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Bibliografias temáticas / The history of school

Literatura científica selecionada sobre o tema "The history of school"

Autor: Grafiati

Publicado: 23 de junho de 2021

Última modificação: 12 de fevereiro de 2022

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Artigos de revistas
Teses / dissertações
Livros
Capítulos de livros
Trabalhos de conferências
Relatórios de organizações

Artigos de revistas sobre o assunto "The history of school":

1

McLavy, Brian. "SCHOOL HISTORY ALTERNATIVES". History Workshop Journal 27, n.º 1 (1989): 243—b—243. http://dx.doi.org/10.1093/hwj/27.1.243-b.

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2

Ukolova, V. I. "School of History". MGIMO Review of International Relations, n.º 5(38) (28 de outubro de 2014): 79–86. http://dx.doi.org/10.24833/2071-8160-2014-5-38-79-86.

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The current international processes and events, world politics at the beginning of the 21 century have once again clearly demonstrated that their meaning often emerges through the historical context without which the understanding of what is happening is hardly possible. Rector of MGIMO A.V. Torkunov in his talk on International relations as an educational discipline remarked that "as for sciences the basis of professionalism is mathematical skills and competencies, for international relations such a basis is history". Historical disciplines are taught at MGIMO from the very start of education process. MGIMO is one of the leading centers of research in the fields of history, political sciences and humanities. Here, in different years academics E.V. Tarle, L.N. Ivanov, V.G. Trukhanovskiy, A.L. Narochnitskiy and other prominent scholars and historians taught. Historical School of MGIMO has united important areas of historical science: the history of political processes in the twentieth century, modern history, the history of international relations and diplomacy, historical regional studies and cultural studies, oriental, philosophy and theory of history. The best traditions of the MGIMO historical school incorporated by its founders, make the foundation of its development at present. In 1992, the Department of MGIMO world and national history was established. The principle innovation was the combination of two components - historical education and historical science. This made it possible to present the story of Russia as an important part of the world history, opened up prospects for the implementation of comparative history, the synthesis of specific historical approaches and generalized global vision of civilization and human development. The historical school has realised a number of research projects, including "Alexander Nevsky" and the multi-volume "Great Victory", the work continues on a research project "Russia in the Modern World", and on a project "Synchronous History", etc.

3

Thu Ha, Nguyen. "THE HISTORY OF SCHOOL SOCIALWORKERS AND THEIR ROLE IN SUPPORTING STUDENTS WITH MENTAL HEALTH IN SCHOOLS". Journal of Science, Social Science 61, n.º 12 (2016): 168–76. http://dx.doi.org/10.18173/2354-1067.2016-0118.

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Thu Ha, Nguyen, Nguyen Thi Mai Huong e Nguyen Thi Anh Nguyet. "BRIEF HISTORY OF SCHOOL-BASED MENTAL HEALTH SERVICES IN UNITED STATES AND SOME RECOMENDATIONS FOR VIETNAM SCHOOLS". Journal of Science, Social Science 62, n.º 5 (2017): 139–45. http://dx.doi.org/10.18173/2354-1067.2017-0045.

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5

HARRIS, KAREN L. "Transforming School History Texts". South African Historical Journal 34, n.º 1 (maio de 1996): 267–75. http://dx.doi.org/10.1080/02582479608671878.

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6

Whittemore, Richard. "On Renewing School History". Journal of Teacher Education 44, n.º 5 (novembro de 1993): 385–87. http://dx.doi.org/10.1177/0022487193044005009.

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7

Töpper, Daniel, e Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century". Historia y Memoria de la Educación, n.º 13 (14 de dezembro de 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.

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The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

8

Sudrajat, Ajat, Dyah Kumalasari e Danu Eko Agustinova. "History Teaching in Vocational School Based on Curriculum 2013". SOCIA: Jurnal Ilmu-Ilmu Sosial 16, n.º 2 (25 de fevereiro de 2020): 187–201. http://dx.doi.org/10.21831/socia.v16i2.30348.

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The Curriculum 2013 is a learning guidance for schools in Indonesia. One among many schools that applied Curriculum 2013 is vocational school. Social sciences based majors also being taught in vocational school. One of them is Indonesian History. The major of history in vocational school is very strategic for internalizing national character values. Unfortunately, history teachers in vocational school don’t apply suitable way in their teaching. That’s understandable since students in vocational school focus on vocational majors. This research employs a descriptive qualitative method by utilizing some techniques of data collection such as observations, interviews and documentations. The aim of this research is to know teaching strategy which is suitable in vocational school. The benefit of this research is the finding of ideal teaching strategy for vocational school students. In this case, the object of research is SMK Negeri 3 Kudus. History teaching in vocational school can utilize teaching media and learning in historical site. Those two strategies have goal for easing students of vocational school in understanding material of history subject. Each of those strategies has advantages and downsides, so that combination of them can cover each others’ downsides.

9

Gordon, Leah N. "History for Justice: Michael Katz and the History of Education". Social Science History 41, n.º 4 (2017): 760–65. http://dx.doi.org/10.1017/ssh.2017.30.

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I recently told one of my graduate students that I was contributing to the panel on which these papers are based, and he replied that reading Michael Katz'sThe Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts(2001a) led him to apply to graduate school. My story is the same. When I was deciding whether to pursue a graduate degree, Katz'sClass, Bureaucracy, and Schools(1975) convinced me to study the history of education. What Katz's scholarship, and later his mentorship, taught me was that one could be a historian with an eye toward justice, that one need not compartmentalize scholarly, political, and ethical commitments.

10

Rowland, Stephen M. "Archaeocyaths—a history of phylogenetic interpretation". Journal of Paleontology 75, n.º 6 (novembro de 2001): 1065–78. http://dx.doi.org/10.1017/s0022336000017133.

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Archaeocyaths are calcareous, conical, Cambrian fossils with a long history of phylogenetic uncertainty and changing interpretations. The history of phylogenetic interpretation of archaeocyaths reveals five distinct schools of thought: the coelenterate school, the sponge school, the algae school, the Phylum Archaeocyatha school, and the Kingdom Archaeata school. Late nineteenth century and early twentieth century paleontologists worked within a paradigm of inexorably increasing diversity through time, and they did not believe in the concept of extinct phyla. Consequently, prior to about 1950, archaeocyaths were bounced around from coelenterates to sponges, to algae. By the 1930s, after considerable study, all workers agreed that archaeocyaths were sponges of one type or another. In the mid-twentieth century a significant paradigm shift occurred in paleontology, allowing the viability of the concept of a phylum with no extant species. Correspondingly, two new schools of thought emerged regarding archaeocyathan taxonomy. The Phylum Archaeocyatha school placed them in their own phylum, which was inferred to be closely related to Phylum Porifera within Subkingdom Parazoa. A second new school removed archaeocyaths and some other Paleozoic problematica from the animal kingdom and placed them in Kingdom Archaeata (later Kingdom Inferibionta). The Phylum Archaeocyatha school was the mainstream interpretation from the 1950s through the 1980s. However, the widespread use of SCUBA beginning in the 1960s ultimately led to the rejection of the interpretation that archaeocyaths belong in a separate phylum. SCUBA allowed biologists to study deep fore-reef and submarine cave environments, leading to the discovery of living calcareous sponges, including one aspiculate species that is morphologically similar to archaeocyaths. These discoveries in the 1960s and 1970s stimulated a re-examination of sponge phylogeny generally, and comparisons between archaeocyaths and sponges in particular. The result was the abandonment of the Phylum Archaeocyatha school in the 1990s. Present consensus is that archaeocyaths represent both a clade and a grade—Class Archaeocyatha and the archaeocyathan morphological grade—within Phylum Porifera.

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Teses / dissertações sobre o assunto "The history of school":

1

Melton, David Glenn. "A History of Manassas Park City Schools". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.

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The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
Ed. D.

2

Pitchford, Anita. "Historic Sites in Texas: the Use of Local History in Texas Public Schools". Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331623/.

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This research study examined the perceptions of school administrators and of historic site directors toward the function of the sites in the public school curriculum. In-depth, personal interviews were conducted, tape-recorded, and transcribed at six selected sites, representing the various ethnic historic settlements of Texas, a variety of population densities, each of the major physical geographic regions, and different economic levels in the state. Data analysis involved careful study of the taped interviews, comparisons of responses given by people of similar roles, and comparisons of responses regarding the same site. Documentation of elements of the historic sites, of programs offered, of participation of the local school district in programs, and of written school policies were examined. The perceptions of the interviewees along with recommendations for changes were noted. Responses varied from expressed impression of students who are steeped in local history and are bored with their heritage, to enthusiastic positive opinions that the prosperity of the community is directly related to the strong identification of the citizens with its local history. The role of local history and of specific sites in the curriculum of the public schools is not consistent in Texas. This research study suggests that positive gains are possible if communication between local historic site/park/museum personnel and professional educators who are responsible for planning and implementation of school curriculum can be improved. Professional educators tend either to value local history and historic sites as part of the curriculum, or to avoid the question of meeting state mandates for classtime through the use of off-campus visits to historic sites by interpreting recent reforms to prohibit them. Professional personnel who oversee the historic sites tend to offer programs to the public schools that will meet the mandated curriculum, while adhering to the scheduling constraints of school reform legislation.

3

Atuahene-Sarpong, Boateng Kofi. ""Why I like history ...": Ciskeian secondary school pupils' attitudes towards history". Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003710.

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This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.

4

Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.

5

Holshausen, Nicole. "A history of the Good Shepherd School, Huntley Street, Grahamstown". Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003436.

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This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.

6

Chen, Xin S. M. Massachusetts Institute of Technology. "Lin Tongqi : an oral history". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90230.

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Thesis: S.M. in Management, Massachusetts Institute of Technology, Sloan School of Management, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 80-81).
In this thesis, I explore the life of Professor Lin Tongqi, a well-known scholar of American Chinese studies, by using an oral history methodology. This oral history is named "Suffering and Thinking," and my goal is to illustrate how a thoughtful soul developed. His life is a trajectory in which Western and Eastern cultures are integrated, a life that is full of confusions and reliefs, challenges and responses, twists and turns, and unexpected insights and transcendences. This oral history also illustrates in a microcosm the fate of intellectuals who lived during the approximately 100-hundred-year tumult and transformation that resulted in modern-day China. Looking back is one way to consider the future. A conversation with Lin Tongqi on Ancient Chinese thoughts follows, which touches on several factors: the dynamics of understanding the Chinese culture, comparative methods of culture study, the relationships between eternal issues and contemporary issues, as well as a brief discussion on the issues facing contemporary China, and the future of Chinese society.
by Xin Chen.
S.M. in Management

7

Myers, Kate. "School improvement in action : a critical history of a school improvement project". Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.

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8

Gibson, Simon. "A parent-initiated school of choice: an examination of the genesis and early history of King Traditional School /". Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2342.

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9

Wiens, Jason. "The Kootenay School of Writing, history, community, poetics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.

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10

Leonard, John Ellyson. "History of a high school community: 1950-2000". Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01

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Livros sobre o assunto "The history of school":

1

Committee, Fifield Hilltop School Memorial. Fifield Hilltop School history. Fifield, Wisconsin: Township of Fifield and the Price County Historical Society, 2010.

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2

School, Letham Primary. Letham school history. Letham: Letham Primary School, 1991.

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3

Hillier, Kenneth. Packington School: A history. Ashby-de-la-Zouch: Ashby Museum, 1993.

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4

Clarke, J. B. Plumtree School, 1902-2002: A history. Johannesburg: Jacanna, 2004.

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5

Hinde, Thomas. Highgate School: A history. London: James and James, 1993.

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6

Stacy, Bill W. Baylor School: Reflections on Baylor School and its history. Exton: Newcomen Society of the United States, 2006.

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Stacy, Bill W. Baylor School: Reflections on Baylor School and its history. Exton (211 Welsh Pool Road, Suite 240, Exton 19341): Newcomen Society of the United States, 2006.

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8

Lichfield, Patrick. An illustrated history of Harrow School. London: M. Joseph, 1988.

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9

F, Thompson. Newport Free Grammar School: A brief history. [Saffron Walden, England]: Old Newportonian Society, 1987.

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10

Elder, T. S. History of No. 7 School. Apollo, PA: Closson Press, 2003.

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Capítulos de livros sobre o assunto "The history of school":

1

Bingxin, Ji, Su Xiangrong e Wang Conghua. "High School History". In Curriculum Innovations in Changing Societies, 217–27. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_11.

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Cooper, Hilary. "Whole-school planning". In History 5–11, 166–74. Third Edition. | New York : Routledge, 2018. | Previous edition: 2012.: Routledge, 2017. http://dx.doi.org/10.4324/9781315194875-10.

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Spring, Joel. "Thinking Critically about History". In The American School, 1–12. Tenth Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145136-1.

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4

Lidz, Carol S. "Some History". In Women Leaders in School Psychology, 1–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1_1.

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Stoddard, Jeremy D. "Learning History Beyond School". In The Wiley International Handbook of History Teaching and Learning, 631–56. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch24.

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Chapman, Mark D. "History of Religion School". In The Blackwell Companion to Nineteenth-Century Theology, 434–54. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444319972.ch21.

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Jeynes, William H. "The History of School Shootings". In Reducing School Shootings, 3–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-66549-4_1.

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Bandini, Gianfranco. "Educational Memories and Public History: A Necessary Meeting". In School Memories, 143–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44063-7_10.

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Goodwin, Ken. "The Bulletin school". In A History of Australian Literature, 36–57. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18177-3_3.

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Schulman, Sarah. "Gay books back in school". In My American History, 63–65. Second edition. | Abingdon, Oxon;: Routledge, 2018. http://dx.doi.org/10.4324/9781315121765-12.

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Trabalhos de conferências sobre o assunto "The history of school":

1

Golan, Petr, Marcela Efmertova e Tomas Konecny. "Czechoslovak Computer School". In 2019 6th IEEE History of Electrotechnology Conference (HISTELCON). IEEE, 2019. http://dx.doi.org/10.1109/histelcon47851.2019.9040137.

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2

Fritzsch, H. "History of QCD". In International School of Subnuclear Physics, 50th Course. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603904_0004.

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3

Arhipova, Yu I. "Educational Communication Strategies In Primary School". In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.84.

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4

Almaev, R. Z. "History School Textbooks Evolution In Russia". In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.4.

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5

Lyubov, Zaitseva, e Dambaev Dmitry. "FROM THE HISTORY OF CREATION OF THE FIRST HIGH SCHOOL OF BURYATIA ON THE MATERIALS OF THE STATE ARCHIVE OF THE REPUBLIC OF BURYATIA". In Archives in history. History in archives. Ottisk, 2018. http://dx.doi.org/10.32363/978-5-6041443-5-0-2018-95-104.

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6

Norberg, Arthur L., e Peter J. Denning. "Peter J. Denning Interview: August 6-8, 2007; Naval Postgraduate School, Monterey, California". In ACM Oral History interviews. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1141880.1837132.

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7

Lukina, A. K. "Сurrent Personal Identity Of Russian Preservice Elementary School Teachers". In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.31.

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8

Pevzner, M. N. "Peculiarities Of Internationalizing School Education In Regards To Diversity". In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.6.

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9

KIKUCHI, KEN. "HISTORY OF HIGH ENERGY ACCELERATORS IN JAPAN". In Proceedings of the Asian Accelerator School. WORLD SCIENTIFIC, 2002. http://dx.doi.org/10.1142/9789812778413_0019.

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10

"History: Carpathian Summer School of Physics 2018". In EXOTIC NUCLEI AND NUCLEAR/PARTICLE ASTROPHYSICS (VII). PHYSICS WITH SMALL ACCELERATORS: Proceedings of the Carpathian Summer School of Physics 2018 (CSSP18). Author(s), 2019. http://dx.doi.org/10.1063/1.5091620.

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Relatórios de organizações sobre o assunto "The history of school":

1

Lindert, Peter. Revealing Failures in the History of School Finance. Cambridge, MA: National Bureau of Economic Research, novembro de 2009. http://dx.doi.org/10.3386/w15491.

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2

Finney, Robert T. History of the Air Corps Tactical School 1920-1940. Fort Belvoir, VA: Defense Technical Information Center, janeiro de 1998. http://dx.doi.org/10.21236/ada432954.

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3

Cvrcek, Tomas, e Miroslav Zajicek. School, what is it good for? Useful Human Capital and the History of Public Education in Central Europe. Cambridge, MA: National Bureau of Economic Research, dezembro de 2013. http://dx.doi.org/10.3386/w19690.

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4

Blaine, Richard. The teaching of history in the secondary schools of Australia. Portland State University Library, janeiro de 2000. http://dx.doi.org/10.15760/etd.2284.

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5

Brackley, Allen M., e K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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6

Brackley, Allen M., e K. Petersen. Planning, implementation, and history of the first 5 years of operation of the Craig, Alaska, pool and school biomass heating system—a case study. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2016. http://dx.doi.org/10.2737/pnw-gtr-936.

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7

Adams, Sunny E., e Adam D. Smith. Character-Defining Features of Contributing Buildings and Structures in the Fort Gordon, Georgia, Signal School Campus Historic District. Fort Belvoir, VA: Defense Technical Information Center, julho de 2016. http://dx.doi.org/10.21236/ada637431.

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8

O’ Brien, Gisela, Magaly Lavadenz e Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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Resumo:

In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

9

Holmes, George, Jeff DeSimone e Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, maio de 2003. http://dx.doi.org/10.3386/w9683.

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10

Beaver, Jessica, e Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, julho de 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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