Education Commons^™

Inovação Curricular E A Reforma De 1855 De Luiz Pedreira Do Couto Ferraz [Curricular Innovation And The 1855 Reform Of Luiz Pedreira Do Couto Ferraz], Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

A reforma educacional de 1855 proposto pelo Ministro Couto Ferraz marcadamente alterou o programam de ensino do Colégio de Pedro II, a instituição modelo do Império, por dividir-nos em dois ciclos: os Estudos de Primeira Classe e os estudos de Segundo Classe. O primeiro ciclo, de quatro anos, foi dirigido aos alunos que queriam terminar seus estudos e receber um certificado de conclusão que lhes daria o direito de ingressar em um dos institutos de formação técnica, sem prestar novos exames. Os alunos que continuassem o segundo ciclo, com duração de três anos, receberiam ao final do sétimo ano o …

Volume 7, No. 4

Thinking: The Journal of Philosophy for Children

Benjamin, Martin: Review of Thomas Nagel: What Does it All Mean? pp. 26­-8.

Benjamin, David and Scott, Jeremy. Review of Thomas Nagel: What Does it All Mean? pp. 28-­9.

Camhy, Daniela G. and Iberer, Grunter. “Philosophy for Children: A Research Project.” 18­-25.

Gazzard, A. “Evidence of Effectiveness of the Philosophy for Children Program: Quantitative Studies 1987­1988.” pp. S13­-S14.

Johnson, T. “Who is Harry Stottlemeier and What Did He Discover?” pp. S6­-S9.

Lipman, M. “Philosophy for Children and Critical Thinking.” pp. S10­-S12.

Lipman, M. and Sharp. A.M. “Philosophy for Children: A Traditional Subject in a Novel Format.” pp. S2­-S5.

Matthews, Gareth. …

Volume 7, No. 3

Thinking: The Journal of Philosophy for Children

Allen, Terry L. “Doing Philosophy With Children.” 23­-28.

Calandra, A. “Seeking Out Alternatives.” 41.

Daniel, Marie­France. “Thinking, mind, the existence of God...Transcript of a classroom dialogue with first and second graders in Montreal.” 21-­22.

Gazzard, Ann. “Thinking Skills in Science and Philosophy for Children.” 32­-40.

Hetzler, Florence M. “The Person and the Little Price of St. Exupery.” 2-­7.

Matthews, Gareth. “Review of Frank R. Stockton, The Bee­man of Orn. 1.

Nussbaum, Martha. “Can Philosophical Literature Deal With Individuals?” from Review of Scruton, Sexual Desire. 31.

Roszak, Theodore. “The Folklore of Computers and the True Art of Thinking.” 8-­12.

Sheffer, Susannah. …

Volume 8, No. 1

Thinking: The Journal of Philosophy for Children

Allen, Terry. “I Think, Therefore I Can: Attribution and Philosophy for Children.” 14­-18.

Collins, Allan, Brown, John Seeley and Susan E. Newman. “Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics.” 2­-10.

Costello, Patrick J. M. “Akrasia and Animal Rights: Philosophy in the British Primary School.” 19-­27.

Malanga, Joseph. “The Study of Teaching and Curriculum.” 38­-43.

Matthews, G. Review of Arnold Lobel, The Turnaround Wind. 1.

Palermo, James and Kate D’Erasmo. “Logic, Language and Dewey a Student­Teacher Dialectic.” 11-­13.

Strand, Paul. “Photographs: Children Around the World.” 28­-33.

Weinstein, Mark and Banu, Beatrice. Review of The Fieldston Ethics Reader by …

Inovação Curricular E A Reforma De 1855 De Luiz Pedreira Do Couto Ferraz [Curricular Innovation And The 1855 Reform Of Luiz Pedreira Do Couto Ferraz], Karl M. Lorenz, Ariclê Vechia

Education Faculty Publications

Several reforms that affected the different levels of instruction were implemented in Brazil during the decade of 1850. With respect to secondary education, the regulations proposed in Decree no. 1556 of February 17, 1855, by minister Couto Ferraz, significantly modified the program of studies of the College Pedro II, the model institution of the Empire, by dividing it into two cycles: the Studies of the First Class and the Studies of the Second Class. This study discusses changes in the curriculum, not only in its organization, but also in its composition and the emphasis given to the various disciplines in …

A Comparison Of Three Transfer Of Training Strategies In Inservice Adult Teacher Training, John A. Henschke Edd

IACE Hall of Fame Repository

The need for effective inservice education for teachers in great. Often, inservice programs teach new knowledge and skills, but there is little carry over into teaching practice. The purpose of this study was to develop an effective inservice program in methods of teaching specific subject matter and to compare the effectiveness of four difference follow-up strategies: consultant coaching, team coaching, group meeting, and no follow-up. The major hypotheses tested were: teachers receiving training will demonstrate a significant increase in mean scores on a knowledge test and on a skill performance instrument when compared with a group of teachers not receiving …

Long Term Impact Evaluation Of Continuing Education Programs, John A. Henschke Edd

IACE Hall of Fame Repository

The information explosion in our technologically oriented society has brought with it a shortened time span of cultural and factual knowledge change in each succeeding decade. Thus, professionals constantly need continuing education programs which provide up-dated information and skill development in their respective fields to keep from becoming obsolete. However, a question remains for those who seek to serve those needs: How will the long term impact of these continuing education programs be measured, determined and evaluated? One continuing education program has sought to answer that major question. In 1975 some rural health care professionals originated a request to an …