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Дисертації з теми "Language education reform"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Davies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.

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2

Holm, Samuel. "Latvian Language Policy : Unifying or Polarizing? Reconstructing the Political Debate on Language Reform in the Latvian Education System." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166660.

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Анотація:

Languages are not just systems for communication, they are also often a marker of ethnic and/or national identity and sometimes a politically contentious issue. A country where this is the case is Latvia, which has a large Russian-speaking population. During the Soviet occupation of Latvia, Russian became the dominant language in public life. Since regaining independence, Latvia has pursued language policies aimed at strengthening the position of the Latvian language, at the expense of the Russian. Latvian is the single official language and over the last decades, the bilingual education syste

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3

Murakami, Charlotte Victoria Trudy. "Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.

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England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA

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4

Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.

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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal<interpretive and critical paradigms in each of scientific knowledge, educational innovation, educational research and education itself. This framework forms the basis from which a critique is mounted of contesting perspectives in environmental education at inter

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5

Rosolová, Kamila. "Language in search of practice the progress of curriculum reform in the Czech Republic /." Diss., Connect to online resource - MSU authorized users, 2008.

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6

Cripps, Sandra Florence. "The influence of language as a tool for policy implementation : further education after the 1988 Education Reform Act." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/2217/.

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Анотація:

The task of this work is to show that the use of language can be an important tool in any attempt to use power. In view of the complexity of the subject the span of investigation has specifically focused on the changes brought about by the Conservative Government expressed in the Education Acts in 1988 and 1992 during the period 1991-1996, tracing their effect on three further education colleges in the public sector and one in the private sector. In order to test the hypothesis, that there has been a significant change in the value system within which further education policy has been expresse

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7

Gold, Ariel S. "Expanding the agenda for foreign language education reform: evidence on motivation and response to incentives." Thesis, Boston University, 2008. https://hdl.handle.net/2144/28572.

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Анотація:

Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. 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.<br>2031-01-02

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8

Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

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Анотація:

Thesis (Ph. D.)--University of Kentucky, 2004.<br>Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

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9

Peil, Cheryl Lynn. "Literacy, school reform, and literature-based reading programs." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/772.

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10

Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.

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Анотація:

In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main

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11

Moore, Colleen Patricia. "Constituting grammar and its pedagogy : the reform of the South African English Home Language intermediate phase curriculum between 1997 and 2012." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13353.

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Анотація:

Includes bibliographical references.<br>Post-apartheid curriculum reform in South Africa has impacted the constitution and organisation of English language knowledge, including grammatical knowledge and its pedagogy. Additionally, changes in theoretical viewpoints on grammar instruction and early literacy instruction have influenced the conceptualisation and teaching of English grammar. This study aims to determine how grammar and its pedagogy have been constituted and explicated in the South African Intermediate Phase (IP) English Home Language (HL) curricula through curriculum reforms after

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12

Muthanna, Abdulghani Ali Nagi. "Exploring The Beliefs Of Teacher Educators, Students, And Administrators: A Case Study Of The English Language Teacher Education Program In Yemen." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612859/index.pdf.

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Анотація:

This study focuses on exploring the current (2009-2010) state of the English Language Teacher Education (ELTE) Program in Yemen. The current state of the program was investigated through exploring the beliefs of teacher educators, teacher candidates, and administrators. Additionally, available education policy documents were critically examined. A pilot study pointed to the need for interviews with various stakeholders of language teacher education. Multiple semi-structured interviews were designed and conducted. Three teacher educators and four recent graduates were interviewed. Three adminis

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13

McClary, Nancy Hill. "“Be a Voice, Not an Echo”: Understanding the Urban Youth Call for High School Literacy Reform." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304970452.

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14

Ughrin, Anne M. "The Process, Product, and Placement of Instructional Materials in the Educational Market." Kent State University Liberal Studies Essays / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ksuls1397839515.

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15

Teng, Feng. "Understanding identities in practice, discourse, and activity : English lecturers' experiences in the context of mainland China higher education reform." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/719.

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Анотація:

The traditional academic ranks for regular faculty in Mainland China universities commonly include assistant lecturer, lecturer, associate professor, and professor, with no clear differentiation between academic and teaching tracks. Recent education reform in Mainland China with the aspiration of world-class, high-ranking universities, however, has brought about unprecedented challenges to academics at the rank of lecturer; they are suffering from contract requirements that rise as the requirements for university ranking increase. In an attempt to reach the bar set by Western research universi

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16

Brown, Kathleen Annette. "An Iterative Needs Assessment/Evaluation Model for a Japanese University English-language Program." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/66807.

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Анотація:

CITE/Language Arts<br>Ed.D.<br>The focus of this study is the development and implementation of the Iterative Needs Assessment/Evaluation Model for use as part of an English curriculum reform project at a four-year university in Japan. Three questions were addressed in this study: (a) what model components were necessary for use in a Japanese university setting; (b) what survey instruments would work with such a model; and (c) what needs would the stakeholders in the project report? The site for the study was a mid-sized private, four-year university in Japan. Set as an instrumental case stud

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17

Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals." Thesis, Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/350/.

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Анотація:

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum

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18

Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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Анотація:

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum

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19

Adderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.

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Анотація:

Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The s

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20

Stoop, Graham Charles. "The management of knowledge : text, context, and the New Zealand English curriculums, 1969-1996." Thesis, University of Canterbury. Education, 1998. http://hdl.handle.net/10092/1045.

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Анотація:

This is a study of the New Zealand English curriculums, 1969-1996. The study is organised around three phases of reform: the initial changes made to the teaching of English in the first three years of secondary school; the later reform of the senior-school English syllabus; the more recent development of an integrated national curriculum statement for the teaching of English. These reforms are charted in a narrative fashion, although the thesis does not purport to be a full history of English teaching in the period under review. Instead, the various developments and changes to English te

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21

Hoppe, Josefin, and Therese Virolainen. "Likvärdig skola för alla? : En kvalitativ studie om pedagogers syn på en likvärdig undervisning för elever med språkstörning i skolan." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79036.

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Анотація:

Syftet med vår studie var att undersöka om elever med funktionshinder får motsvarande utbildning och om undervisningen är kopplad till skolan som styrdokument. Undersökningen består av intervjuer med fyra lärare som alla arbetar med studenter med nedsatt språk i sin verksamhet. Utbildarna förklarar hur de uppfattar vad en motsvarande utbildning är för elever med funktionshinder och hur de arbetar för att dessa studenter får motsvarande utbildning enligt gällande styrdokument. Resultatet är att lärarna är överens om att eleverna i sin verksamhet inte får motsvarande utbildning. Dessa pedagoger

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22

Reis, Maria Fernanda de Moura. "O Dicionário para escolas primárias de Ludwig Wittgenstein e a virada linguística." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29112010-140523/.

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Анотація:

Esta pesquisa trata de questões de natureza teórica e tem como objetivo conhecer o trabalho do filósofo Ludwig Wittgenstein (1889-1951), como professor primário, realizado de 1920 a 1926 junto a crianças em idade de alfabetização. Esta atividade no magistério ocorreu em escolas primárias da zona rural austríaca e resultou na publicação, em 1926, da obra Dicionário para Escolas Primárias (Wörterbuch für Volksschulen). Nossa hipótese, ao longo desta investigação, é de que este período como docente de crianças contribuiu significativamente para a mudança do pensamento de Wittgenstein, colocando e

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23

Spoerndle, Regenia E. "Critical Pedagogy in Action: A Case Study of Our Lady of the Elms." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341876922.

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24

Đurđica, Komlenović. "Organizacija geografske nastave u školskim kurikulumima u svetu i primena iskustva u nastavi geografije Srbije." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2003. https://www.cris.uns.ac.rs/record.jsf?recordId=73205&source=NDLTD&language=en.

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Анотація:

Savremeni svetski tokovi u oblasti obrazovanja i izvr&scaron;ene reforme nastavnih planova i programa, uslovili su promenu obrazovnog sistema u i reformu geografske nastave u Srbiji u osnovnom obrazovanju. Dobro struktuiran geografski kurikulum Srbije obezbediće adekvatno mesto geografiji u na&scaron;em obrazovnom sistemu.<br>Modern world actions in the field of education and reformscarried out in teaching plans and programmes have caused changes in the educational system and reforms of geaography teaching in Serbia on the level of primary school education. Well structioral geographic curricul

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25

Yook, Cheong Min. "Korean Teachers' Beliefs about English Language Education and their Impacts upon the Ministry of Education-Initiated Reforms." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/alesl_diss/14.

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Анотація:

This study aims to expand studies on ESL/EFL teachers’ beliefs by investigating the relationship among Korean teachers’ beliefs about English language education in Korea, sources of their beliefs, their perceptions of the Ministry of Education, Science, and Technology (MOE)-initiated reforms in English language education, and the degree of implementation of the reforms in their classroom teaching. Toward that end, the study employed both quantitative and qualitative research instruments: a survey with a questionnaire, interviews, and observations. The study surveyed 158 in-service teachers. Am

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26

Rönn, Charlotta. "Global educational reform in a local context : Implementation, resistance, and negotiation of educational reform in Moroccan municipal upper-secondary schools." Thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-82896.

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Анотація:

This thesis showed an analysis of what happened when global educational reforms were implemented in a local Moroccan culture context. Through analyzing and deconstructing discourses in policy documents, as well as qualitative interviews with teachers and pupils in municipal uppersecondary schools and comparing these to each other, a picture was given of what happened in the meeting between the new policies and the implementation of them locally; how they were implemented, resisted and negotiated by different parties concerned. The educational policy, advocating e.g. Education for All, and acqu

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27

Gonzalez, Jennifer Dawn. "Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.

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Анотація:

This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis

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28

Orr, V. C. "Developments in assessment and teaching methodologies in modern languages in England and France in response to educational reform (1975-1985)." Thesis, Aston University, 1987. http://publications.aston.ac.uk/10289/.

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Анотація:

This comparative study considers the main causative factors for change in recent years in the teaching of modern languages in England and France and seeks to contribute, in a general sense, to the understanding of change in comparable institutions. In England by 1975 the teaching of modern languages in the comprehensive schools was seen to be inappropriate to the needs of children of the whole ability-range. A combination of the external factor of the Council of Europe initiative in devising a needs-based learning approach for adult learners, and the internal factor of teacher-based initiative

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29

Hasan, Mohamed Hasan Mohamed. "Bahraini school English language teachers’ beliefs and professionalism under new educational reforms in Bahrain: An interpretive perspective." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16727.

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Анотація:

This study sought to explore Bahraini teachers’ beliefs about teaching and learning as they related to their daily work and their interactions with the contexts in which they worked and lived so as to construct a deeper understanding of their professionalism. It particularly investigated the effects of contextual factors, in light of the recent educational reform initiatives in Bahrain, on the professional lives of practicing Bahraini school English language teachers who completed a Post Graduate Diploma in Education (PGDE) at Bahrain Teachers College (BTC) between 2008 and 2012. Research data

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30

Valentino, Cristina P. "The Impact of School Reform Design, English Speakers of Other Languages (ESOL) Instruction and Socioeconomic Status on ESOL Students' Reading Achievement." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/225.

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Анотація:

The purpose of this study was to examine how school reform design, English speakers of other languages (ESOL) instruction, and socioeconomic status (SES) impact the academic achievement of ESOL students in Grade 2. Gains in lexile scores on the Scholastic Reading Inventory were used to measure one aspect of academic achievement, namely, general reading ability. The primary research question was: To what extent can gains in lexile scores on the Scholastic Reading Inventory be explained by the independent variable set of school reform design (America's Choice/Direct Instruction), ESOL instructio

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31

Patzuk-Russell, Ryder. "The development of education and Grammatica in medieval Iceland." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7224/.

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Анотація:

This study explores how education and the medieval intellectual and pedagogical discipline of 'grammatical' developed in Iceland during the medieval period, defined roughly from the official conversion to Christianity c.1000 to the Reformation c.1550, The first chapter deals with social, institutional, and financial aspects of teaching and learning in medieval Iceland, surveying key figures and places, but also arguing that more attention shoulder be paid to the costs of learning and the effect of that on poor students. The second chapter addresses Latin education, discussing the importance of

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32

Jelena, Petrović. "Интелектуално и емоционално васпитање у реформној педагогији са почетка 20. века – актуелност изворних схватања". Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=96417&source=NDLTD&language=en.

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Анотація:

Основна сврха овог рада је да препозна најзначајније теоријске поставке ипрактичне педагошке моделе које је реформна педагогија понудила на пољуинтелектуалног и емоционалног васпитања, као и да укаже на оне које могу бити актуелнеи корисне за савремену педагогију.Први део рада има за циљ да објасни историјски и теоријски оквир реформнепедагогије. Он истражује друштвено-историјски контекст у коме се реформна педагогијаразвијала, укључујући утицаје великих филозофских система и учења и значајних научнихсазнања у области психологије и друштвених наука. Он анализира основне теоријскепоставке рефор

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33

au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.

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Анотація:

This thesis details research on the first phase of curriculum reform (19992004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum

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34

Barboza, Giselle Macedo. "A gramática de Reis Lobato e o ensino de língua portuguesa no Brasil (1770-1828)." Universidade Federal de Sergipe, 2011. http://ri.ufs.br:8080/xmlui/handle/123456789/4862.

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Анотація:

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research investigates the process of institutionalization of teaching of Portuguese Language in Brazil from 1757 to 1828, through the analysis and interpretation of Brazilian and Portuguese legislation related to the language teaching, as well as the compendium Arte da grammatica da língua portugueza, of Antonio José dos Reis Lobato. The basis for this work will be some assumptions theoretical of history of school subjects (CHERVEL, 1990), of cultural history (CHARTIER, 2000; ANDERSON, 2008; HEBRARD 2000), of historical lingu

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35

Mokhtari, Abdelmadjid. "Perceptions of Tunisian Educators of the effects of the Arab Spring on Tunisia's Educational Policies and Reforms Related to Corruption, Job Preparation, and English Language| A Mixed Methods Study." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743312.

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<p> The Arab Spring marked a milestone in the political, social, and economic struggle of the Arab populations. Tunisian youth, like the rest of the Middle Eastern and North African (MENA) youth, dream of a corruption-free Tunisia, better and stronger educational system, and a fair access to suitable employment opportunities in a rapidly evolving and competitive world where students who are well-prepared academically and master the English language have a clear advantage to land good jobs and enjoy a brighter professional and social future compared to those who lack adequate professional skill

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Souza, Álvaro César Pereira de. "Sob as luzes das reformas pombalinas da instrução pública : a produção dicionarística luso-brasileira (1757-1827)." Universidade Federal de Sergipe, 2011. https://ri.ufs.br/handle/riufs/4721.

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This Dissertation has as its objective the analysis of the impact of the so-called Reform of the Public Instruction, carried out by the Marquis of Pombal (1699-1782), on the production of dictionaries of the Portuguese language (monolingual and bilingual) during the period ranging between 1757 and 1827 and how they related with the schooling process, both in Portugal and in Brazil. The year 1757 is taken as the starting point since it was then that the teaching of the Portuguese language was officially institutionalized in Brazil after the enactment of the Lei do Diretorio dos Indios. That l

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SILVEIRA, Aline Reinhardt da. "O discurso sobre a reforma do ensino médio: uma análise da divulgação governamental." Universidade Catolica de Pelotas, 2018. http://tede.ucpel.edu.br:8080/jspui/handle/jspui/710.

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Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-06-14T12:40:00Z No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5)<br>Made available in DSpace on 2018-06-14T12:40:00Z (GMT). No. of bitstreams: 1 Aline R. da Silveira.pdf: 3230152 bytes, checksum: d6a475a47a49747c52af95d8b5076e61 (MD5) Previous issue date: 2018-02-28<br>This dissertation deals with the governmental divulgation discourse of the secondary educational system reform in Brazil. To do so, it is affiliated with Pêcheux’s Discourse Analysis Theory (AD). Both

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You, Hee-Yeun. "Les cultures métalinguistiques dans l’enseignement et l’apprentissage du français et des langues en Corée du Sud." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030104.

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Cette étude porte sur les cultures métalinguistiques dans l’enseignement et l’apprentissage des langues en Corée du Sud, en particulier pour le français, dans l’enseignement secondaire. Cette recherche a pour objectif d’identifier les caractéristiques de la culture éducative en jeu dans l’enseignement des langues au travers des instructions officielles, livres du professeur et manuels des trois langues (coréen, anglais, français). Dans le contexte scolaire coréen, les apprenants de français suivent les mêmes parcours linguistiques que leur enseignant (coréen langue maternelle, anglais première

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Abbas, Moussa. "Production et contrôle qualité dans l'enseignement des langues : quel rôle pour l'inspecteur de français en Algérie?" Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA152.

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Après avoir gagné le défi de la scolarisation, le système éducatif algérien est engagé depuis dix ans dans une réforme structurelle et pédagogique pour améliorer la qualité de ses enseignements. L’analyse statistique et qualitative des résultats obtenus à des examens de fin de cycle obligatoire semble indiquer, à l’aune des épreuves, des programmes et des manuels de français, que ce pari n’est pas encore gagné. Dans la dynamique de cette transformation, l’inspecteur pédagogique de français est appelé à jouer un rôle plus décisif dans la production et le contrôle qualité des enseignements.A par

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Turley, Eric D. "The scientific management of writing and the residue of reform." 2008. http://proquest.umi.com/pqdweb?did=1555892991&sid=6&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.<br>Title from title screen (site viewed Dec. 15, 2008). PDF text: 212 p.. UMI publication number: AAT 3297748. Includes bibliographical references. Also available in microfilm and microfiche formats.

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Mendes-Barbosa, Julieta. "Framework for educational reform in Guinea-Bissau: The choice of language of instruction." 1990. https://scholarworks.umass.edu/dissertations/AAI9101644.

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The purpose of this study is to identify some issues encroaching upon the efficiency and relevance of Guinea-Bissau's educational system. The study has attempted to answer the following questions: (1) What approaches have dominated educational reform in Africa? (2) What factors are behind Guinea-Bissau's educational problems? (3) What are the alternatives, including language policies, that would help Guinea-Bissau break with neo-colonialism and intellectual dependency? The study was divided into five areas: The first area presented an overview of Africa's educational problems. The next area of

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"Curriculum reform in South Africa : assessment of English in the national qualification framework." Thesis, 2009. http://hdl.handle.net/10210/2972.

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Pike, Georgia. "The Past, Present and Future of Music in Education: a transdisciplinary framework designed to promote re-engagement and reform in music education for teachers, students and the community." Phd thesis, 2016. http://hdl.handle.net/1885/116895.

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This thesis explores and analyses the discipline of music education by situating it within a transdisciplinary contextual framework. Its aim is to develop a simple, practical model to help teachers, particularly generalist classroom teachers, reflect on their own musicianship and that of their students and the community, as a means of increasing engagement in music both in school and beyond. It emerges from, and builds upon, the work of the Music Engagement Program at the Australian National University, where music is conceptualised in such a way as

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Atzinger, Elizabeth Benjamin. "Provision of education to minority groups in Austria." Diss., 2000. http://hdl.handle.net/10500/17991.

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Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. T

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Lombard, Ilse. "Towards relevance in language teaching : an outcomes-based approach." Diss., 1999. http://hdl.handle.net/10500/17229.

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Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the s

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Kumžáková, Karolína. "Klíčové kompetence očima češtináře." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388883.

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The diploma thesis seeks answers to the questions how Czech teachers in Prague understand the key competencies defined in the basic program documents (especially in general educational programs), what idea they have of their development in Czech language and literature educational field, how they relate to the application in the planning, preparation and realization of education (including preparation and implementation of the teaching of individual sub-contents). The selected methods are: detailed study of program documents and relevant didactic studies; structured interviews with teachers of

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Prošková, Alena. "Francouzský jazyk v českém výukovém prostředí v letech 1847-1948." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-342304.

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v anglickém jazyce: FRENCH LANGUAGE WITHIN THE CZECH EDUCATION ENVIRONMENT 1847 -1948 The objective of this dissertation thesis is to analyse the position of French language as a regular school subject taught in the Czech education environment, with focus on the era of the years 1847 - 1948. This interval was chosen intentionally to demonstrate the development and transformation of the position of French language, from the time it appeared in school curriculum as an obligatory subject, through the golden age of Francophony in the interwar Czechoslovakia of the 1930s, up until the year 1948 whe

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Pretorius, Shirley Frances. "A history of the Dutch Reformed Church in Zimbabwe : with special reference to the Chinhoyi Congregation." Thesis, 1999. http://hdl.handle.net/10500/15819.

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This history which spans the period 1836 -1995, gives a picture of the Dutch Reformed Church in Zimbabwe which evolved from the missionary endeavour of the mother church in South Africa into an independent autonomous church. It is a story of Dutch (Afrikaner) piety in which the most important components are evangelisation, education and language, the whole of which was, and is still, influenced by the evangelical piety of Andrew Murray. With regard to the education of their children, the Dutch Reformed members believed that Christian education in the mother tongue was the ideal. This world vi

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Carvill, Robert Lee, and Til Karen Van. "Perspective vol. 5 no. 4 (Aug 1971)." 2013. http://hdl.handle.net/10756/251228.

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