據稿本複印 / 論文(博士)--香港中文大學硏究院歷史學部,1993. / 參考文獻: leaves 168-180 / 李廣健. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 顏氏起家背景 / Chapter 第一節 --- 魏晉以前有關顔氏的記錄 --- p.7 / Chapter 第二節 --- 從《晉書.顔含傳》看顏氏起家的背景 --- p.9 / Chapter 第三節 --- 顔含冒昇與兩晉之際政治社會情態 --- p.12 / Chapter 第四節 --- 顔含與顔氏家族訓誡的確立 --- p.16 / Chapter 第三章 --- 顔氏家訓的形成 / Chapter 第一節 --- 顔之推生平簡歷及《顔氏家訓》成書 --- p.20 / Chapter 第二節 --- 《顔氏家訓》的形成 --- p.22 / Chapter 第三節 --- 顔之推的經歷及其經史觀 --- p.26 / Chapter 第四節 --- 《顏氏家訓》內容结構的分析 --- p.31 / Chapter 第四章 --- 顏氏家學中的經史研究傳統 --- p.38 / Chapter 第五章 --- 顔氏家族中對經典的研究-顔師古與《漢書注》 / Chapter 第一節 --- 顔師古的時代與生平 --- p.45 / Chapter 第二節 --- 顔師古《漢書注》的寫作背景-南學與北學 --- p.47 / Chapter 第三節 --- 顔師古《漢書注》的成書與成就 --- p.55 / Chapter 第四節 --- 顏氏家族環境對顔師古《漢書注》的影響 --- p.66 / Chapter 第六章 --- 顔氏家族的書法家學 --- p.71 / Chapter 第七章 --- 顏氏家學中的藝術成就-顏真卿及其書法 / Chapter 第一節 --- 顔真卿的生平與人格 --- p.78 / Chapter 第二節 --- 顏書出現前的書法發展大勢 --- p.81 / Chapter 第三節 --- 顔真卿書法的淵源 --- p.87 / Chapter 第四節 --- 顏真卿書法的特色 --- p.93 / Chapter 第五節 --- 顔真卿的書法與《顔氏家訓》 --- p.98 / Chapter 第八章 --- 结論 --- p.100 / 註釋 --- p.105 / 〔圖表一.一〕顏氏世糸表 --- p.159 / 〔圖表二 .一〕《漢書.古今人表》顔姓人物品第表 --- p.160 / 〔圖表二.二〕《漢書.古今人表》顏姓人物分佈比例表 --- p.161 / 〔圖表二.三〕《晉書》顔畿故事來源關係表 --- p.162 / 〔圖表五.一〕南北朝《漢書》研究一覽表 --- p.163 / 〔圖表五.二〕顔師古引用前人《漢書》硏究表 --- p.164 / 〔圖表六.一〕顔氏家族善書成員名單 --- p.165 / 〔圖表七.一〕王虞歐褚顏五家「如」、「以」字比較 --- p.166 / 〔圖表七.二〕顏真卿書法淵源譜糸略圖 --- p.167 / 引用書目 --- p.168

This dissertation examines geographies of schooling in relation to how a group of new teachers in Canada conceptualize “inner city” schooling as a uniquely Canadian construct. The study uses a critical approach that explores issues of race, and their intersections with issues of gender, social class, and other identity markers. Seven new teachers graduating from a 2009-2010 teacher education program in the province of Ontario, Canada took part in this study. As a function of the inner city, the inner city school is problematized as a particular geographical space, complete with its own meanings. Results of this study indicate that new teacher conceptualizations of Canadian inner city schools are not uniform and coherent, but complex, contradictory, and dependent upon each individual teacher’s experiences with difference. Overall, participants demonstrated limited ability to speak to their own racial identities in relation to teaching in such schooling contexts. Because most participants learned to teach in predominantly White field-placement settings, they perceived race to be a non-issue and recognized it as a construct only if raced bodies were present. With respect to issues of gender, participants most often discussed what is often referred to as the feminization of teaching in elementary schools. However, there was a profound sense in which inner city schools were conceptualized as “male space” or as space from which female teachers needed protection. This was informed by a widespread conception that male teachers could more effectively manage inner city students. Classroom management emerged as an issue that concerned participants with the least experience with difference. Finally, there was a direct relationship between the theoretical approaches used by the teacher education program in discussing inner city schooling and individual teacher ability to articulate their pedagogical approaches to teaching in this milieu. / Thesis (Ph.D, Education) -- Queen's University, 2011-07-11 20:54:49.407

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed July 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 318-326).

Text in Afrikaans / Hierdie studie handel oor die effek van tuisskoling op tuisleerders, met die fokus op hul sosiale ontwikkeling en akademiese prestasie. Deur middel van 'n literatuurstudie word bevestig dat ouers tuisskoling onderneem, onder andere op grond van ontevredenheid met die verlaging van akademiese standaarde en negatiewe sosialiseringspatrone wat in die staatskole voorkom. Daarteenoor is die kritiek teen tuisskoling gewoonlik ten opsigte van die moontlike benadeling van die tuisleerders wat betref hul akademiese standaard en verminderde en ontoereikende sosialiseringsmoontlikhede. 'n Empiriese studie is onderneem deur fokusgroeponderhoude met tuisskolers te voer en vergelykbare statistiese gegewens in te win deurdat die graad 4-tuisleerders 'n akademiese prestasietoets aflê en die graad 7-tuisleerders 'n verhoudingevraelys invul. Hierdie studie bevestig dat: • tuisleerders, in vergelyking met leerders in staatskole, beter in 'n prestasietoets presteer en dus nie akademies benadeel word nie • tuisleerders se stand van sosialisering goed met dle gestandaardiseerde norm vergelyk. This study deals with the effect of home schooling on the home leamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statistical data through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm / This study deals with the effect of home schooling on the home Ieamer, focussing on social development and academic achievement. It is validated through a literature study indicating that home schooling is undertaken by parents mostly because of discontent with lowering academic standards and the prevalence of negative socialising patterns in government schools. Criticism levelled against home schooling, normally focuses on the possible disadvantages hereof, with regards to academic achievement and fewer opportunities to socialise. An empirical study is undertaken, by interviewing home schoolers, and gathering comparable statisticaldata through conducting academic achievement tests with Grade 4 home learners, whilst Grade 7 home learners completed a relationship questionnaire. This study confirms that: • home learners attain better results than learners in government schools in the achievement test and that they are therefore not academically disadvantaged; • the level of socialisation of home learners compares favourably with the standardised norm. / Psychology of Education / M. Ed. (Voorligting)

Esta pesquisa teve como objetivo verificar as contribuições do atendimento educacional em ambiente hospitalar, denominado classe hospitalar, a crianças e adolescentes que fazem tratamento oncológico. O trabalho possibilitou compreender os fatores envolvidos no processo, visando ao retorno dos alunos, sujeitos deste estudo, às escolas. Apesar de existir há décadas, produções científicas sobre o assunto estão começando a surgir recentemente, da mesma forma que a estruturação desse serviço, ainda pouco garantido nos hospitais brasileiros. Alguns artigos publicados na literatura informam que crianças em tratamento de câncer têm maior incidência de problemas relacionados à escolaridade, resultantes da doença, das sequelas do tratamento ou mesmo do período prolongado de afastamento do ambiente escolar. Nesse contexto, o atendimento educacional hospitalar exerce um papel fundamental, oferecendo a possibilidade de dar continuidade aos conteúdos escolares, minimizar dificuldades de aprendizagens, dentre outros. Devido à natureza do trabalho, optou-se, por uma abordagem qualitativa para o desenvolvimento da pesquisa, adotando como método o estudo de caso e elegendo como fontes de levantamento de dados entrevistas semi-estruturadas com mães, professoras da classe hospitalar e professoras da escola de origem, relacionadas a duas crianças que passaram por tratamento oncológico em um hospital público infantil que oferece esse serviço. Nesses dois casos o trabalho desenvolvido pelas professoras foi realizado com as atividades e as avaliações enviadas pelas escolas, para que as alunas pudessem continuar os estudos no período de tratamento. Dessa forma, foi possível observar que, em todo esse processo, o envolvimento e o compromisso das pessoas a elas relacionadas tiveram vital relevância. A pesquisa também permitiu verificar que diversos fatores devem ser considerados para que esse trabalho seja efetivo. Na realidade, muitos desafios ainda permeiam a prática dos profissionais educadores que trabalham nos hospitais, a dificuldade de vínculo com as escolas de origem dos alunos/pacientes é uma delas, necessitando o desenvolvimento de estratégias que viabilizem maior articulação entre essas instituições. / The goal of this study is to assess the role played by in-hospital schooling for children and adolescents undergoing cancer treatment. This study enabled the understanding of the factors involved in the process, which is aimed at bringing the students in question back to school. Although this mode of schooling has been in existence for decades, scientific studies on the subject have only appeared recently. The same applies to the creation of a structure to ensure this kind of service, still rarely provided by Brazilian hospitals. Certain scientific papers in the literature have found that children undergoing cancer treatment have a higher incidence of schooling-related problems, the effects of which may have been resulted from the disease, post-treatment sequelae or even from the prolonged period away from school. In this perspective, in-hospital schooling plays a fundamental role, providing cancer patients the possibility of continuing to pursue their school education, minimizing their learning difficulties, among others. Due to the nature of this study, a case-based qualitative approach was adopted and carried out through semi-structured questionnaires. The interviewees were the mothers, in-hospital-school teachers, and regular school teachers of two children undergoing cancer treatment in a public pediatric hospital that offers in-hospital schooling services. In both cases the work of in-hospital-school teachers was performed according to the assignments and assessments sent by the patients\' regular school teachers so the students could continue their school education during the treatment period in hospital. Therefore, it was possible to observe that during the entire process the involvement and the commitment on the part of all the interviewees played an important role. This study also found that several factors must be taken into account in order to ensure the effectiveness of in-hospital schooling. In fact, many are the challenges faced by the education professionals who work in-hospital, among which is the difficulty of preserving the bond with the patient\'s school of origin; thus revealing the need of developing strategies to enable a better articulation with these institutions.

O presente trabalho As Estratégias de Escolarização Primária na cidade de Rio Claro São Paulo (1889-1920), busca mapear as organizações escolares na primeira república, procurando analisa-las nas suas múltiplas estratégias de escolarização primária. A partir da lei da obrigatoriedade do ensino (1874), procuramos entender como as cidades do interior paulista se organizaram para atender a esta imposição legal. O recorte temporal (1889 1920) foi escolhido por tratar-se de uma fase de efervescência na república, principalmente na difusão da escola primária, em 1920, a Reforma Sampaio Dória é indicada como marco delimitador para observar como estas estratégias foram sendo forjadas, por se constituir em um projeto que vai redefinir a estrutura educacional paulista do período, diminuindo o tempo de escolarização oficial ampliando o número de alunos atendidos. Ao utilizarmos o recurso da micro-história e observar com uma lente de aumento as particularidades dessa cidade interiorana, foi possível identificar a criação dos grupos escolares, a expansão das escolas isoladas, as iniciativas particulares implementadas e os sujeitos que circularam nesses espaços. Desta forma, ficou evidente que a escolarização primária nas cidades do interior não estava centrada nos grupos escolares. Os municípios tiveram um papel importante no processo de escolarização e a as escolas isoladas, sejam estas municipais ou estaduais, assim como a iniciativa particular foram fundamentais para atender a população que estava nos locais mais distantes do centro urbano. Reconhecer o papel das organizações civis imigrantes, negros, operários etc e suas reivindicações educacionais, possibilitou discutir a escolarização em sentido mais amplo. Assim, foi possível encontrar uma multiplicidade de estratégias de escolarização primária em Rio Claro, abrindo novas perspectivas de estudos. / This paper \"Strategies for Primary Schooling in the city of Rio Claro - São Paulo (1889-1920)\", seeks to map the school organizations in the first republic, looking analyzes them in its multiple strategies for primary schooling. After of the law of compulsory education (1874), we seek to understand how the cities inside state of São Paulo organized to meet this statutory requirement. The time frame (1889 - 1920) was chosen because it is a phase of effervescence in the republic, mainly in the difusion of primary school in 1920, the reform of Sampaio Dória is indicated as the delimiter sign for observe how these strategies were being forged, for to be a project that will redefine the educational of São Paulo structure in the period, shortening the time of schooling and increasing the number of students served. By using the feature of the micro-history and observing with a magnifying glass the particularities of this town of inside, was possible to identify creation the school groups, the expansion of individual schools, private initiatives implemented and the subjects that circulated in these spaces. Thus, it became evident that the primary education in the inner cities was not centered in the group schooler. Municipalities had an important role in the schooling process and individual schools, of the state, local or the private initiatives, were essential to meet the people that were most distant from the urban center. Recognize the role of civil organizations - immigrants, blacks, workers etc. - and their educational demands, allowed discuss the schooling with the broadest sense. Thus, it was possible to find a multitude of strategies primary enrollment in Rio Claro, opening new studies perspectives.

Vår studies syfte är att öka kunskapen kring hur pedagoger uppfattar anknytning till barnen under inskolningen i förskolan. Den teoretiska utgångspunkten i undersökningen är ifrån John Bowlbys (1907-1990) anknytningsteori. Vi har använt oss utav en kvalitativ enkätstudie med sju respondenter för att besvara studiens syfte. Resultatet visade att anknytning beskrevs som trygghets- och relationsskapande mellan två eller fler personer. Resultatet visade även att pedagogerna ansåg att det var viktigt att familjerna erbjuds en ansvarig pedagog att anknyta sig till redan från början, både för barnet och vårdnadshavarna. Förhållandet mellan barn och pedagoger kan påverkas när vårdnadshavarna är osäkra, och därför är det viktigt att pedagogerna skapar goda relationer till vårdnadshavarna. Förutsättningar för att utveckla relationer i förskolan är trygga barn, vilket bidrar till ett effektivt samspel mellan pedagoger och vårdnadshavare. Slutsatsen av studien är att pedagogerna anser sig ha en stor betydelse för både vårdnadshavare och barnens trygga anknytning. Samarbetet mellan vårdnadshavarna och pedagoger anser de är viktigt då det underlättar inskolningen för barnen. Pedagogerna har barnens behov i fokus när de planerar vilken inskolningsmetod som ska användas just för det barnet. Utifrån våran studie kunde vi se att den vanligaste grunden för inskolning är den traditionella tvåveckors inskolningen med en tilldelad anknytningsperson.

This thesis deals with the issue of equal educational opportunities in Finland. Both, Czech and foreign sources as well as my own research data were used for the purpose of this study. The main objectives are to find the answers to the questions of how the idea of equal opportunities in education is carried out at different stages of the Finnish educational system, what is the role of comprehensive school, which specific tools are used for addressing the equity issues systematically or what is the opinion of our experts on the possible inspiration from the Finnish educational model in the Czech conditions. Using the comparison of results of the PISA assessment programme I am trying to reveal the positive and negative effects of two different types of primary schools - comprehensive in Finland and selective in the Czech Republic - mainly focusing on the field of distribution of equal educational opportunities.

Cette recherche s’inscrit dans le cadre d’une sociologie compréhensive et qualitative de l’école en milieu rural marocain. Elle a pour but d’étudier la relation école-famille et son impact sur la scolarisation et la déscolarisation. Pour ce faire, la présente recherche tente d’examiner la politique de scolarisation en milieu rural et les points de vue des acteurs locaux tirés de leurs expériences subjectives. C’est en somme vouloir accéder à une connaissance « de l’intérieur » du fonctionnement de l’école rurale du Haouz de Marrakech. Les résultats démontrent que les problèmes de communication entre les acteurs scolaires et sociaux sont à l’origine des logiques scolaires et sociales divergentes, compte tenu de l’étrangeté de l’école rurale et des problèmes relatifs à son institutionnalisation. A l’instabilité et à la démotivation des enseignants qui travaillent en zones rurales, s’ajoute la faible culture scolaire chez les parents pour faire émerger des phénomènes de scolarisation et de déscolarisation spécifiques. / This research is part of a comprehensive sociology of the school in the rural Moroccan setting. Its object is to examine the relationship between school and family and its impact upon schooling and non-schooling. To accomplish this, the present study attempts to examine educational policy in rural Morocco and the points of view of the local players arising from their own subjective experiences. It thus seeks to know “from within” how the rural school in the Haouz of Marrakech functions. Results show that the problems of communication which exist between the school players and the society around them are the source of divergent scholastic and social logic, given the strangeness of the school system and issues related to its being established as an institution. Instability and lack of motivation on the part of instructors combine with the absence of a school culture to produce very specific phenomena of schooling vs non-schooling.

The present study examines the relationship between the practices of schooling and classroom teaching and learning on the one hand and learners’ cognitive development and functioning on the other. The study uses innovative system of ideas in developmental and educational psychology, originally formulated by Lev Vygotsky to investigate the interrelations between learning, instruction and development. Carried out in a rapidly changing socio-cultural context of Venda, South Africa, the study examines the realities of schooling practices that exhibit both continuity with the past practices of society and some profound transformations that together lead to a multi-dimensional and a complex picture of cognitive development in learners. By examining the relations between the cultural practices of schooling and its socio-historical context on the one hand, and the consequent psychological process on the other hand, the present study offers an opportunity for exploring processes that may be more opaque in relatively stable socio-cultural contexts of schooling. The observations on the history of schooling in South Africa in general, and in Venda in particular, support the theoretical formulation that particular practices of schooling, themselves originating from and continuing larger social-historical processes, represent contexts in which learning and development take place and are shaped. The empirical investigations revealed that even the socio-cultural contexts of schooling characterized by strong ruptures, such as in South Africa, nonetheless carry on some vestiges of their past practices that affect today’s learning and development of learners. The study concludes, extending the prevailing theoretical formulation, that the social and cultural setting of schooling in Venda is multifaceted; manifesting xvi. instances of indigenous practices, the traditions of past missionary practices, as well as the traditions of the past, apartheid schooling. By taking into account these socio-cultural influences, the study provides crucial insights into the regularities of cognitive and conceptual developmental processes taking place in conditions of rapid social change in the course of the schooling of today’s children in Venda. The study furthers our understanding about the regularities of the socio-cultural and historical processes of schooling in conditions of rapid social change, and concludes by proposing ways of improving contemporary educational practice in South Africa, grounded in sound psychological knowledge and research about school transformation and classroom teaching and learning improvement.