The purpose of this study was to trace the history and development of the Health and Physical Education Program in North Texas State Teachers College from the year 1914 to 1939 to determine the contribution this department has made in the development of the College. As a reslut of the foregoing study, the following conclusions were reached: 1. The success of the Health and the Physical Education Department was due to the foundation upon which it was built; this foundation was laid by responsible and well-trained men and women. 2. The personnel has increased from one teacher to nine regular staff members. 3. The number of credit courses in the department has increased in twenty-five years from one to forty-three. 4. The students trained in this department are equipped to teach all phases of Health and Physical Education work in the public and private schools, and in the various types of summer camps. 5. The Health and Physical Education facilities have grown from a two room gymnasium in the basement of the Historical Building, a baseball field, a tennis court and basketball court, to a well-equipped Health and Physical Education plant. This plant now consists of a modern fire-proof sanitarium with a staff of twodoctors, three graduate nurses, a dietition, and a housekeeper; two gymnasium; an athletic field house; two gridirons; stadium; swimming pool; four croquet courts; one outdoor concrete slab used for dancing and skating; basketball and tennis courts; an archery range; an outdoor theatre; a miniature golf course; putting greens; thirteen tennis courts; picnic grounds; and space for horse shoe pitching; soft ball and other games. 6. The Recreation Park is one of the best of its kind in connection with a college in the United States. 7. Though the Health and Physical Education Plant represents a large investment, it is a real asset to the college. 8. As a result of athletic accomplishments, the college has become internationally known.

This study was made in the Demonstration School of the North Texas State Teacher's College, using the children of Grades I to V inclusive as subjects of the investigation. The problem was taken to try to discover if children of a certain age group have definite color preferences and other related questions such as if these preferences remain constant, if they are influenced by other factors such as intelligence, sex, or grade, and if there is consistency noticeable in the preferences of a group at any given grade level. It is also the aim of this study to see how the children of the Demonstration School compare with other groups that have been tested, to suggest possible reasons for differences, and to set forth a procedure that could be followed in order to secure more significant results than those which have been obtained by other investigators.

The purpose of this study is to determine the status of Industrial Education graduates and Home Economics graduates as compared with the status of all men and women graduates of North Texas State Teachers College, with reference to background before entering college, high school status, college status, college entrance and graduation ages, number and percentage of transfers, grades, major fields, amount of transiency and tenure.

This study deals with an investigation of letterman in track in North Texas State Teachers College during the ten- year period of 1930-31 through 1939-40, as compared with football lettermen of the same period. More especially, it is a study of the program, the accomplishments, and the later occupations followed by the individual athletes who earned letters in track. The status of the athletes was considered from the standpoint of their athletic and scholastic attainments as well as their social activities while in college, The athletes were also considered from the standpoint of position and location since leaving college. It is recommended that in the near future a similar study be made of the other sports in North Texas State College to parallel this study.

My study documents the formation and impact of the student-led movement of Black Lives Matter in Higher Education (BLMHE) that is housed within Teachers College Higher and Postsecondary Education Program (HPSE). This group consists of HPSE students and faculty that have come together to analyze the effects of systemic societal forces on members of the HPSE community and their broader effects on higher education. BLMHE has since come together to show solidarity and support for students of color at TC through demonstrating their general commitment to social justice in the form of an educational seminar program. This study, which relies on oral history interviews with BLMHE’s three student co-founders, examines the formation and impact of BLMHE, how they analyze the effects of systemic societal forces on members of their community, and their broader effects on higher education. I am interested in learning to what extent BLMHE plays a role in increasing equitable spaces for Black students who identify as scholars on campus because I want to find out how this form of student activism empowers students as agents for change against systemic racism within higher education. This will permit me to understand how this form of student advocacy compares to other forms of advocacy that seeks to address such inequality in higher education. This exploratory oral history study centers on three themes: student advocacy within the realms of equitable epistemological spaces, how BLMHE is distinctive from the Black Studies and Black Lives Matter movements, and the role of Teachers College in supporting equitable epistemological spaces that can combat racism in higher education. BLMHE applies an alternative mode of viable activism beyond rallies and protests. I am interested in exploring the effect that involvement in student-led groups such as BLMHE have on increasing equitable spaces for these students as critical scholars within higher education scholarship, as well as their impact on TC as an institution. This student group is challenging not just the inequities within institutional infrastructures of higher education, but the thought processes behind what frames higher education scholarship itself, and which types of academic spaces for this scholarship need to be created for people of color. Further, their work demonstrates the degree to which marginalized Black and Indigenous People of Color (BIPOC) students are not content to sit on the sidelines. This study also goes in-depth in discussing how inclusive archiving that accompanies this research can actively support and empower communities in the collective documentation of their own histories. Study findings will portray how these student members of BLMHE perceived social inequities in higher education, along with their experiences and reflections on microaggressions, diversity and inclusion, have informed their forays with activism. Study findings indicate that in order for higher education to better support these students, it is critical to center them in the process of knowledge creation via educational seminars; this, in turn, can inform change in scholarship. This study concludes that inclusive epistemological spaces created by BLMHE challenge dominant views of power in higher education, validating BIPOC-centered methods and theories while providing resources for scholars of color to thrive in the academy.

The purpose of the study was to compare the social acceptance of the Negro and white children in the second, fourth, and fifth grades of the Demonstration School associated with the North Texas State Teachers College and the Fred Douglass Negro School, Denton, Texas, and to record the extent of change over a period of time.

This study is to give an authoritative reflection of the spirit and procedure of the Child Health and Development Workshop at North Texas State Teachers College, Denton, Texas, July 16 to August 23, 1946.

Philosophical inquiry as a pedagogical approach develops higher order thinking and problem solving skills. Inquiry-based learning is an important approach for sustainable development, considering the fact that today’s societies has to deal with everyday challenges. Philosophical inquiry is a powerful educational approach that has cognitive, social and practical benefits. This study examined the challenges faced by the Nyadire Teachers’ College (NTC) student teachers in Mashonaland East Province in Zimbabwe in engaging pupils in philosophical inquiry and ways of overcoming them. The study employed the qualitative design because of its focus on participants’ perceptions and actions. The researcher viewed participants as reflective beings whose actions were influenced by their thoughts. The study sample comprised forty student teachers on campus who had just completed their Teaching Practice (TP), eight student teachers on TP and ten lecturers from various departments. The data were collected through individual interviews, focus group discussions, non-participant observation of lessons and document analysis. The evidence from literature indicates that philosophical discourse and pedagogy develop learners’ ability to be responsible and accountable for their actions. It has also indicated teachers’ inability to introduce children to thoughtful discussion as one of the barriers to the use of philosophical inquiry as a pedagogy. The findings of the study indicated that NTC student teachers lacked skills and dispositions to engage pupils in philosophical inquiry. This was attributed to lack of critical pedagogy in teacher education at NTC. The findings also indicated that there were challenges in practicing schools. The study established knowledge and competence gaps amongst NTC student teachers as one of the challenges. The study suggested that NTC teacher education should expose student teachers to theory and practice of critical pedagogy. It also suggested in-service education on mentoring for teachers in schools, as mentoring demands more skills and knowledge than mere teaching. / Educational Studies / D. Ed. (Philosophy of Education)

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"December 2008". / Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / Bibliography: p. 299-327. / Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions. / The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico. / Mode of access: World Wide Web. / xvii, 359 p