dans l'enseignement public engendre parfois de la domination. L'originalité la plus nette de cette thèse est probablement de chercher à mettre en évidence la pertinence empirique d'analyses conceptuelles proposées par des philosophes sociaux que l'on pourrait qualifier de « néo-holistes » (Margaret Gilbert, Raimo Tuomela, Philip Pettit) et dont le souci commun est de reformuler avec davantage de rigueur analytique certaines intuitions de Durkheim. / This work aims to identify and to explain the expression of beliefs, especially religious ones, in public teaching. According to the Littré dictionary, public teaching (enseignement public) is the teaching given by the state. If we follow this definition, then the beliefs in question are those which are expressed by people in charge of conceiving school programs, by textbook authors, by teachers, etc. Focus will be placed on the (historical, literary…) teaching about religions, because religious beliefs are a priori the most likely to be expressed there. A key distinction will be drawn between collective beliefs and personal beliefs. France and Poland are two very different countries, but commonalities can be identified. Specifically, in both countries, it happens that beliefs expressed in public teaching arbitrarily interfere with beliefs which pupils could hold – although this arbitrary interference seems lesser in France than in Poland. Finally, our study seeks to show that the expression of personal or collective beliefs in public teaching sometimes engender domination. One original contribution of this work lies in trying to display the empirical relevance of conceptual analyses which could be qualified as “neo-holists” (Margaret Gilbert, Raimo Tuomela, Philip Pettit) and for which a common concern is to reformulate with more analytical rigor some of Durkheim's intuitions.

A presente pesquisa teve como objetivo compreender teórico-metodológica e ideologicamente a proposta da disciplina Projeto de Vida nas escolas do Programa Ensino Integral (PEI) do Estado de São Paulo a partir da perspectiva da Orientação Profissional. Com base no construcionismo social, foi realizada uma análise de conteúdo dos discursos sociais e narrativas pessoais produzidos em documentos escolares e nos grupos focais com professores e alunos de duas escolas da Região Metropolitana de São Paulo. É possível compreender que a disciplina Projeto de Vida pode ser entendida teórico e metodologicamente como ação de Orientação Profissional. A disciplina articula-se com o projeto da escola e o professor tem papel central nas práticas desenvolvidas, mas o PEI não tem oferecido uma formação adequada para o mesmo, nem recursos materiais suficientes. Em termos ideológicos, os discursos sociais produzidos têm como sua principal base a meritocracia neoliberal e a formação universitária é valorizada enquanto objetivo primordial do projeto de vida. O aluno, enquanto protagonista, deverá desenvolver as competências necessárias para alcançar seus objetivos. No entanto, os discursos hegemônicos mencionados são parciais, pois são encontradas divergências entre estas produções discursivas predominantes e as narrativas de professores e alunos. Também, permanece ausente uma reflexão sobre a atual estrutura sociolaboral, seu contexto histórico-político e seu impacto em grupos marginalizados. Nesse sentido, uma aproximação entre o programa e a Orientação Profissional faz-se relevante, especialmente na questão da formação de professores e no papel que desempenham para a construção do projeto de vida dos alunos / This research aimed to understand theoretical-methodological and ideologically the proposal of the discipline Life`s project in the schools of the Full-time Education Program (PEI) of the State of São Paulo from the perspective of Career Guidance. Based on social constructionism, a content analysis of social discourses and personal narratives produced in school documents and in the focus groups with teachers and students from two schools of the Metropolitan Region of São Paulo was carried out. It is possible to understand that the Life`s project discipline can be understood theoretical and methodologically as a Career Guidance action. The discipline is articulated with the school project and the teacher plays a central role in the developed practices, but the PEI has not offered adequate training for it, nor sufficient material resources. In ideological terms, the social discourses produced have as their main basis neoliberal meritocracy and university education is valued as the primary objective of the life`s project. The student, as protagonist, should develop the necessary skills to achieve his goals. However, the mentioned hegemonic discourses are partial, because divergences are found between these predominant discursive productions and the narratives of teachers and students. Also, a reflection on the current socio-labor structure, its historical-political context and its impact on marginalized groups remains absent. In this sense, an approximation between the program and the Career Guidance becomes relevant, especially in the issue of teacher education and the role they play in the construction of the students\' life project

SEERBAN, R. S. Construções dos Elementos na Educação Básica . Dissertação de Mestrado (Mestre em Ciências - Programa de Mestrado Prossional em Ensino de Matemática) - Instituto de Matemática e Estatística, Universidade de São Paulo, São Paulo, 2018. Este trabalho apresenta resultados da reexão teórica de minha pós-gradução, bem como de minha prática prossional como professor de Matemática do Ensino Médio de um bairro da cidade de São Paulo entre os anos de 2011 e 2018, onde desenvolvi, ao longo destes anos, uma ati- vidade intra-curricular de desenho geométrico. Encontrar-se-á aqui um breve histórico do desenvolvimento do desenho geométrico a partir do tra- balho seminal de Euclides de Alexandria, e sua importância na Educação Matemática através dos tempos; a caracterização do trabalho educacional que eu faço em escola pública estadual, e então uma sequência didática que foi aplicada aos alunos da referida escola, apresentado aqui como um produto pedagógico desta dissertação de mestrado. / This work presents the results of a theoretical reection of my post-graduation, as well as that of my professional practice as High School teacher of Mathematics in a neighborhood of São Paulo city between the years of 2011 and 2018, where I developed, during these years, an intra-curricular activity of geometric drawing. You will nd here a brief history of the development of geometric drawing from the seminal work of Euclid of Alexandria, and its importance in Mathematics Education through the ages; the characterization of the educational work that I do in a public school, and then a didactic sequence that was applied to the students of said school, presented here as a pedagogical product of this dissertation.