Education Commons^™

Why Do Teachers Hate Ai N'T? Eighteenth-Century Ideologies And Attitudes In Twenty-First-Century Classrooms, Robin Elise Halsey

Theses and Dissertations

This thesis investigates the impact of various historical events on the development of the English language and its grammar. Specifically, this project highlights how the ideologies about language held by eighteenth-century grammar-writers have influenced the pedagogical approach of teachers of English, persisting into the twenty-first century. Further, the rationale behind these language ideologies is explored in order to gain important insights into the seemingly prescriptive nature of the majority of grammar texts produced in the eighteenth century and beyond.

The origins of four particular points of grammar and usage that are commonly attacked by teachers, grammarians, and others are examined. …

“Those Events Really Happened!” How Elementary Students Transact With History And Historical Fiction While Reading The American Girl Series, Sarah Lewis Philpott

Doctoral Dissertations

This qualitative study examines how elementary readers transact with history and historical fiction while reading the American Girl series. A review of literature revealed a lack of educational research about the AG series and a need for research concerning how elementary students transact with historical fiction. The researcher attempted to answer the following questions:

1. How do fourth grade students transact with history while reading the AG series of historical fiction?
2. How do fourth grade students transact with the AG series of historical fiction?

The researcher interviewed, observed, and participated in a book club with seven public school females. Data were …

History Of Military Schools Of The United States: Origin, Rise, Decline, Resurgence, And Potential In Future Public Secondary Education, John Alfred Coulter

Theses & Dissertations

This study examined military schools in the United States from events which resulted in the establishment of the United States Military Academy at West Point to 2011. From 1802 to 2011, 834 military schools have operated in the United States, privately and publicly funded, and including teaching components for elementary, secondary, and college levels. The importance of understanding this subject has grown as the number of military charter and public secondary schools has increased tenfold since 1999. This study’s purpose was four fold, the first of which is to identify those men who have had the greatest impact on military …

The Evolution Of History: Changing Narratives Of The Mountain Meadows Massacre In Utah's Public School Curricula, Casey W. Olson

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The Mountain Meadows Massacre is widely considered to be the most violent and controversial event in Utah’s history. This qualitative study investigates how the massacre has been portrayed to Utah’s schoolchildren through the state’s history and social studies curricula, and why curricular narratives of the massacre have changed with time. The study documents changes in curricular narratives of the Mountain Meadows Massacre from the years 1908-2011. It also compares these narratives with four concurrent sources providing narratives of the massacre: (a) public monuments commemorating the massacre, (b) curricular narratives published by Utah’s dominant religious and cultural institution—The Church of Jesus …

A Historical Snapshot On The Progression Of Educational And Social Opportunities For Mexican American Students In The San Benito Public School System, 1909-2009, Marco Antonio Lara, Jr.

Theses and Dissertations - UTB/UTPA

This study investigates the barriers Mexican American students encountered in educational and social opportunities within the San Benito Public School System from 1909 to 2009. This qualitative research study was organized chronologically by collecting information on the city, school district, and students who attended the San Benito Public School System. Personal and telephone interviews, as well as emailed questionnaires/surveys were used to gather firsthand information from former students, and current/former teachers, administrators, and board member of the district. A review of school board minutes, high school yearbooks, newspaper articles, books, and other related materials were also included for use in …

The Inclusion Of Women's History In The Secondary Social Studies Classroom, Cicely Scheiner-Fisher

Electronic Theses and Dissertations

The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women’s voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women’s history/perspectives into their lessons; how teachers incorporate women’s history/perspectives into their lessons; and, the factors that contribute to teachers including women’s history/perspectives into their classes.

New Orleans And Fazendeville (De) Segregated : Challenging A Narrative Of School Integration, April Antonellis

LSU Master's Theses

Too often, “integration” is a word only associated with the 1960s. The dominant narrative of education and integration in the South is simple and linear: African Americans were oppressed, then there was integration, then there was equality. However, in the case of New Orleans, the narrative is not so linear and not nearly so succinct. The conversation on integration began in New Orleans immediately following the Civil War, a century earlier than this conventional starting date, and yet despite generations of successes and drawbacks, the public schools of New Orleans continue to exist segregated today. Examining the narrative of school …

Voices From The Coolest Corner Of Hell: A Content Analysis Of Slave Narratives In The Study Of Creolization In The Education Of 19th Century African American Slaves, Gina M. Rizzuto

LSU Doctoral Dissertations

The general argument made by Southern historian, Ulrich Bonnell Phillips in 1918, is that the plantation functioned as a type of school for the slave. Similarly, in 1976, Anthony Gerald Albanese examined the plantation system as an institution that conditioned the behaviors of both slaves and slave owners. I maintain that the plantation system was not only an educative agency that conditioned behaviors, but also a conduit for the creolization process. The focus of this study is creolization in the education of African American slaves in the nineteenth century. This is a mixed methods content analysis of African American slave …