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The democratic nature of American public schools in terms of democratic principlesChoi, AnNa, 1964- 31 January 2011 (has links)
The purpose of this dissertation is to elucidate the democratic nature of American public schools in terms of democratic principles of freedom, equality, and equity through historical, sociological, conceptual, and educational examinations. Chapter 2 explores, through a salient and recurring phenomenon of segregation, how the democratic-capitalistic matrix of American public schools has been constructed in terms of both meritocratic and egalitarian policies. To scrutinize the substantive nature of democratic-capitalistic society, in Chapter 3, social theories proposed by Marx, Durkheim, Weber, Simmel, and Freud are examined in terms of the nature of human existence in the democratic-capitalistic society and then, its mode of existence is analyzed in light of the metaphors, the Möbius strip and the Klein bottle. The object of Chapter 4 is to clarify the conceptual and substantive relationship between freedom and equality based on equity as balance point. In Chapter 5, educational issues concerning the nature of democratic existence are dealt with in terms of educational quality, while clarifying the paradoxical nature of democratic-educational conceptions of excellence and knowledge in the public school system. Further, a reconsideration of the Brown decision in Chapter 6 helps penetrate how democratic existence can be substantialized in American public schools under the capitalistic-democratic society, confirming a new version of educational paradigm. / text
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THE RESPONSES OF MEXICAN - AMERICAN SOCIO-ECONOMIC GROUPS TO SELECTED INTELLECTUAL TASKSSmart, Margaret Ellis, 1916- January 1969 (has links)
No description available.
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693 |
THE IDENTIFICATION OF TEACHER ATTITUDE PATTERNS REGARDING CLASSROOM CONTROLArchambault, Philip Noël, 1921- January 1972 (has links)
No description available.
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694 |
THE WORLD OF WORK AS PERCEIVED BY ANGLO - AMERICAN AND MEXICAN - AMERICANSECONDARY SCHOOL STUDENTS IN A BORDER COMMUNITYFink, Harold Otto, 1912- January 1969 (has links)
No description available.
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Achievement of grade I pupils with and without Head Start backgroundCovar, Miriam Lagon Magsanoc, 1939- January 1969 (has links)
No description available.
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696 |
The comparative cost of government and education in ArizonaKohn, Frederick Anthony, 1889- January 1938 (has links)
No description available.
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697 |
A comparison of word fluency among first grade children with Headstart and those without HeadstartWeaver, Halene M., 1915- January 1967 (has links)
No description available.
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698 |
The educational classification of pupils in the Sunnyside schoolsFields, Raymond Ira, 1917- January 1945 (has links)
No description available.
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699 |
Binaries, boundaries, and hierarchies : the spatial relations of city schooling in Nanaimo, British ColumbiaBrown, Helen Harger 05 1900 (has links)
Urban School Boards and City Councils in British Columbia worked in
tandem with provincial officials in Victoria to expand the state school system in
the 1890s. In discharging their responsibilities, the Boards functioned with
considerable independence. They built and maintained schools, appointed and
ranked teachers, and organized students. During the course of the decade, City
Councils acquired the responsibility for school finance. Nineteenth-century
British Columbia education history, written from a centralist perspective, has
articulated the idea of a dominant centre and subordinate localities, but this
interpretation is not sufficient to explain the development of public schooling in
Nanaimo hi the 1890s. The centralist interpretation does not allow for the real
historical complexity of the school system. Neither does it accommodate the
possibility of successful local resistance to central initiatives, nor the extent to
which public schooling was produced locally.
It is important, then, to examine what kind of context Nanaimo constituted
for state schooling in the last years of the century. This study concludes that civic
leaders and significant interest groups in the community believed schooling
played an important boundary making role in forging civic, racial, gender, and
occupational identities. In carrying out their interlocking responsibilities for
providing physical space and organizing teachers and students, the Nanaimo
School Trustees created opportunities for local girls and, within limits, for women.
The Trustees limited opportunities for local men, and went outside the community
for men who had the professional credentials which were increasingly desirable in
the late-nineteenth century. Both the traditions of self-help and the imperatives
of corporate capitalism intersected in school production in late-nineteenth
century Nanaimo. The focus on securing identities through the differentiating
processes of boundaries and hierarchies which was evident in Nanaimo was
typical of a wider colonial discourse at the end of the nineteenth century.
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Relating experiences of non-Christian educators in predominantly Christian schools in Kwa-Zulu [sic] Natal from a social justice perspective.Harms, Yasmin. January 2006 (has links)
This research study deals with educators' experiences and daily encounters
within two diverse school settings. Educators from both schools are from diverse
religious, racial and cultural backgrounds. The study focuses on issues of social
groups based on religious affiliations and was guided by theories of oppression
and social justice.
The following questions were the focus of the study:
1. What have been the experiences of non-Christian educators in a
predominantly Christian school around religion?
2. What caused these experiences to be constructed in a way they did?
3. To what extent have the experiences of non-Christians at the school been
similar to earlier experiences in relationship to religion in their lives?
4. To what extent are the experiences of non-Christians evidence for
describing their situation as one of 'religious oppression'?
A qualitative approach was used. Semi-structured interviews were conducted at
one school and questionnaires were completed at the second school, as the
researcher was unable to interview educators because of time constraints. The
results of the research indicated that educator experiences differed from one
school to the next. Although it is not possible to make a judgement about
religious oppression based on such limited contexts, there is significant evidence
of social exclusion based on religion at the one school. At times these issues are
caught up in racial and gender issues, or issues between non-Christian religions.
However, at the second school educators experienced a high degree of
inclusion.
The research raises questions about the ways in which schools in South Africa
are addressing the constitutional and policy requirements concerning the
acceptance of religious diversity. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
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