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Dissertations / Theses on the topic 'Higher Education Authority'
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Lloyd, Caroline Fleur. "An exploration of the adjustment of authority in the higher education classroom." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392582.
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Robillard, Amy Elizabeth Howard Rebecca Moore. "Reimagining students' writerly authority co-investigation and representations of student writers in composition studies /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
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Telep, Cody Webb. "The impact of higher education on police officer attitudes regarding abuse of authority." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8098.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Baker, Robert Eugene. "Achieving balance in the governance of intercollegiate athletics: An examination of power and authority over time." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618392.
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The intent of this study was to explore constituent utilization of power and authority over time that led to systemic dysfunctions in the governance of intercollegiate athletics, and to examine the needs motivating the interested constituents, thus suggesting alternatives for reform. A comparison of the policies, practices, and circumstances of constituents in 1929 and the present was based upon an analysis of the Carnegie Foundation for the Advancement of Teaching Report (1929); the American Council on Education Report (1986); and the Knight Commission Report (1993), and other books, articles, and reports.;The constituents involved in the governance of intercollegiate athletics were consistent over time and included the governing board, the president, the faculty, the athletic director, the coach, conferences, the NCAA, boosters, business leaders, and the media. These constituents' use of power and authority was examined based upon Burbules' (1986) description of the legitimacy of authority and the reciprocal nature of power and upon Wolf's (1990) modes of power: interpersonal, tactical, and structural.;In both time periods, systemic dysfunction in the governance of intercollegiate athletics resulted from constituents who either neglected or exceeded their prescribed authority roles, thus generating breaches in authority. Other constituents subsequently exercised illegitimate power to fill these gaps in authority. Since constituent exercise of power and authority is based upon the inherent conflict of interest in power relations, an examination of the needs motivating constituents to use power and authority was essential. The examination of needs was based upon Maslow's (1970) deficiency needs that were the foundation of his Hierarchy of Needs. The basic constituent need that motivated constituents to exercise power and authority in both 1929 and the present was founded on self-preservation.;The Model of Balance in Athletic Governance explained the relationship between constituent resource needs and their integrity and was based on self-preservation. When an imbalance occurred, the Model explained why constituents exceeded or neglected their prescribed authority roles and why other constituents used power to fill the gaps in authority.;Reformers must ultimately understand the needs and roles of constituents and their use of power and authority over time in the governance of intercollegiate athletics in order to devise feasible reform alternatives. Only through understanding the participants and process of athletic governance can reformers have a genuine and lasting impact upon changes in the operation of intercollegiate athletics. Recommendations for reform were based upon the needs of constituents that motivate their exercise of power and authority. Reform recommendations at both the individual university and inter-institutional level included: (1) clarify the athletic mission; (2) presidential control; (3) decentralize the NCAA and increase conference influence; and (4) require full public disclosure of policies and practices.
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Praeg, Leonhard. ""Morality and authority in existential praxis"." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007593.
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In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.
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Weissburg, Paul. "Shifting alliances in the accreditation of higher education on the long term consequences of the delegation of government authority to self-regulatory organizations /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3423.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 223. Thesis director: Catherine E. Rudder. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Title from PDF t.p. (viewed Mar. 16, 2009). Includes bibliographical references (p. 210-222). Also issued in print.
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Pedersen, Erik. "Autonomireformen : En analys av svensk högskolepolitik." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23788.
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The Swedish system for higher education has its origin in the 15th century and the founding of Uppsala University. Until the 20th century the Swedish system for higher education was elitist and the education aimed to serve the state with qualified labor, but at this time the system started to transform into an education system available to all. Since the 1970’s until today the government has implemented three major reforms with different objectives. In addition to these major reforms minor changes have taken place continuously. The higher education system has become more and less regulated by the government with these reforms and minor changes. In the autumn of 2006 a new liberal government formed in Sweden, Reinfeldt cabinet, and soon after it decided to analyse how the institutions for higher education in Sweden were regulated. This led to the autonomy reform which took place January 1st 2010. With this thesis I want to analyse the history of the Swedish system for higher education and the implications of the autonomy reform from a perspective of governmental authority and regulations but also using the theories of Governance and New Public Management. Subject for my analysis are three official documents, the directive (Dir. 2007:158), the report (SOU 2008:104) and also the bill (prop. 2009/10:149). I will compare the proposed changes regarding regulations within these three documents and try to classify them relative to each other accordning to their degree of autonomy. The reform is influenced by the theories of Governance and New Public Management with creation of markets for higher education and a higher degree of competition of students, personnel and resources. There is also a difference in governmental regulations between the three subjects for my analysis.
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Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.
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Al, Majdalawi Mazen. "Human resource development in Palestinian higher education, with special reference to evaluation of employee development and training at the Al-Aqsa University, Gaza, Palestinian Authority." Thesis, University of South Wales, 2015. https://pure.southwales.ac.uk/en/studentthesis/human-resource-development-in-palestinian-higher-education-with-special-reference-to-evaluation-of-employee-development-and-training-at-the-alaqsa-university-gaza-palestinian-authority(be3c766a-50f7-44c4-8775-6394a7a6f0bd).html.
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Acotchou, Florent Comlan. "Autorité et pouvoir dans l’enseignement supérieur au Bénin : analyse socio-anthropologique de la relation pédagogique." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0081.
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Les garants de toute culture ont toujours eu le souci de transmettre ses valeurs aux jeunes générations en vue de leur sauvegarde. Dans le domaine de l’enseignement en général, et de l’enseignement supérieur en particulier, outre les valeurs culturelles, sont transmis également des connaissances et des savoirs universels qui préparent au marché de l’emploi tout en structurant la personnalité des individus bénéficiaires des apprentissages. L’organisation universitaire est, elle aussi, un construit social, et laquelle organisation est un assemblage de relations de pouvoirs que nouent les acteurs les uns envers les autres. Pour assurer cette mission et faciliter la communication du savoir et ainsi atteindre les objectifs de l’organisation, les enseignants sont ipso facto investis d’un pouvoir conféré par l’institution académique. Mais ce pouvoir ne trouve sa puissance et sa consistance que lorsque le détenteur incarne réellement l’autorité attestée non seulement par le modèle et la référence qu’il essaie de représenter aux yeux des apprenants mais aussi par ses compétences et la maîtrise incontestée de sa matière d’enseignement. Toutefois, au Bénin, ce pouvoir tend à être exagéré par des enseignants qui, eux-mêmes sont fortement influencés par leurs cultures d’origine : détenteurs du savoir et donc « sachants », ils se considèrent comme des chefs traditionnels, des demi dieux à qui l’apprenant doit une totale soumission. Alors, nous sommes là dans un modèle de reproduction sociale amplement décrite par Pierre Bourdieu qui confirme le fait « le séjour dans l’eau ne transforme pas un tronc d’arbre en crocodile », selon les expressions de Seydou Badian. Ce qui signifie que malgré sa formation, ses qualifications et ses diplômes qui font de lui un « nouvel être », un être moderne, l’enseignant au Bénin aura toujours du mal à se séparer d’un fond culturel qui lui est propre et intrinsèque. L’apprenant est conscient que son être social de par sa future carrière est engendré par le savoir enseigné dont l’assimilation confère des diplômes. Pour paraphraser Victor Hugo, je me permets de dire que chaque apprenant qu’on enseigne est un sujet, un acteur social qu’on gagne. Alors le savoir est monétarisé dans l’université choisie comme terrain d’enquête. Le développement de mon objet de recherche bénéficiera en effet d’un apport considérable de l’anthropologie sociale et culturelle, de la sociologie du pouvoir et de la pédagogieThe guarantors of every culture are always worried about transmitting their values to young generations for their safeguard. In the field of education in general, and higher education in particular, in addition to cultural values, some universal knowledge and acquaintances which help to find a job as well as to structure the personality of those who benefit from these learnings, are also transmitted. The university organization is also a social constructed and this organization is an assembly of relations of powers that the actors establish together. In order to achieve this mission and make the communication of the knowledge easier and therefore reach the objectives of the organization, teachers are ipso facto invested with a power awarded by the academic institution. But this power finds its strength and its consistence only when the holder is really the authority approved not only by the model and the reference he tries to represent for the learners but also by his skills and the undisputed master of his teaching subject. Nevertheless, in Benin, this power tends to be exaggerated by teachers who are themselves influenced by their native culture. Because they are the ones « who know », they consider themselves as traditional leaders, demigods to whom the learner owes a total submission. There we are, in a model of social reproduction greatly described by Pierre Bourdieu who confirms the fact « the stay in the water doesn’t turn a tree trunk into a crocodile », according to the saying of Saydou Badian. It means that despite his training, his skills and degree which make him a « new being », a modern being, the teacher in Benin will always find it difficult to get rid of a cultural background which belongs to him and which is so specific. The learner is aware that his social being because of his future career is generated by the knowledge which allows to be graduated. To paraphrase Victor Hugo, I venture to say that each learner we teach is a subject, a social actor we gain. The knowledge is then marketed in the university chosen as an investigation field. The development of my research subject will take advantage from a great contribution of the social and cultural anthropology, the sociology of power and the pedagogy
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Wigley, Jonathan James. "Understanding workplace-based learning contexts to inform curriculum development : the case of a Level 5 Environmental Education, Training and Development Practice Qualification /." Thesis, Rhodes University, 2006. http://eprints.ru.ac.za/498/.
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Glass, Christine J. "A Multilevel Analysis of Institutional Fiscal Autonomy and its Effect on Affordability, Operating Efficiency, and Minority Access at Public Colleges and Universities." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4051.
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In recent years, an unstable funding environment for state higher education systems has led to a trend of increasing institutional fiscal autonomy in exchange for reductions in appropriations. With the growing concern that reducing state oversight will result in increased tuition and spending levels, this study was designed to provide a clearer understanding of how fiscal autonomy at public institutions impacts measures important to the state public policy goals of affordability, operating efficiency, and access. To accommodate the diversity and hierarchical structure of public institutions, this study used multilevel modeling techniques to integrate complex, interrelated institution- and state-level data. Institution-level data were provided primarily by the Delta Cost Project and State Higher Education Executive Officers (SHEEO) in the analysis of 395 public four-year institutions across sectors in 43 states. The three dependent variables measured changes in tuition revenue net of institutional grants, education and general spending, and minority student enrollment for academic years ending 2003 through 2009. In addition to other institution- and state-level characteristics and performance measures, explanatory variables included three regulatory or political descriptors: institutional tuition-setting authority, resource control, and state governance structure. Prior to this study, there was little empirical evidence to either support or counter claims that reducing state oversight would lead to increases that could threaten access, particularly for students in low-income and minority populations. This analysis did find evidence of a relationship between tuition-setting authority and institutional outcomes, however, statistical significance varied by outcome measure as well as category of tuition-setting authority. There were also other important factors related to the outcomes including level of appropriations, extent of reliance on state funding, and regional compact affiliation. Although results were mixed, this effort serves as a starting point for future research to help inform state and institutional decision-makers as they search for ways to address funding gaps without sacrificing their public agenda.
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Honeychurch, Kenn Gardner. "Inside out/outside in, sexual diversity : a comparative case study of two post-secondary visual art students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0030/NQ27164.pdf.
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Norman, Rustum. "Challenges and proposed solutions to the technical skills base within the mining industry." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25620.
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Within the South African context, the mining industry is a major employer and a significant contributor to the economy. Production costs are ever increasing and for this industry to survive and remain financially viable, efficient technologies are continuously being explored and implemented to ensure the industries sustainability now and in the future. In order for this to be achieved, sufficient and competent technical skills, in the form of artisans, technicians and engineers are required. The mining industry is currently experiencing a shortage of these skills. Twenty-one persons were interviewed, who are representative of three stakeholder groups: namely, regulatory bodies, educational institutions and mining companies to ascertain the challenges in terms of the technical skills and thereby, derive solutions for the industry. The data used to uncover the above was obtained using qualitative techniques applied to the three stakeholder groups. This research presents the responses of those in-depth interviews from the various stakeholders obtained over several months of research. The challenges within the industry are disclosed and practical solutions presented to mitigate those challenges.CopyrightDissertation (MBA)--University of Pretoria, 2011.
Gordon Institute of Business Science (GIBS)
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Elliot, Geoff. "Towards diagrammatic hypermedia authoring : cognition and usability issues in higher education." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298992.
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Shadix, Casey. "Self-Authoring Gender Performance: A Narrative Analysis of Gay Undergraduate Men." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/50.
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The perspectives of gay men on college and university campuses is informed by a rich gay social history and extensive roots of community politics. The experiences of gay undergraduate men have been illuminated in segmented ways in scholarly literature to date. This narrative inquiry develops and advances those efforts by exploring how gay undergraduate men construct, experience, and make meaning of their gender as a population ascribing to both liberationist and assimilationist viewpoints. Data for this qualitative study were collected at one public, four-year research university in the southeastern United States in the fall 2015 semester using recorded personal interviews with eleven men. Interviews were digitally recorded and transcribed for data analysis. The men included in the study represent a broad range of personal identity backgrounds, including a variety of college majors and years of experience in university study. Self-authorship and queer theoretical frames were used to analyze participants’ gender interpretations. Findings suggest men do not understand gender in isolation, but in tandem with intersections of familial ethnic and cultural backgrounds, social class status, and involvement on campus. Four major themes of experience that effect self-authorship of gender evolved from narrative analyses: masking, agency, costs, and policing. Implications for higher education professionals, including faculty, staff, and administrators, are discussed. Opportunities for further research in navigating lived experiences of marginalized campus subpopulations are also suggested and explored.
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Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.
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Shae, Wan-chaw. "A sociological study of authority in two secondary schools in Hong Kong /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14362910.
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Wilson, Philip. "Neither freedom nor authority : State comprehensive secondary education and the child-centred curriculum in South Australia 1969-79." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw752.pdf.
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Bibliography: leaves 113-135. This thesis investigates change in secondary schools in South Australia during the 1970s. Public concern about the purposes and organization of schools, and about education in general led to the establishment of a government enquiry in 1969, chaired by Peter Karmel. Its report, Education in South Australia, ushered in a period of rapid change. High schools and technical high schools were reshaped into comprehensive secondary schools. A significant element in this reform was the human capitalist idea that education is an investment in the development of the individual resulting in social and economic progress. This thesis examines the human capitalist basis of the reforms, the way in which child-centred open ideas were used in the reform of the curriculum and the impact of these on the schools.
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Walsh, Marcie J. "Unpacking Students’ Writer Identity in the Transition from High School to College: A Mixed Methods Study." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5312.
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Since the 1975 publication of Newsweek’s article asserting that “Johnny” can’t write, many have continued to support the claim that students graduating from American high schools and universities can’t write. This criticism has led many students to believe the problem lies exclusively with them. Efforts to improve students’ writing have had little effect, as reflected in continually concerning scores on the National Assessment of Educational Progress. Recently, researchers have begun to suggest that the problem should be addressed by working to change students’ identification as a bad writer. Two constructs have emerged from these efforts: writer and authorial identity. Research on these constructs, however, is relatively recent and therefore limited. Further, the constructs have been investigated in separate literature bases, divided almost exclusively between English composition studies (writer identity) and psychology (authorial identity).
This study seeks to investigate students’ writer and authorial identities right at the entry point into college. Expectations for writing are different in college than they are in high school. College students, many of whom fall into the emerging adulthood phase of development, may experience difficulties writing in college if these different expectations aren’t made explicit. In addition, this study explores whether writer and authorial identity are two distinct constructs, or whether similarities between the two exist. Data were collected from a diverse sample of first-year undergraduates at a large, urban, public university in the southeastern United States. Using a mixed method research design, quantitative data on authorial identity were collected using a modified version of an existing scale to measure authorial identity; open-response questions provided the qualitative data. Mixed analyses of the quantitative and qualitative findings found areas of significant differences between the two constructs, but also areas of overlap. These findings suggest that authorial identity may be a more specific form of writer identity, one in which the writer’s authentic voice and knowledge are effectively represented in what is written. Although this study is a first step in trying to identify why “Johnny” can’t write, it provides evidence that viewing the problem through the lens of students’ writer and authorial identity warrants further investigation.
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Shae, Wan-chaw, and 佘雲楚. "A sociological study of authority in two secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234410.
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Davidson, Sarah Katherine. "An action research enquiry in one unitary local authority about how to support young carers in schools using recommended guidelines for good practice." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/377/.
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Young carers are young people under the age of eighteen who provide substantial amounts of care on a regular basis to another family member. Over the past ten years there has been a growing awareness within societal agendas about the potential vulnerability of this group in terms of educational, emotional and social outcomes, and recommended guidelines for good practice with young carers have been produced for schools (e.g. Frank 2002). This thesis is an account of an episode of action research, undertaken by an educational psychologist in her employing local authority, which explores the perceptions of key stakeholders (adults in schools, children and young people and young carers) about selected recommendations for good practice and how they can be implemented in schools. The thesis considers the salutogenic aspects of the recommendations and the findings indicate that all stakeholder groups are broadly positive about the guidelines and their value in fostering mechanisms for social support for young carers. The thesis also considers the role of the educational psychologist as an external change agent and the efficacy of “one-off” training in schools regarding this topic. The findings suggest that whilst the training may have prompted further action within the majority of schools, the good practice guidelines need to become part of a school’s “organisational architecture” (Senge et al 2000) in order to become embedded in a school’s procedures.
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Proffit, Gregory M. "Sources of Authority for Leadership and Instructional Technology Coaches' Diffusion of High Access Teaching and Learning." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4290.
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This study used a theoretical framework to explore the leadership of three schoolbased instructional technology coaches (ITCs). The researcher employed typical qualitative fieldwork methods by compiling observation notes, interview transcripts, and archival documents for data analysis. This research and dissertation were also placed in context with the tenets of diffusion research.
The collected evidence was analyzed with a theory that proposes five sources of authority for leadership: bureaucratic, psychological, technical rational, professional, and moral. The study presents four major findings: First, ITCs do not use bureaucratic or moral sources of authority for leadership. Second, the coaches are aware of and use technical rational and professional sources of authority. Third, the participants may use some of the characteristics of psychological sources of authority for leadership. Finally, this study verifies that all five theoretical sources of authority are discernible in the participants' school district.
The author recommends that educators combine their respective sources of authority in diffusion of innovation. Schools should recognize and use in combination their administrators’ bureaucratic, coaches’ technical rational, and teachers’ professional sources of authority for leadership.
This study suggests future research in applying the theoretical framework: for tests of the consequences of each source of authority for leadership; to the use of diffusion; for leadership in the diffusion of professional learning communities; to analyze the 2014 Interstate School Leaders Licensure Consortium (ISLLC) standards for school leaders.
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Min, Emmy Jungwon. "Authority, gender and language a qualitative study of a college-preparatory, English-medium high school in South Korea /." Diss., UC access only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357003.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 265-274) Issued in print and online. Available via ProQuest Digital Dissertations.
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Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.
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Hong, Hyeri. "Social studies educators' professionalism in an age of high stakes accountability : examining teacher-level and school-level characteristics and testing policy associated with teacher authority in the secondary social studies classroom." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1337.
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Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations between teacher-level and school-level factors as well as testing policy, and the self-reported levels of authority and control over key classroom tasks among secondary school social studies teachers in the context of high-stakes accountability. This research sought to identify the importance of teacher authority in the classroom and how 6-12 social studies educators' professional authority is associated with teachers' professional characteristics (their degree background, teaching experience, and licensure paths), school-related factors (school types, school context, school poverty levels, and minority enrollment levels), and state testing policy.
A conceptual framework was developed to guide the selection of specific predictor and control variables and to examine the three theoretically based models through hierarchical multiple regression analysis techniques. The analytic sample included grades 6-12 social studies teachers (N=6,703).
Key findings from this study indicated that, as hypothesized, teacher-level characteristics significantly predicted secondary social studies teachers' classroom authority. Self-reported levels of teacher authority were maldistributed across the types of school, school context, school poverty levels, and minority enrollment levels. Greater minority and low-income student enrollments were associated with less authority and control in the classroom. Also, state testing policy significantly predicted social studies teacher authority. Specifically, middle and junior high school teachers who gave state mandated social studies tests reported significantly lower levels of authority and control than those who did not. On the other hand, high school teachers who gave state mandated social studies tests reported significantly higher levels of authority and control than those who did not. Also, teachers who believed that state test results impacted their job security reported lower levels of authority and control than those who did not feel such pressure.
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Horsley, Jennifer M. "Critical connections : high-ability students' perceptions of factors that influence NZQA Scholarship : a mixed method study : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1140.
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Oliveira, Adriana Dias de. "Autoridade docente no Ensino Médio: compassos e descompassos no contexto contemporâneo." Pontifícia Universidade Católica de São Paulo, 2015. http://tede2.pucsp.br/handle/handle/2515.
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This thesis presents an analysis of the multiple facets of the expression of authority in teaching with objective to understand the exercise of this in the contemporanity and its particularities in the context of high school. It seeks thus to examine the school environment and their correspondence with the teaching authority, investigating the explicit manifestations and 'invisible' in the school day of the first year of São Paulo public high. This is a case study whose driving force is the qualitative research with students, teachers, coordinators and management, anchoring in bibliographical research, especially in the theories of the social sciences, with emphasis on the thoughts of Hannah Arendt, but also, resorting to other areas of knowledge such as history and philosophy, in order to obtain an interdisciplinary look at the phenomenon. As a result of this process, it is shown that there are several ways to judge the teaching authority, and that being presented here is only one of them, trying to find clues that help to elucidate the complexity of teaching authority in contemporary Brazilian public school
Esta tese apresenta uma análise sobre as múltiplas faces de manifestação da autoridade no trabalho docente, sendo seu objetivo compreender o exercício desta na contemporaneidade e suas especificidades no contexto do Ensino Médio. Procura-se, desta forma, analisar o universo escolar e suas correspondências com a autoridade docente, investigando as suas manifestações explícitas e invisíveis no cotidiano escolar do primeiro ano do Ensino Médio de uma escola pública estadual na cidade de São Paulo. Trata-se de um estudo de caso cujo eixo condutor é a pesquisa qualitativa realizada com alunos, professores, coordenador e direção, ancorando-se na pesquisa bibliográfica, principalmente nas teorias das Ciências Sociais, com ênfase no pensamento de Hannah Arendt, mas também, recorrendo-se a outras áreas do conhecimento, como História e Filosofia, de forma a obter um olhar interdisciplinar sobre o fenômeno. Como resultado desse processo, demonstra-se que há várias maneiras de se julgar a autoridade docente, sendo aquela apresentada neste trabalho apenas uma delas, buscando-se encontrar pistas que auxiliem a elucidar a complexidade da autoridade docente na escola pública brasileira contemporânea
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Hunley-Jenkins, Keisha J. JD MA. "Principal Perspectives About Policy Components and Practices for Reducing Cyberbullying In Urban Schools." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339761235.
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McBeath, Trish. "Recruiting generation Y the role of authority in higher education advertising /." 2008. http://digital.library.okstate.edu/etd/umi-okstate-2684.pdf.
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Nirhoo, N. "The impact of quality assurance legislation on private higher education institutions." Thesis, 2002. http://hdl.handle.net/10413/3289.
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Post apartheid South Africa saw the introduction of many policies and legislations that
were to meet the goals of democracy, social redress, equity and development. One of the
crucial legislations that guided the restructuring of higher education was the South
African Qualifications Authority Act (SAQA) of 1995. Within this SAQA Act (1995) is
the issue of quality assurance. Through a system of quality assurance and through
processes such as the registration of higher education practices and programmes such as
the Education and Training Quality Assurance Bodies (ETQA), the National Standards
Body (NSB), the Standards Generating Bodies (SGB), the Council of Higher Education
and the Higher Education Quality Committee (HEQC) within the SAQA Act mandate.
The higher education sector is been guided to offer relevant and responsive needs that
meet the needs of learners, employers and other stakeholders.
Quality Assurance could relate to greater accountability and efficiency in respect of
education or higher standards of education provision. It is within the expression of
higher standards and comparability of quality assurance that through the SAQA Act
(1995) all providers of higher education, whether public higher education providers of
private higher education providers, are required to register as providers of higher
education programmes and to register its programmes been offered.
It is within this expression of quality assurance that this study is located.
This study examined the impact of the Quality Assurance Legislation on programme
design of the Information Technology (IT) Department within the School of Technology
at Anchorlite College, which is a private higher education institution (PHEI). The Study
focused on two critically questions, viz:
i. Did the PHEI use a quality assurance system before the quality assurance
legislation?
ii. What impact did the quality assurance legislation have on pedagogy,
resources and content of programme design of a PHEI
A case study method was used on a purposeful sampled PHEI to illuminate the impact of
the quality assurance legislation on programme design at Anchorlite College. Data was
obtained through an interview with the Head of Department. The institution's records
were used to retrieve data. Also a questionnaire was administered to the IT staff
The findings indicate that there are both positive and negative aspects concerning the
impact of the quality assurance legislation on programme design. The SAQA Act (1995)
did impact on the IT programme pertaining to staffing, physical resources, assessment,
programme design and learners. The findings indicate that the quality assurance
legislation within the' Requirements for Learning Programmes' (SAQA, 1998)
influenced and impacted the IT programme. This impact was indicated by appropriate
and adequate staff have been employed to support the learning programme, the physical
resources have increased, a more informed assessment strategy has been implemented
and the learners admission requirements into the IT programme has changed by introducing aptitude testing. The findings did indicate that some staff was aware of the quality assurance before the SAQA Act (1995)
The recommendations of this study indicate that the staff aligns themselves with the
needs of the industry by internships or forming partners with industrial organizations.
The IT programme will have to be reviewed and adapted to include the needs of the
industry. The system of staff development programmes is implemented so that the staff
becomes familiar with the new skills and techniques of industry.
The SAQA Act (1995), the quality assurance legislation did impact on the programme
design of the IT programme at Anchorlite College.Thesis (M.Ed.) - Educational Management)-University of Durban Westville, 2002.
32
"Shifting alliances in the accreditation of higher education: On the long term consequences of the delegation of government authority to self-regulatory organizations." GEORGE MASON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3346887.
Full text
33
Shaikhnag, Noorullah. "Authority and discipline (control) in high schools : A psycho educational perspective / Noorullah Shaikhnag." Thesis, 2012. http://hdl.handle.net/10394/14998.
Full textAbstract:
Discipline and disciplinary measures in South African public schools are regarded as
one of the principal concerns expressed by all stakeholders in the educational process.
A study conducted by Thompson (2002:7) suggested a complete breakdown in
discipline at primary and secondary schools in South Africa. Disciplinary problems in
South African schools range from physical violence, vandalism, verbal abuse,
disobedience, assaults, theft, threats, disrespect for authority, violation of the schools'
code of conduct, gambling, truancy, gangsterism, rape, alcohol abuse and even murder
in and around school premises (Nthite, 2006:3; Fourie, 2006:8). These misdemeanours
greatly increased after government abolished corporal punishment in schools. The
question therefore arises: Are these misbehaviours merely coincidental? Most
educators and principals seem to agree that the authority of educators has, to a large
extent, declined due to the abolition of corporal punishment and the reluctance of
government officials to deal firmly with the offenders. This is confirmed by Morrel
(2003:292) who maintains that discipline has become a serious concern since effective
alternatives were not readily available with the banning of corporal punishment in 1996.
The abolition of corporal punishment and the resultant poor discipline in schools, as well
as learners not considering teaching as a possible profession (Park, 2006:154)
sensitised the researcher to the seriousness of the problem. Being a high school
teacher himself for many years, the researcher was concerned about the poor levels of
respect shown to teachers by the learners, as well as the ill discipline which contributed
to unpleasant working conditions, prompted the researcher to undertake this study. This
study therefore, investigated the influence that corporal punishment and other
disciplinary measures had on the teaching and learning fraternity. In conducting this study, the survey method was used. Literature review consisted of
both primary and secondary sources, while questionnaires and interviews were used to
gather information from learners, educators, principals/deputy principals as well as
parents/SGB members. The population and sample size for the study was drawn from
schools in the Mafikeng, Vryburg and ltsoseng areas of the North West Province of
South Africa. The investigation involved 400 learners, 100 educators, 20
principals/deputy principals and 60 parents/SGB members. The response rate ultimately
was 90% as two schools did not return the questionnaires, while the response rate from
the parents/SGB members was 100%.The researcher was guided by the post positivist
approach to data analysis and the data collected was subjected mainly to quantitative
analysis, but the qualitative approach was also used.
Four empirical hypotheses were tested and the first three results showed no significant
relationship between the dependent variable (academic achievement,
teaching/learning environment, misdemeanours) and the independent variables
(teacher authority, abolition of corporal punishment}, while the fourth indicated a
significant relationship between motivation and abolition of corporal punishment using
the Chi- Square and Pearson Coefficient Correlation tests respectively.
The findings of the study revealed that 61% of learners and educators were sceptical
about using corporal punishment as a disciplinary measure and strongly believed that
the reintroduction of corporal punishment will retard progress. The findings further
indicated that 60% of the parents/8GB members were in favour of the reintroduction of
corporal punishment as a means of disciplining students at school. The results of this
study also pointed out that the abolition of corporal punishment did not diminish the
morale and motivation of educators. In view of the find ings, this study highly
recommended: The use of alternative interaction techniques which could contribute to
better understanding of learners such as giving them advice and curtailing their
allowance and perks, rather than applying the traditional punitive measures.
• Teachers could use the detention method and place students in isolation for few
hours,failing which, the use of physical (corporal) punishment in a very controlled
way where permission of the parents concerned is obtained before resorting to
any physical beating.
Research conducted by Lessing & Dreyer (2007:128) showed that using these
alternative interaction techniques had a more pleasant impact on the teaching-learning
environment than the use of any other technique. Teachers were quick to realise that a
positive approach to ill discipline encourages good classroom behaviour.Thesis (Ph.D. (Educational Psychology) North-West University, Mafikeng Campus, 2012
34
Shaikhnag, Noorullah. "Authority and Discipline (Control) in High School : A psycho educational perspective / Noorullah Shaikhnag." Thesis, 2012. http://hdl.handle.net/10394/14793.
Full textAbstract:
Discipline and disciplinary measures in South African public schools are regarded as
one of the principal concerns expressed by all stakeholders in the educational process.
A study conducted by Thompson (2002:7) suggested a complete breakdown in
discipline at primary and secondary schools in South Africa. Disciplinary problems in
South African schools range from physical violence, vandalism, verbal abuse,
disobedience, assaults, theft, threats, disrespect for authority, violation of the schools'
code of conduct, gambling, truancy, gangsterism, rape, alcohol abuse and even murder
in and around school premises (Nthite, 2006:3; Fourie, 2006:8). These misdemeanours
greatly increased after government abolished corporal punishment in schools. The
question therefore arises: Are these misbehaviours merely coincidental? Most
educators and principals seem to agree that the authority of educators has, to a large
extent, declined due to the abolition of corporal punishment and the reluctance of
government officials to deal firmly with the offenders. This is confirmed by Morrel
(2003:292) who maintains that discipline has become a serious concern since effective
alternatives were not readily available with the banning of corporal punishment in 1996.
The abolition of corporal punishment and the resultant poor discipline in schools, as well
as learners not considering teaching as a possible profession (Park, 2006:154)
sensitised the researcher to the seriousness of the problem. Being a high school
teacher himself for many years, the researcher was concerned about the poor levels of
respect shown to teachers by the learners, as well as the ill discipline which contributed
to unpleasant working conditions, prompted the researcher to undertake this study. This
study therefore, investigated the influence that corporal punishment and other
disciplinary measures had on the teaching and learning fraternity.
In conducting this study, the survey method was used. Literature review consisted of
both primary and secondary sources, while questionnaires and interviews were used to
gather information from learners, educators, principals/deputy principals as well as
parents/SGB members. The population and sample size for the study was drawn from
schools in the Mafikeng, Vryburg and ltsoseng areas of the North West Province of
South Africa. The investigation involved 400 learners, 100 educators, 20
principals/deputy principals and 60 parents/SGB members. The response rate ultimately
was 90% as two schools did not return the questionnaires, while the response rate from
the parents/SGB members was 100%.The researcher was guided by the post positivist
approach to data analysis and the data collected was subjected mainly to quantitative
analysis, but the qualitative approach was also used.
Four empirical hypotheses were tested and the first three results showed no significant
relationship between the dependent variable (academic achievement,
teaching/learning environment, misdemeanours) and the independent variables
(teacher authority, abolition of corporal punishment}, while the fourth indicated a
significant relationship between motivation and abolition of corporal punishment using
the Chi- Square and Pearson Coefficient Correlation tests respectively.
The findings of the study revealed that 61% of learners and educators were sceptical
about using corporal punishment as a disciplinary measure and strongly believed that
the reintroduction of corporal punishment will retard progress. The findings further
indicated that 60% of the parents/8GB members were in favour of the reintroduction of
corporal punishment as a means of disciplining students at school. The results of this
study also pointed out that the abolition of corporal punishment did not diminish the
morale and motivation of educators. In view of the find ings, this study highly
recommended:• The use of alternative interaction techniques which could contribute to
better understanding of learners such as giving them advice and curtailing their
allowance and perks, rather than applying the traditional punitive measures.
• Teachers could use the detention method and place students in isolation for few
hours,failing which, the use of physical (corporal) punishment in a very controlled
way where permission of the parents concerned is obtained before resorting to
any physical beating.
Research conducted by Lessing & Dreyer (2007:128) showed that using these
alternative interaction techniques had a more pleasant impact on the teaching-learning
environment than the use of any other technique. Teachers were quick to realise that a
positive approach to ill discipline encourages good classroom behaviour.Thesis (PhD (Educational Psychology) North-West University, Mafikeng Campus, 2012
35
Naidoo, Tigambery. "An investigation into the factors that affect change in the attitudes of managers in higher educational institutions on reaching positions of authority." Thesis, 2004. http://hdl.handle.net/10321/301.
Full textAbstract:
Thesis (M.Tech.: Commercial Administration)- Dept. of Office Management and Technology, Durban Institute of Technology, 2004 x, 100, [21] leavesThis study aimed to identify the factors that affect change in attitudes of managers reaching positions of authority in Higher Educational Institutions. Traditionally, managers sat in their office and managed organizations. Today the market place demands something different and there is greater emphasis on leadership qualities for those in positions of authority. Today, leaders are needed who have sound principles, ethics, sound values, integrity, human and communication skills. Individuals in leadership positions who lack the skills listed, experience problems leading and managing a modern organization.
36
Lalani, Yasmin. "Questioning authority : an inquiry into the professional status of women teachers in a boys' secondary school." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94973&T=F.
Full text
37
Msengana, Enid Ntombizolundi. "The role of the lecturer in cultivating a relationship of trust with the student teacher with special reference to teaching practice in the former Transkei region." Diss., 1996. http://hdl.handle.net/10500/17529.
Full textAbstract:
This study deals with the problem relating to the prevalence of a lack of
trust amongst members of today's society generally, and in particular
between college lecturers and student teachers.
The aim of the dissertation is to investigate the role of the lecturer in
cultivating a relationship of trust with the student teacher, especially
during teaching practice. The study reveals that the trust relationship
manifests itself in various moments. Some characteristics of an effective
supervising lecturer are also reflected upon.
The major research consists of an empirical investigation into which
characteristics of an effective supervising lecturer contribute most towards
cultivating a relationship of trust with student teachers during teaching
practice. A survey of colleges of education and schools in the former
Transkei region participating in the empirical investigation is also
conducted.
The findings of the research indicate that the following categories need
to be enhanced 'through training : personal, professional and guidance.Education
M. Ed. (Philosophy of Education)
38
Magwa, Logic. "Exploring the role of student-teacher relationships in the educational, social and emotional lives of form 5 students in Masvingo District, Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25001.
Full textAbstract:
Abstracts in English, Afrikaans and TsongaThis study aimed at exploring the role of student-teacher relationships in the educational, social and emotional lives of Form 5 students in Masvingo District. Student-teacher relationship is an important factor in educational research within pre-school settings and primary education, but remains largely neglected in secondary schools. The study was informed by a qualitative and instrumental case study design within the constructivist paradigm. In-depth interviews, focus group discussions, document analysis and reflective journals were used to collect data. General teachers, Guidance and Counselling teachers, educational psychologists and students were purposively sampled. The data were analysed using the thematic content analysis approach. Findings indicate that a decisive understanding of the complex nature of student-teacher relationships is not easy as the field is under-explored in Zimbabwe and multifarious. The participants described student-teacher relationships according to two dimensions, namely a democratic and egalitarian dimension and an authority figure within a subordinate student-teacher dimension. The study further revealed that the personal characteristics of the teachers and students, the educational environment, teaching methods and the schooling community have a direct impact on the quality and nature of student-teacher relationships. In addition, the study established that a democratic and egalitarian relationship between the teacher and students results in positive educational, social and emotional outcomes in the lives of Form 5 students. Likewise, an authority figure within a subordinate student-teacher relationship negatively affects the educational, social and emotional outcomes of students. Lastly, the study revealed that child-centred approaches, reciprocal power-sharing, the positive personal characteristics of the participants and positive labelling can help to improve student-teacher relationships in secondary schools. The study recommends that in order to enhance the educational, social and emotional lives of students, the teacher and students could share the learning environment. In this sense, students’ voices in the selection and development of teaching and learning activities are important and could promote a democratic classroom environment.
Hierdie studie is gerig op die verkenning van die rol van student-onderwyser-verhoudings in die opvoedkundige, sosiale en emosionele lewens van Klas 5-studente in die Masvingo-distrik. Student-onderwyser-verhoudings is ʼn belangrike faktor in opvoedkundige navorsing in voorskoolse omgewings en primêre onderwys, maar word grootliks in sekondêre skole verwaarloos. Die studie is gebaseer op ’n kwalitatiewe en instrumentele gevallestudieontwerp in die konstruktivistiese paradigma. Indringende onderhoude, fokusgroepbesprekings, dokumentontleding en reflektiewe vaktydskrifte is gebruik om data in te samel. Gewone onderwysers, beroepsleiding- en voorligtingsonderwysers, opvoedkundige sielkundiges en studente is doeldienend bestudeer. Die data is ontleed deur gebruikmaking van die benadering van tematieseinhoudontleding. Bevindings dui daarop dat ’n deurslaggewende begrip van die komplekse aard van student-onderwyser-verhoudings nie maklik is nie, aangesien die terrein veelsoortig is en in Zimbabwe onderverken is.Die deelnemers het student-onderwyser-verhoudings volgens twee dimensies beskryf, naamlik ’n demokratiese en egalitêre dimensie aan die een kant en ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-dimensie aan die ander kant. Die studie het verder aan die lig gebring dat die persoonlike eienskappe van die onderwysers en studente, die opvoedkundige omgewing, onderrigmetodes en die skoolgemeenskap ’n regstreekse uitwerking op die gehalte en aard van student-onderwyser-verhoudings het. Daarbenewens het die studie vasgestel dat ’n demokratiese en egalitêre verhouding tussen die onderwyser en studente positiewe opvoedkundige, sosiale en emosionele uitkomste in die lewens van Klas 5-studente tot gevolg het. Eweneens beïnvloed ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-verhouding die opvoedkundige, sosiale en emosionele uitkomste van studente negatief. Laastens het die studie aan die lig gebring dat kindgesentreerde benaderings, wederkerige magsdeling, persoonlike eienskappe van die deelnemers en positiewe etikettering kan help om student-onderwyser-verhoudings in sekondêre skole te verbeter. Die studie beveel aan dat die onderwyser en studente die leeromgewing deel ten einde die opvoedkundige, sosiale en emosionele lewens van studente te bevorder. In hierdie verband is studente se stemme in die seleksie en ontwikkeling van onderrig- en leeraktiwiteite belangrik, aangesien dit ’n demokratiese klaskameromgewing kan bevorder.
Ndzavisiso lowu wu naxikongomelo xo kambela vuxaka exikarhi ka muchudeni na mudyondzisi eka vutomi bya swa dyondzo, vuxakelani bya vanhu na ntlhaveko emoyeni eka machudeni ya Form 5 eka Distriki ya Masvingo, eZimbabwe Vuxaka bya muchudeni na mudyondzisi i nchumu wa nkoka eka rhiseche ya swa dyondza eka swiyimo swa dyondzo ya xiyenge xa khreshe, dyondzo ya prayimari, kambe i nchumu lowu wu honisiwaka swinene eka swikolo swa sekondari. Ndzavisiso lowu wu seketeriwe hi ndzavisiso wo tirhisa fambiselo ra qualitative na dizayini ya case study eka paradayimi ya constructivist. Ku endla tiinthavyu to enta, mimburisano na mintlawa yo kongomisa mbulu, ku xopaxopa tidokumente na ku tirhisa ti-reflective journals swi tirhisiwe ku hlengeleta datara. Ku endliwe sampuli hi mathicara ya tidyondzo to nava (general teachers) mathicara ya tidyondzo ta swiletelo hi mintirho, tisayikholojisti ta swa dyondzo na machudeni. Datara yi xopaxopiwe hi ku tirhisa fambiselo leri vuriwaka thematic content analysis kumbe ku xopaxopa hi ku landza tinhlokomhaka to karhi. Vuyelo byi kombisa leswo ku twisisa ku enta hi ku nonon'hwa na ku sohana-sohana ka vuxaka exikarhi ka muchudeni na mudyondzisi a hi nchumu wo olova, hikuva xiyenge lexi a xi si lavisisiwa kahle eka swiyenge swo tala eZimbabwe. Lava va nga na va xiavo va hlamusele vuxaka exikarhi ka muchudeni na thicara hi tindlela timbirhi, leti ku nga leswo thicara i munhu wa fambiselo ra xidimokrasi na ndzinganano, na ndlela ya munhu loyi a nga munhu wa matimba na vutivi eka vuxaka bya muchudeni na thicara. Ndzavisiso wu tlhele wu humelerisa na leswo swihlawulekisi swa muchudeni na mudyondzi hi xiviri, mbangu wa dyondzo, maendlelo yo dyondzisa, na vaaki eka ndhawu ya xikolo swi na vuyelo eka khwaliti na muxaka wa vuxaka exikarhi ka muchudeni na thicara. Na le henhla ka swona, dyondzo yi kume leswo vuxaka bya xidimokrasi na ndzinganano exikarhi ka thicara na machudeni byi na vuyelo lebyinene eka swa dyondzo, vuxakelani bya vanhu na ntlhaveko eka swa moya eka vutomi bya machudeni ya Form 5. Kasi na swona, vuxaka bya ku tirhisa matimba ka thicara (authority figure) na ku vonela machudeni ehansi, swi na vuyelo lebyi nga ri ku lebyinene eka swa dyondzo, vuxakelani na ntlhaveko eka moya eka machudeni. Xo hetelela, dyondzo yi humelerise na leswo maendlelo yo tshikilela ku pfuneta eka n'wana, ku avelana matimba, na swihlawulekisi leswinene swa lava nga na xiavo, na ku nyiketa tilebule letinene eka vana, swi nga pfuneta ku antswisa vuxaka exikarhi ka muchudeni na thicara eswikolweni swa sekondari. Ndzavisiso wu bumabumela leswo ku antswisa swa dyondzo, vuxakelani na ntlhaveko vi emoyeni eka vutomi bya machudeni, thicara na vadyondzi va nga avelana hi ku dyondza eka mbangu wa ku dyondza. Hi ndlela leyi marito ya machudeni eka nhlawulo na nhluvuko eka migingiriko ya ku dyondzisa na ku dyondza i swa nkoka na swona swi nga promota mbangu wa klasi ya xidimokrasi.
Psychology of Education
D. Ed. (Psychology of Education)