To see the other types of publications on this topic, follow the link: Moral and ethical aspects of Bilingual education.
Dissertations / Theses on the topic 'Moral and ethical aspects of Bilingual education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Moral and ethical aspects of Bilingual education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Reilly, Elizabeth. "Objectivity and responsibility in moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27233.pdf.
Full text
2
Pousao-Lopes, Cecilia. "The mind values meaning above knowledge : narrative and moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43935.pdf.
Full text
3
Brown, Elizabeth Jean. "The quest for whole sight or seeing with the eye of the mind and the eye of the heart : a place for imagination in moral education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37194.pdf.
Full text
4
Ho, Hon-kuen, and 何漢權. "Zeng Guofan's (1811-1872) views on family education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38603470.
Full text
5
Glendinning, I. "Evaluation of policies for academic integrity in higher education : an international perspective." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/6200b505-ea88-49b4-bc8c-b56cdb38a5e9/1.
Full textAbstract:
Academic Integrity is central to the security of higher education academic standards and qualifications. However in recent years threats to integrity and educational quality have increased throughout the world because of high rates of academic misconduct. The author of the portfolio was Principal Investigator and project leader for the EU funded project Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE, 2010-2013) and has continued to build on the findings from the research since the project ended. Over 5000 survey responses were collected from over 200 institutions across 27 European Union (EU) countries, through on-line questionnaires, interviews and focus groups, involving higher education students, academics, managers, researchers and people concerned with HE nationally. The portfolio draws on the authors significant contributions to the IPPHEAE research which explored the nature and efficacy of institutional policies designed to address these threats and promote ethical and scholarly academic conduct. Although some effective policies were evident, for example in UK, Sweden, Austria and Slovakia, the findings indicated that much more could be done in every country studied to improve guidance and support given to both students and teachers. Great disparities were evident across Europe in what was perceived as acceptable academic conduct, procedures to investigate allegations of student cheating and penalties applied for different offences. This initial research highlighted inherent inconsistencies, lack of transparency and unfairness in student outcomes. It is remarkable that such major policy and conceptual differences should exist despite moves to harmonise educational systems across the EU. There was a perception among survey respondents that outcomes and penalties for students found to be cheating would vary within an institution according to which lecturer found the problem. The author’s contributions to the body of knowledge include a unique insight into how well HEIs in different part of Europe appreciate current challenges to academic integrity and how their perceptions are driving national and institutional policies. Key outputs from the authors’ own research include the Academic Integrity Maturity Model (AIMM), which calculates a maturity profile for each country studies based on nine metrics, calculated from the survey data. AIMM was applied in the country-bycountry report comparing policies across the 27 EU countries. AIMM has since been repurposed as an institutional evaluation and benchmarking tool and forms the basis for the Scorecard for Academic Integrity Development (SAID). The portfolio contains five different publications that cover the main elements of the authors’ research in this specific field: a journal paper, a conference paper, a book chapter, the EU-wide comparison report and an expert witness report presented to an international forum. All the publications have been subject to peer review. Given the vast scale and scope of this research, the author has collaborated with many other researchers in the course of the underlying research and developments. Eight main co-researchers were given access to the portfolio and draft thesis and each has provided a statement about their view of the research. The author is now building on earlier research, in conjunction with the global research community. Further funding has just been provided to extend IPPHEAE to the Balkan region (Council of Europe) and to create a European Network for Academic Integrity (Erasmus+). The long-term goal is to improve the security and integrity of qualifications and systems in education and research throughout the world. Only if the future leaders of government, business, education and commerce become convinced of the need for ethical values and integrity, will we begin to see long-term positive changes to cultural values affecting wider society.
6
Cheung, Ling-ling Mayella, and 張玲玲. "Media education in Hong Kong: the underlying forces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972408.
Full text
7
Eastman, Earl M. "Perceptions of graduates of four doctoral programs in adult education concerning ethical decision making." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117125.
Full textAbstract:
The professional literature contains little or no documentation of university curriculum in adult education that deals with ethical practice. Nor is there evidence indicating what graduate students learn about ethics in their professional studies.Purposes of this study were to identify: (a) the extent to which university graduates, at the doctoral level, in adult education were aware of ethical dilemmas in their practice; (b) how practitioners determined ethical behavior; (c) the influence of graduate studies on determining ethical situations; (d) self perceptions of preparedness to face ethical dilemmas; and (e) the extent to which adult educators rely on codes of ethics.The study sought to answer the following questions: (a) Are adult education practitioners aware of ethical dilemmas in their practice? (b) How often do they encounter ethical dilemmas in their practice? (c) Do they have a way to determine ethical behavior in their practice? (d) How do they describe the impact of their graduate work on their ability to make ethical decisions? (e) How do they perceive their preparedness to face ethical dilemmas? (f) Do they consider codes of ethics when making decisions?Findings include: (a) over 90% of the respondents indicated they are aware of ethical dilemmas/situations in their work; (b) while all respondents indicated that they faced ethical dilemmas in areas such as program planning, marketing of programs, evaluation of programs, and in the teaching of adults approximately two thirds said they encountered them infrequently; (c) virtually all respondents indicated they had determined what ethical behavior was in their practice and cited personal values and religious beliefs as the two primary sources of information; (d) 83.3% of participants described graduate work as a significant factor in their ability to make ethical decisions; (e) s significant majority (89.0%) of participants indicated they were very well or well prepared to face ethical dilemmas; and (f) less than half indicated they used a code of ethics in their decision making process.Conclusions from the study include: (a) ethical dilemmas are perceived to be pervasive in the practice of adult education, (b) a person's own value system and religious beliefs were the most influential on impacting the way participants approached ethical dilemmas, (c) although professional knowledge obtained in graduate school was deemed influential, it was not deemed more important than one's personal values and beliefs.Recommendations include: (a) further study is needed to probe the specific elements raised on evaluation of students as an area of ethical concern, (b) further study could reveal why practitioners differ with regard to the frequency of encountering dilemmas, (c) if a deeper understanding of the value of graduate school is to be achieved more study is necessary, (d) a clearer understanding of the value of codes of ethics is needed.<br>Department of Educational Leadership
8
Shaffer, Peggy J. "The presence of three ethical perspectives in selected textbooks used in adult education graduate programs between 1975-2000 : a content analysis." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263919.
Full text
9
Boltman, Tamarah. "Consumers’ perception of generic drugs in South Africa." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14664.
Full textAbstract:
Medicines play a pivotal role in the process of human development as their rational utilization can decrease morbidity and mortality as well as improve quality of life (Jamshed, Hassali, Ibrahim, Shafie, & Babar, 2010). Access to therapeutic drugs form an integral part of any successful healthcare system. The high cost of medicines, is a barrier to accessibility and improved health to the majority of the South African population (Bangalee, 2015). In developing countries with limited healthcare budgets, such as South Africa, generic drugs (medicines) can be a cost-saving treatment alternative, resulting in medical expenditure being reduced and access to scarce resources increased (Van der Westhuizen, Burger, Lubbe, Serfontein, 2010). There is very little knowledge on perception and attitude of South African citizens with regard to use of generic drugs (Bangalee, 2015). Consumer perception can have a large impact on the choice of medicines or drugs chosen. The study intended to find out what the current consumer beliefs, attitudes, behaviours and knowledge of generic drugs are. There was also intent to establish if lack of awareness or misconception about generic drugs influence consumer choice. The study consists of a literature review of the definition of generic drugs and original or branded drugs, their influence in the public and private health sector, factors that influence consumer behaviour, brand effect, brand trust, brand loyalty, and most importantly the South Africa acceptance of generic drugs. Primary data was collected, reported and analysed through the use of a questionnaire to determine the current consumers’ belief, attitude, behaviour and knowledge of generic drugs. The study results reveal that scepticism does exists, yet there was clear acceptance, but still lack of confidence in generic drugs. Consumer education and information is the key to increased generic drug acceptance.
10
Essa, Fatima. "Do values in education create spaces for democratic citizenship?" Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52808.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: The "Values in Education" initiative of the Department of Education seems to
have become an important facet of the transformation of education agenda in
South Africa. My argument in favour of a "Values in Education" initiative to be
implemented in schools along the lines of democratic citizenship can be
considered as an attempt to contribute to the democratisation of schooling post-
1994. This thesis develops a link between "Values in Education", intersubjectivity
and democratic citizenship and argues that "Values in Education" can cultivate
democratic citizenship in South African schools.
KEYWORDS: Values in education, intersubjectivity, democracy and citizenship.<br>AFRIKAANSE OPSOMMING: Die Departement van Onderwys se 'Waardes in Onderwys" inisiatief blyk om 'n
belangrike faset van die Suid-Afrikaanse agenda oor die transformasie van die
onderwys te wees. My argument ten gunste van die implementering van 'n
"Waardes in Onderwys" inisiatief in skole volgens die gedagtes van demokratiese
burgerskap kan beskou word as 'n poging tot die bydrae van die demokratisering
van skole na die 1994 onderwysbedeling. In hierdie tesis word die verwantskap
tussen "Waardes in Onderwys", intersubjektiwiteit en demokratiese burgerskap
ontwikkel en terselfdertyd word daar geargumenteer dat "Waardes in Onderwys"
wel demokratiese burgerskap in skole kan bevorder.
KERNBEGRIPPE: Waardes in onderwys, intersubjektiwiteit, demokrasie en
burgerskap.
11
Rugbeer, Yasmin. "Deceptive communication : when it is legitimate to deceive others, and when it is not." Thesis, University of Zululand, 2005. http://hdl.handle.net/10530/52.
Full textAbstract:
Submitted in accordance with the
requirements for the degree of
DOCTOR OF LITERATURE AND PHILOSOPHY
in the subjecr of Communication Science
at the University of Zululand, 2005.<br>In this dissertation, I present the results of an analysis of the nature of deceptive communication. I examine when it is legitimate to deceive others and when it is not. The first part of the study renews theories and literature relevant to understanding and defining deceptive communication, human perceptions values and beliefs.
I examine possible reasons why animals engage in deceptive communication. I focus on interpersonal deception; self-deception; persuasion and propaganda; nonverbal communication and people's inability to make accurate judgements of deception and ethical perspectives on deception.
Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of deceptive communication
among university students.
Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of deceptive communication - when it is legitimate to deceive others and when it is not.
12
Newman, Linda, of Education Nepean University, and of Learning Development and Early Education School. "Understanding and applying professional ethics : processes and frameworks of ethical response for early childhood educators and students." THESIS_XXX_LDEE_Newman_L.xml, 2000. http://handle.uws.edu.au:8081/1959.7/708.
Full textAbstract:
This portfolio and the project described therein, focus on applied professional ethics for early childhood education settings, particularly during fieldwork, for students and practising professionals. It contains the results of a four year project of research, its synthesis and its dissemination as articles, book chapters, conference presentations and papers and teaching resource materials. Specifically, the materials presented here focus on the resolution of dilemmas using the Ethical Response Cycle, a new model for responding ethically to problematic situations. The model is represented as a cyclical diagram depicting the ongoing, fluid and non-hierarchical nature of ethical judgement that is needed by professionals in any problematic situation. The model includes phases which are underpinned and supported by reflective thinking and negotiation, and are based on Western ethical positions. Suggestions for further research are made.<br>Doctor of Education ( Ed.D.)
13
McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
Full textAbstract:
The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
14
Fletcher, Kirsten. "Nutritional support for the terminally ill patient : attitudes and ethics education of dietitians /." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09292009-020254/.
Full text
15
Yeh, Shao-Kuo. "Orientations to moral reasoning among men and women leaders of higher education in Taiwan." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-171815/.
Full text
16
Wong, Wai-hung, and 黃偉雄. "Ethical decision-making in individual counselling among secondary school guidance teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960558.
Full text
17
Tuff, Lone, and University of Lethbridge Faculty of Education. "Teacher perception of character education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/1306.
Full textAbstract:
This study explores teachers’ understanding of character education, their perceived role
in curriculum development, implementation effectiveness, and their teaching practices.
This two-part investigation surveys teachers from two schools, followed by an interview
process with six of those participants. The school staffs of one elementary school and one
elementary-junior-high school were surveyed to provide a general overview of teacher
understanding of expectations, their knowledge of character traits identified in the
curriculum goals of their Board of Education, and opinions about how their current
teaching practice addresses the development of character. The interview data provided indepth
information about teacher interpretation of character by their Western Canadian
urban Public Board, details about their current teaching practices, including techniques
and strategies incorporated, and their feelings about how character education should be
taught in the school. The research revealed that teachers were generally unaware of the
board’s curriculum expectations of the 11 character traits to be taught in school. There
were mixed responses about who was responsible for teaching character: Some felt the
responsibility was on the parents, while others felt it should be all adults. The study found
that teachers were, in fact, currently teaching and assessing students on many of the traits
identified as being significant as part of the hidden, lived curriculum.<br>ix, 95 leaves ; 29 cm
18
SHEA, VICTORIA ANNE. "THE PHILOSOPHICAL IMPLICATIONS OF THE CONFLICT BETWEEN SECULAR HUMANISM AND JUDEO-CHRISTIAN TRADITIONALISM IN THE PUBLIC SCHOOLS: AN EXAMINATION OF "FAMILY LIFE" EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188131.
Full textAbstract:
The purpose of this study was to answer the research question, "Are there areas of philosophical agreement between the contemporary world views of secular humanism and Judeo-Christian traditionalism as they apply to public school curricula, or are these two belief systems mutually exclusive and irreconcilable?" The literature was reviewed with a focus on three areas: (1) the historical development of secular humanism, (2) the contemporary conflict between secular humanism and Judeo-Christian traditionalism regarding the public schools, and (3) this conflict as it is exemplified in "Family Life Education." Utilizing the statements of recognized secular humanist and Judeo-Christian traditionalist leaders, an attempt was made to clarify the philosophical positions of the two world views by having each side in the controversy "speak for itself." The guiding assumptions, beliefs, and values of these leaders were categorized into areas of standard philosophical inquiry, such as metaphysics, ontology, epistemology, and ethics, and into basic educational viewpoints. The resulting composite world views, validated by the reliability of their sources, provided for two comprehensive alternative philosophies of education: that of secular humanism ("humanism") and Judeo-Christian traditionalism ("traditionalism"). The two world views were summarily juxtaposed according to philosophical assumptions. Areas of agreement and conflict were located. In order then to determine the effects of the beliefs of humanism and traditionalism upon actual classroom curricula, a sample "Family Life Education" curriculum was examined from each world view. The sample was chosen as representative of those in use in over three hundred school districts nationwide. A noted humanist and two traditionalist authorities provided a supplemental verification of the results of the study. It can be concluded from this study that there are very few areas of philosophical agreement between humanism and traditionalism as they apply to the public schools. They are based upon mutually exclusive presuppositions and aside from the assumptions of logic, there are no major philosophical beliefs that humanism and traditionalism hold in common. When the public school attempts directly to shape human values, these two world views will come into conflict. They are fundamentally irreconcilable.
19
Turnier, Arthur Francis. "Development of a curriculum for a 24-hour supervisory update course." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1324.
Full text
20
Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
Full textAbstract:
Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009.<br>ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles.
With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership
This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning.
Keywords: leadership, management, schools, leadership styles, productive school culture.<br>AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek.
Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is.
Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun.
Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
21
Souza, Andréia Dutra de. "A formação ética dos adolescentes." Universidade do Oeste Paulista, 2007. http://bdtd.unoeste.br:8080/tede/handle/tede/177.
Full textAbstract:
Made available in DSpace on 2016-01-26T18:49:59Z (GMT). No. of bitstreams: 1
ANDREA_SOUZA_19_09.pdf: 815055 bytes, checksum: a2bd139a18c567ec2739846180a12892 (MD5)
Previous issue date: 2007-08-21<br>The main objective in this dissertation was lived for and reflects about didactic situation, study dynamic of ethics and social values. It was developed reflective activities about: relationships among parents and children, betroth, sexuality, drugs, prejudice and violence. The research has been developed through the qualitative approach. The study carried out on the intervention, show that, researcher and participants of research are historic and contextualized people, they are both elements of scientific do. In order to develop the research, it was created in the classroom, situations of participation, discussion and dialogue about subjects that have relation with ethic. This dissertation is justified by its methodology which intend identify opinions and attitudes to be taken in each fact related in the classes, in face to the cultural and social diversity. The data was collect in a school in Presidente Prudente SP, with one hundred and ten adolescents: sixty one boys and forty nine girls, between the ages of 13 and 16. The findings show us that young people need dialogue and orientation, they seem to be lost in their attitudes and how they are developing the opinion formation process, the dialogue with their parents is important.<br>A modalidade de pesquisa proposta teve como objetivo principal vivenciar e refletir sobre situações didáticas, dinâmicas, de estudo de temas éticos e de valores sociais. Foram desenvolvidos atividades de reflexão diante dos seguintes assuntos abordados: Relação de convivência entre Pais e Filhos, Traição, Sexualidade, Drogas, Preconceito e Violência. No trabalho efetivado, a modalidade da pesquisa utilizada foi a abordagem qualitativa, em que a intervenção realizada mostra que investigador e investigado são sujeitos criados historicamente e contextualizados, sendo ambos elementos do fazer científico. Procurou-se criar e vivenciar em sala de aula situação de participação, discussão e diálogo sobre assuntos relacionados à ética. Justifica-se tal pesquisa pelo próprio apelo que a metodologia oferece que é a de identificar perante as diversidades cultural e social, as opiniões e atitudes a serem tomadas em cada fato relatado nas aulas. Um total de 110 adolescentes foi participante dessa pesquisa sendo 61 meninos e 49 meninas na faixa etária de 13 a16 anos de uma unidade escolar de Presidente Prudente SP. Podemos constatar no andamento das aulas, nos questionários respondidos pelos alunos e nas conversas informais que os jovens necessitam de diálogo e orientação, parecem estar perdidos em suas atitudes e estando em fase de formação de opinião, o diálogo com os pais é de grande valia.
22
Van, Der Merwe Marietjie. "Die spanning tussen performatiwiteit en meelewing binne die onderwys : 'n outo-etnografiese reis." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85574.
Full textAbstract:
Thesis (MEd)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: The research is about my story as a learning-support teacher and includes the identity growth that I experienced between the period from January 2001 until December 2012. My approach of acceptance and compassion, within the atmosphere of performativity, leads to my writing process and becomes my auto-ethnographic journey. The writing process brings about change, to experience the performative as an action of ‘doing’ (in Giroux 2000:135) and a way of being within day-to-day situations (in Denzin 2004:273). By recording my experiences within changing spaces, I hope to make a contribution to academic literature, by drawing the reader into my experiences of the forming of my identity and the explication of the writing process as a journey.
Writing my introduction to this research at the end of this process, I realise that this research has not only changed my story, but also myself as a person. I struggled to bring the story to a close. This is because I have realised that my story is still changing every day. I am becoming a performative ethonographer (Denzin 2004:262) and I see concrete situations and engage in a conversation with them. And through this writing experience I have registered an enrichment in my experience.
My research does not make use of questionnaires or interviews. It is action-research, experienced in everyday things. My story with remembrances was already there before the research, though never told. Ball (1996) refers to this process as identification. This is the process through which I have gone to be seen, as well as the process through which one goes to see oneself, to a specific identity (quoted by Thompson 2004:45).
My story begins with questions and reflections about my being different as a white woman, within my context of the two so-called ‘Coloured Schools’. Am I carrying a white scar? (Cixous 1998). I have experienced the writing process as a way of coming into knowledge. My research leads to questions, though not necessarily to answers. The writing process leads to my looking through a different lens of gaining a better understanding. Peace. And hope. I am learning – have learnt – that hope is an ontological necessity. There is a necessity to dream, to change, and to better the lives of others (Freire 1998:8 in Denzin 2003:263).
My research develops rhizomatically (Honan: 2006; Richardson & Pierre 2005, quoted in Richards 2012:3). It is written in fragments of daily action. It is written in the knowledge of the impossibility of relaying experience as it is or was. As a teller of a story, I emphasise that I do not posit my characters as objects. Rather, they are presented in this research in a relationship of trust, existing between myself and them for a period stretching beyond twelve years. Meaning cannot always be relayed in words. Suggestions of meaning can lie in the relationship between texts (Parsons 2002:32 in Le Roux 2012:xi4).<br>AFRIKAANSE OPSOMMING: Die navorsing behels my storie as leerondersteuner-onderwyser en omvat my identiteitswording vanaf Januarie 2001 tot Desember 2012. My benadering van aanvaarding en meelewing binne die atmosfeer van performatiwiteit, lei tot my skryfproses en word my outo-etnografiese reis. Die skryfproses bring verandering, om die performatiewe te beleef as ‘n aksie van doen (Giroux 2000a:135) en ‘n manier van wees, binne dag-tot-dag-situasies (in Denzin 2004:273). Deur die opteken van my ervaring binne wisselende ruimtes hoop ek om ‘n akademiese bydrae te lewer, wat die leser intrek binne belewing van my identiteitsvorming en ontvouing van die skryfproses as reis.
Ek skryf my inleiding aan die einde en besef die navorsing het my storie sowel as myself verander. Ek sukkel om die slot te skryf. En besef: dis oor my storie elke dag aangaan. Ek word ‘n performatiewe etnograaf (Denzin 2004:262) en sien konkrete situasies en tree toe tot gesprek. Ek beleef verdieping van my bewussyn deur die skryfproses.
My navorsing behels nie vraelyste en onderhoude nie en is aksie-navorsing, geleef in elke dag se dinge. My storie met herinnerings was daar voor die navorsing maar dis nooit vertel nie. Ball (1996) verwys na hierdie proses as identifikasie. Die proses waardeur ek gaan om gesien te word, sowel as die proses om myself te sien, lei tot ‘n spesifieke identiteit (aangehaal deur Thompson 2004:45).
My storie begin oor my wonder en peins oor anderswees as wit vrou binne my konteks van twee bruin skole. Dra ek die wit scar ?(Cixous 1998). Ek ervaar die skryfproses as manier om tot kennis te kom. My navorsing lei tot vrae. En nie noodwendig tot antwoorde nie. Die skryfproses lei tot ‘n kyk deur ‘n ander lens, ‘n beter verstaan. Vrede. En Hoop. En ek leer hoop is ‘n ontologiese behoefte. Die begeerte om te droom, te verander en menselewens te verbeter (Freire 1999:8 in Denzin 2003:263).
My navorsing ontwikkel rhizomaties (Honan 2006; Richardson & St. Pierre 2005 aangehaal deur Richards 2012:3), geskryf in fragmente van daaglikse aksie, vertel
binne die besef hoe onmoontlik dit is om ervaring weer te gee (Pretorius 2008:73). As verteller beklemtoon ek dat ek nie my karakters as objekte voorstel nie, maar dat ek skryf binne ‘n etiese vertrouensverhouding wat oor twaalf jaar strek. Betekenis kan nie altyd in woorde weergegee word nie. Suggestie van betekenis kan lȇ in verhoudings tussen tekste (Parsons 2002:32 in Le Roux 2010:xi4).
23
Dillon, Christina Irene. "Graduate social work students' attitudes about the use of social networking sites in social work and the possible ethical implications of such use." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/694.
Full textAbstract:
The purpose of the study was to investigate graduate social work students' attitudes about the use of social media in social work and the possible ethical implications of such use. The study used an exploratory quantitative survey design with self-administered questionnaires. Data was collected from 56 graduate social work students at California State University, San Bernardino.
24
Frolicks, Fred. "Opvoeder as leermediator en die haalbaarheid van die nodige kompetensies soos omskryf in die Norme en Standaarde vir Opvoeders." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2424.
Full textAbstract:
Thesis (MEd (Education Policy Studies))--University of Stellenbosch, 2009.<br>AFRIKAANSE OPSOMMING: Die beleid van Norme en Standaarde vereis dat sekere kompetensies bereik word. Met ander woorde, die opvoeder as leermediator word bemagtig deur die Norme en Standaarde om sekere kompetensies te bereik. Onder Norme en Standaarde kyk hierdie studie na die verskillende ratio‟s wat op onderwys betrekking het. Hierdie ratio‟s vorm „n sameloop wat Inklusiewe Onderrig tot so „n mate strem, dat die gewenste kompetensies nie bereik kan word nie. Hoewel Inklusiewe Onderrig nie die enigste faktor is wat Norme en Standaarde bepaal nie, is dit wel „n belangrike een, en hierdie studie fokus dus daarop. Saam met Norme en Standaarde is daar ook sosio-ekonomiese faktore wat Inklusiewe Onderrig strem, en dit word ondersoek.
In die lig van die probleme ten opsigte van die leerder:opvoeder-ratio, die leerder:m²-ratio, die woonpersele:skoolperseel-ratio, norme- en standaarde-toekenning, ongelykhede (ekonomiese, ouderdoms- en emosionele en fisiese ontwikkeling), enkelouerskap en fetale alkoholsindroom (FAS), word daar in die verhandeling gekyk na die haalbaarheid van die realisering van die drie kompetensies naamlik die praktiese, fondasionele en refleksiewe kompetensies.
Die studie bevind dat die bereiking van kompetensies haalbaar is, mits daar aan die ratio‟s en die sosio-ekonomiese omstandighede gewerk word. Na aanleiding van my navorsing kan die meeste opvoeders verslag doen van hul werksaamhede, maar dit is egter nie die positiewe, progressiewe verslag wat van ‟n leermediator verwag word nie. Norme en standaarde is na my mening nog haalbaar omdat daar bewys is dat leerders, ondanks die negatiewe effek van die ratio‟s, asook die ontoereikende voorsiening (geld, menslike hulpbronne en voorrade) en die ekonomiese en ouderdomsverskille en FAS, tog die potensiaal toon om te leer. Die probleem is egter dat te veel leerders onderpresteer, uit die onderwys- en opvoedingstelsel verdwyn en nie deel raak van die ekonomiese hoofstroom nie. Deur dus aandag te gee aan die stremminge wat ek nagevors het, kan verseker word dat Inklusiewe Onderwys tot sy reg kom, kompetensies bereik word en die opvoeder ‟n suksesvolle leermediasie fasiliteer.
SLEUTELWOORDE: Opvoeder, leermediator, Norme en Standaarde, Inklusiewe Onderwys, konseptuele<br>ENGLISH ABSTRACT: The Norms and Standards for Educators policy states that certain competencies must be achieved. To this end the policy empowers the educator as learning mediator. With reference to the Norms and Standards, this study explores the different ratios applicable to education. These ratios form a combination which hamper Inclusive Education to the extent that the competencies cannot be achieved. Although Inclusive Education is not the only aspect which affects Norms and Standards, it is a very important one, and this study thus explores Inclusive Education. Together with Norms and Standards, there are also socio-economic factors that hamper Inclusive Education, which this study also explores.
In the light of the problems with the learner:educator ratio, the learner:m² ratio, the residential erven:school erf ratio, the allocation of norms and standards, unequal economic circumstances, unequal development phases (emotional, physical and age), single parenthood and fetal alcohol syndrome, this thesis explores the feasibility of the realisation of the three competencies namely the practical, foundational and reflexive competencies.
This study finds that, providing that attention is paid to the ratios and socio-economic factors, the achievement of competencies are feasible. My research shows that, while most of the educators can report on their activities, it is not the positive and progressive report which one expects from a learning mediator. Norms and Standards, in my view, is feasible since there is evidence to suggest that learners, despite the negative effect of the ratios and inadequate resources (finances, human resources and supplies), economic and age differences, Fetal Alcohol Syndrome (FAS), still displays the potential to learn. The problem, however, is that too many learners underperform, and then leave the school and education system. They then fail to become part of the main economic system. I conclude that, by giving attention to the hindrances I researched, it can be ensured that Inclusive Education reaches its full potential, that competencies are achieved, and that educators facilitate a successful learning mediation process.
vi
KEY WORDS: Educator, learning mediator, Norms and Standards, Inclusive Education, conceptual analysis, ratios, urbanisation, norms- and standards allocation, migratory labour, single parentwood, migratory labour, urbanisation, and Fetal Alcohol Syndrome.
25
Jefthas, Wilna Desiree. "Youth understandings of a sex education programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85571.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2013.<br>The problem of youth has been a key issue in South Africa since 1994, with youth
seen as needing extra guidance and leadership if they are to bring about the country
that many hope for. The interest in youth is also spurred on by recent studies that
claim that once adolescents establish certain behavioural patterns that it becomes
difficult to modify these patterns.
Little research exists that describes the ordinary sociological experiences of youth,
especially on sensitive issues that attract a lot of public attention- such as teenage
sex and pregnancies, and what is perceived as the ‘slipping of youth morals’. There
is great concern that youth are experimenting with sex at too early an age in their
social and political development (Frimpong 2010: 27).
In my thesis I focus on the thinking, choices and decisions that learners at one high
school in Cape Town seem to make with regard to sex and sexuality, and how their
choices seem to be influenced by a variety of discourses attached to the provision of
a sex education programme at the school; discourses that organise their everyday
thinking and actions in very concrete ways.
A key goal of the study was to disarticulate and re-articulate the deficit mentality that
shapes discourses of sexuality in South Africa, and to develop ‘sexual’ stories and
strategies of story-telling that allow the voices of learners to be heard (Pillow 2004).
My focus in this study is mainly to explore how the sex education programme
reconstitutes youth’s sexual identity. In my qualitative study I challenge the tendency
to view youth participation in teen sex using mainly an abstinence-only discourse,
and suggest that sex education programmes ‘contaminate’ and ‘mutilate’ youth
understandings of sex and sexuality in quite complex ways.
26
Shanyanana, Rachel Ndinelao. "Examining the potential of an ethics of care for inclusion of women in African higher education discourses." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86547.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This dissertation argues that women on the African continent experience moments of internal exclusion in higher education discourses. Although women are statistically represented in higher education discourses, they remain subjected to internal exclusion on the grounds that their contributions are evidently unsubstantive. Through a conceptual analysis of women’s experiences of African higher education, the study reveals that internal exclusion can be attributed to patriarchy, male chauvinism, authoritarianism and a gendered view of equality, mostly generated in people’s social, political and cultural practices. I contend that a ‘non-gendered’ ethics of care can undermine the debilitating effects caused by the internal exclusion of women in higher education discourses. By examining the implications of a reconstituted ethics of care for teaching and learning at higher education institutions on the continent, the study offers some ways in which exclusionary higher education practices can be remedied. This dissertation contends that, if higher education in Africa were to halt the dilemma of internal exclusion and move towards engendering a reconstituted ethics of care, both conceptually and pragmatically, then it stands an authentic chance of cultivating compassionate, imaginative and responsible citizens who can reason, not only for themselves, but for humanity as well.<br>AFRIKAANSE OPSOMMING: Hierdie proefskrif argumenteer dat vrouens op die vasteland van Afrika momente van interne uitsluiting ondervind. Alhoewel vrouens statisties goed verteenwoordig is in hoër onderwys diskoerse, bly hulle steeds onderhewig aan interne uitsluiting op grond daarvan dat hulle bydrae nie genoegsaam geag word nie. Gegrond op 'n konseptuele analise van die wedervaringe van vrouens in hoër onderwys in Afrika, bevind hierdie studie dat interne uitsluiting van vrouens toegeskryf kan word aan patriargie, manlike chauvinisme, outoritarisme, en 'n geslagsblik van gelykheid wat meestal aanslag vind in mense se sosiale, politieke en kulturele praktyke. Ek voer aan dat 'n nie-geslagtelike etiek van sorg die verlammende effekte van interne uitsluiting van vroue in hoër onderwysdiskoerse kan ondermyn. Die studie stel maniere voor hoe uitsluitende hoër onderwys praktyke beredder kan word deur 'n ondersoek van die implikasies van 'n rekonstruksie van 'n etiek van sorg aan hoër onderwys instansies op die vasteland. Hierdie proefskrif voer aan dat as hoër onderwys in Afrika die dilemma van interne uitsluiting wil stuit en dan konseptueel en pragmaties wil beweeg na 'n rekonstruksie van 'n etiek van sorg, daar dan 'n outentieke kans kan bestaan om verantwoordbare burgers te kweek wat deernisvol is, wat verbeeldingryk is, en wat nie alleen vir hulleself kan redeneer nie, maar ook vir die mensdom.
27
文曉暉. "關懷倫理模式的道德教育與教師專業成長的關係之研究 : 以兩位小學教師為例". Thesis, University of Macau, 2006. http://umaclib3.umac.mo/record=b1637060.
Full text
28
Kutame, Azwidohwi Philip. "Researching sensitive issues in education in the Limpopo Province of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50080.
Full textAbstract:
Thesis (DPhil)--Stellenbosch University, 2004<br>ENGLISH ABSTRACT: Researchers in Social Sciences have generally encountered problems in ensuring data
quality when dealing with topics that are regarded as sensitive. This thesis reports on
an investigation into the methodology used for research projects around sensitive
issues in education in the Limpopo Province of South Africa.
Data consists of twelve interviews with individual principals (each interview schedule
containing semi-structured question items from ten categories) and a thirty-three item
self-report questionnaire survey administered to one hundred and fifty principals
drawn from two hundred and seventy two secondary schools over the course of an
academic year (2002) and conducted in the Limpopo Province of South Africa ..
Results reveal nine major categories of sensitive issues in school management on
which principals have difficulty in providing information to researchers: school
policy, school financial issues, moral or social relations issues, learner and educator
disciplinary issues, working conditions, absenteeism, developmental appraisal,
educator unions, and religious matters policy issues. Principals have also reported on
the various reasons why they regard each of the aspects as sensitive, thereby making it
difficult for them to provide information around. Of these, moral issues were
considered the most sensitive. The major reasons given were: confidentiality,
intrusion of privacy, fear oflegal sanction, threat to work and violation of the rights of
the individual.
Analysis of the different sensitive issues also show that certain biographical
characteristics - age of the principal and years of experience as principal - are
significant mediators in principals' perceptions of sensitive issues in school
management. That is to say, these contribute to principals' assessment of their
emotional, physical and psychological well-being.
Sensitivity is a problem when collecting data for research purposes. It warrants the
attention of all those involved in social science research. The findings in this study
point to the issues in school management that are highly sensitive to provide
information suggesting that data collected would therefore not be of a high quality.<br>AFRIKAANSE OPSOMMING: Menige navorsers in sosiale wetenskappe het oor die algemeen probleme teëgekom
met die versekering van data kwaliteit in sensitiewe onderwerpe. Hierdie tesis
raporteer oor 'n ondersoeke in die metodologie gebruik vir navorsing projekte rondom
sensitiewe onderwerpe in onderwys in die Limpopo Provinsie in Suid-Afrika.
Data bestaan uit twaalf onderhoude met individuele prinsipale (elke onderhoud se
skedule bevat se gestruktureerde items van tien katagorieë) en 'n drie-en-dertig item
(self-report) vraelys wat onder 150 prinsipale uitgedeel is, waarvan 272 sekondêre
skole oor 'n tydperk van 'n akademiese jaar (2002) gebruik was in die Limpopo
Provinsie van Suid Afrika.
Die resultate toon nege hoof onderwerpe in skoolbestuur waar prinsipale dit moeilik
vind om informasie aan navorsers te verskaf: skoolbeleid, finansiële onderwerpe,
moraliteite of sosiale verhoudinge, leerder en onderwyser dissiplinêre onderwerpe,
werkverhoudinge, afwesigheid, personeelontwikkeling, onderwysunies, en
godsdienstige sake. Prinsipale raporteer om verskeie redes waarom hulle elk van die
aspekte as sensitief beskou. Onder hierdie is morele sake as die sensitiefste
geklasifiseer. Die hoofredes hiervoor is gegee as vertroulikheid, inbreuk van
privaatheid, vrees vir wettige sanksies, dreigemente in die werk en skending van die
regte van die indiwidueel.
Analiese van die verskillende sensitiewe sake toon aan dat verskeie biografiese
eienskappe - ouderdom van die prinsipaal - is oorsake in die prinsipaal se persepties
in die prinsipaal se sake onder die skool se bestuur. Dit se met ander woorde bogenoemde
dra by tot die prinsipaal se emosionele en fisiese geestelike toestand.
Sensitifiteit is 'n probleem wanneer data vir navorsing doeleindes verkry word. Dit
regverdig die aandag van die mense betrokke in sosiale wetenskap navorsing. Die
bevinding in hierdie studie verwys na sake in skoolbestuur wat hoogssensitief is om
informasie te voorsien, en stel voor dat die data verkry is nie van hoë standard is nie.
29
Spamer, Christina Johanna. "Karakteropvoeding van risiko-leerders in die Wes-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19883.
Full textAbstract:
Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: “… education must seek to help pupils become morally just individuals” (Waghid,
2004b:535).
South Africa, as a fairly young democracy, faces many challenges. Education of its
youth into adults that can fulfil their obligations in a democratic society is but one of
these challenges. A democracy can only be successful when a country’s citizens
internalise basic values such as mutual respect and responsibility. Newspapers and
news reports unfortunately tell of increasing moral decay amongst the youth of South
Africa.
In this research, various models of value education are critically evaluated in order to
determine the best model for establishing values in the youth. Character education is
discussed as a balanced and comprehensive approach to value education, and critical
comments on the Manifesto on Values, Education and Democracy attempt to show its
relevance for value education in practice. The increase in social problems such as
poverty, single-parent families and AIDS orphans, leads to an increase in “at-riskchildren”
in South Africa. This study therefore also investigates possible ways in
which teachers can contribute to instilling positive values in at-risk learners.
The establishment, development and internalisation of values are a long and intricate
process in which schools, parents and society are all important stakeholders. This
research shows the importance of cooperation between all role players to instil values
in South Africa’s young people and that the process of value education slowly but
surely shows results.
Key concepts: values, value education, character education, youth at risk<br>AFRIKAANSE OPSOMMING: “Democratic citizenship requires that people cultivate mutual respect, warmth,
friendship, trust, self-respect, dignity, generosity and compassion towards each other”
(Waghid, 2004b:536).
Suid-Afrika kom, as betreklik jong demokrasie, voor talle groot uitdagings te staan.
Die opvoeding van die jeug tot volwassenes wat hulle plek in ’n demokratiese
samelewing kan volstaan, is een van die uitdagings. ’n Demokrasie kan egter net
slaag as basiese waardes soos respek en verantwoordelikheid by landsburgers
geïnternaliseer is. Dagblaaie en nuusberigte skets ongelukkig ’n somber prentjie van
morele verval onder die Suid-Afrikaanse jeug.
In hierdie navorsing word verskillende modelle van waardeopvoeding krities
geëvalueer, om te ondersoek watter model die beste resultate behoort te lewer in die
vestiging van waardes by die jongmense van Suid-Afrika. Karakteropvoeding word
bespreek as ’n gebalanseerde en omvattende benadering tot waardeopvoeding en die
manifes oor waardes, opvoeding en demokrasie word krities bespreek om aan te toon
in watter mate dit relevant is vir waardeopvoeding in die skoolpraktyk. Die toename
van sosiale probleme soos armoede, enkelouer-gesinne en VIGS-wesies lei daartoe
dat ’n toenemende aantal Suid-Afrikaanse kinders as risiko-leerders bekend staan.
Daarom word in hierdie studie ook ondersoek ingestel na moontlike maniere waarop
opvoeders positiewe waardes by risiko-leerders kan vestig.
Die vestiging, ontwikkeling en internalisering van waardes is ’n langsame en
ingewikkelde proses waarin die skool, ouers en die gemeenskap belangrike rolspelers
is. Hierdie studie toon dat samewerking tussen die rolspelers baie belangrik is by die
vestiging van waardes by Suid-Afrikaanse jongmense, en dat die proses van
waardeopvoeding stadig maar seker resultate lewer.
Trefwoorde: waardes, waardeopvoeding, karakteropvoeding, risiko-leerders
30
Aires, João Paulo. "Análise de plágio em teses e dissertações dos programas de pós-graduação na área de ensino no período de 2010 a 2012." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2902.
Full textAbstract:
Acompanha: Plágio: não copie essa ideia<br>O presente estudo teve como objetivo verificar se as instituições de ensino superior (IES) desenvolvem políticas e ações para combater o plágio nos trabalhos acadêmicos, permitindo a criação de publicações relevantes. Para isso, definiu-se a seguinte hipótese básica: As políticas adotadas no combate ao plágio e as ações desenvolvidas pelas IES não o eliminam, contudo, gerando publicações pouco relevantes e com reduzido índice de citações. Como variáveis dependentes da hipótese básica, tem-se: publicações relevantes e quantidade de citações. As variáveis independentes da hipótese básica envolvem as políticas e as ações institucionais. Em se tratando dos objetivos, o estudo realizou uma pesquisa exploratória, efetuando uma análise predominantemente qualitativa do problema. Com relação aos procedimentos técnicos, adotou-se um levantamento, no qual o corpus documental foi constituído de 330 documentos (dissertações e teses) apresentados, no período de 2010 a 2012, junto aos cursos de Pós-Graduação (Mestrado, Mestrado Profissional e Doutorado) na área de Ensino, ofertados em 45 instituições de ensino superior. A coleta de dados foi efetuada utilizando a ferramenta de busca Google, sendo analisados 50 trechos (compostos de sentenças de até seis palavras), retirados das seções: introdução - cinco trechos; referencial teórico - 30 trechos; metodologia - cinco trechos; e, resultados e discussão - 10 trechos. A análise dos dados foi efetuada por meio de estatística descritiva. Constatou-se que a hipótese básica foi confirmada, pois as ações institucionais implementadas não eliminam os problemas decorrentes de plágio, em virtude da proporção de plágio obtido (1.942 trechos com plágio - acima de 11,0% dos trechos analisados). Adicionalmente, a divulgação dos resultados de algumas pesquisas foi realizada em periódicos sem indexação no Qualis da Capes (33,1%). Confirma-se que, apesar das recomendações encaminhadas pela Capes em 2011, poucas medidas foram implementadas nas IES para combater o plágio acadêmico. Conclui-se que, se as IES implementassem normativos internos e, periodicamente, orientassem a comunidade, efetuassem uma análise mais rigorosa dos documentos encaminhados, penalizassem severamente os responsáveis e intensificassem ações e medidas para o combate sistemático da desonestidade científica, o volume de plágio seria mitigado.<br>This study aimed at verifying whether Higher Education Institutions (IES, Brazilian Portuguese abbreviation) develop policies and actions to prevent plagiarism in academic works enabling the creation of relevant publications. To achieve such aim, the following basic hypothesis was defined: Policies adopted to prevent plagiarism and actions developed by IES do not eliminate it, therefore, generate publications of little relevance and reduced reference indicators. The variables dependent on the basic hypothesis were relevant publications and number of appearance in references. The basic hypothesis independent variables involved policies and institutional actions. Regarding the objectives, the study was developed as exploratory research, carrying out a predominantly qualitative analysis of the problem. In relation to technical procedures, a survey was carried out, in which the corpus comprised 330 documents (dissertations and thesis) presented from 2010 to 2012, from the Graduate Courses (Masters, Professional Masters and PhD programs) in the teaching area offered by 45 higher education institutions. Data was collected using the Google search tool, and 50 excerpts were analyzed (containing sentences of up to six words) from the sections: introduction, five excerpts; theoretical background, 30 excerpts; methodology, 5 excerpts; and results and discussion, 10 excerpts. The data was analyzed by employing descriptive statistics. The basic hypothesis was confirmed, since the institutional actions implemented did not eliminate the problems resulting from plagiarism as confirmed by the proportion of plagiarism found (1,924 excerpts with plagiarism – over 11.0% of the excerpts analyzed). In addition, the report of some research results was published in journals which are not indexed in the Qualis system by Capes (33.1%). Despite recommendations made by Capes in 2011, very few measures were implemented by the IES to prevent academic plagiarism. The results led to the conclusion that the IES should implement internal norms and instruct the community periodically. They should also carry out a stricter analysis of the documents sent, punishing severely those responsible for plagiarism and intensifying actions and measures to systematically fight scientific dishonesty. Such measures might mitigate the plagiarism volume.
31
Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Full text
32
Barnes, Garth. "An exploration of the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012940.
Full textAbstract:
This qualitative study, focussing on the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa, is located within the broader global narrative that describes the scale of human impact on our Earth systems and that is setting humanity on a trajectory that threatens to place us beyond the safe operating spaces called planetary boundaries. For humanity to live within planetary boundaries – one of which is global freshwater use –will take a new way of relating to the environment called Earth stewardship, which calls for a new ethic of responsibility towards Earth systems. It is at the local level of stewardship within a global approach to water resources management called integrated water resources management that this qualitative study is contextually bound. Two case studies, located in the catchment management forums (CMFs) of the Upper Vaal catchment of Gauteng, South Africa, are used in an exploration of the way in which values and valuing processes might strengthen social learning in water stewardship practices in South Africa. The meta-theory of critical realism is used to help explore this relationship between values, practice and social learning. The study uses document analysis, interviews and observation of selected water stewardship practices to identify held and assigned values, and valuing processes and their influence on social learning, and the framing and de-framing processes that occur in social learning oriented towards water stewardship practices. The study differentiates between held and assigned values and identifies a strong altruistic-held values tendency that characterises forum participants who practice water stewardship in the two case study sites. Most water stewardship practice, identified in the case study sites, manifests as compliance activities in the public – or forum – space, while private-sphere environmentalism is mostly left to the confines of the individual’s private household. Lastly, the CMFs seem to have the potential to provide a space for social learning that is not yet maximised. Drawing from these key findings, the study’s major recommendation is that forums that facilitate learning, either using the current CMF structure or creating new opportunities, need to be provided as a conduit for social learning and reflexivity to make the existing boundaries between private and public forms of water stewardship more porous. This social learning may expand social practice and thus strengthen social change processes that expand water stewardship practices.
33
Tung, Hong-tai, and 董康泰. "The impact of staff appraisal on school morale in some Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956828.
Full text
34
Ngalangi, Naftal Sakaria. "A Foucauldian analysis of discourses shaping perspectives, responses, and experiences on the accessibility, availability and distribution of condoms in some school communities in Kavango Region." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1019990.
Full textAbstract:
Condom use is promoted as an effective method for prevention and contraception for people who practice or are at risk of practicing high-risk sexual behaviors. According to the UNAIDS (2009) report, condoms are the only resource available to prevent the sexual spread of the HI-Virus; and with regard to family planning, the same report proposes that condoms expand the choices, have no medical side effects, and thus provide dual protection against pregnancy and disease. However, in Africa as elsewhere in the world, condom use has been fiercely debated. The debates on the accessibility, availability and distribution of condoms in schools are not new nor are they uncontested. In Namibia, the HIV and AIDS policy in education does not explain how, when and by whom condoms should be made available to learners. This leaves it to schools to decide on how (and whether) to make condoms available to learners. As a result, individual school‘s choices not only vary, but are mediated by different factors that are not always in the best interest of learners who, as the foregoing discussion suggests, continue to participate in behaviour that, amongst other things, puts them at risk of HIV infection and falling pregnant. Relying on Foucault‘s theory of discourses, this study investigated the dominant discourses that shape learner, teacher, parent religious and traditional leader and traditional healer perspectives, responses, and experiences with regard to the accessibility, availability, and distribution of condoms in school. The study was conducted in nine schools in Kavango Region in Namibia using a mixed methods approach. The study used triangulation in the data collection process through the use of questionnaires where 792 learners participated in this component, and focus group discussions and individual interviews targeting four groups namely, learners, teachers, parents and religious leaders, traditional leaders and traditional healers. The quantitative data were analyzed using the Statistical Packages for Social Sciences (SPSS), and findings from the focus group discussions and individual interviews were analyzed identifying themes and patterns and then organizing them into coherent categories with sub-categories. The study revealed that the majority of adult participants opposed the idea of making condoms available in schools; advocating abstinence instead. This was despite evidence on the prevalence of sexual activity amongst youth in the community. Reasons had to do with various competing and hierarchized discourses operating to shape participant beliefs, perspectives, and responses in a highly regulated and surveilled social and cultural context. Put differently, the dominant discourses invoked a particular sexual subject; authorized and legitimated who invoked such a subject; who was and was not allowed to speak on sexual matters; as well as how sexual matters were brought into the public space of schools. Such authorization and legitimation regulated the discursive space in which discussions on sexual health, safe sex, and resources such as condoms were permitted; with negative consequences for the sexual well-being of youth in Kavango Region. The study also highlighted the tension between freedom, choice, and rights, showing how complex in fact is decision to make condoms available in school. On the one hand, teenagers positioned themselves as capable subjects who had the right to exercise choice over their sexual lives. Requesting parent consent was thus viewed as a violation of this right to choose. Such a position displayed authority and agency by learners that was pitted against views amongst adults in this study that positioned youth as having no agency. In their view, youth (a) were still children and thus innocent and pure, (b) ought to abstain, and (c) were difficult to control given the modern context. Adults believed that early sexual involvement by learners did not result from lack of vigilance and control on their part, but rather from exposure to modern social mores. The study concluded that (a) schools remain difficult spaces not only for mediating discussions of sex and sexuality, but also for providing resources to mitigate sexual risk amongst leaners, (b) in highly regulated societies, dominant religious discourses are produced and reproduced in and through existing institutions such as family, church, and schools; highlighting how these serve to normalize beliefs and perspectives, (c) the dominant discourses shaping communities in which schools find themselves remain inconsistent with school discourses that are shaped by modernist conceptions of childhood and youth, and (b) adult choices to sanction and obstruct schools from making condoms available (and in the case of teachers, not accessible and distributable) put the very children at risk that they propose to be protecting.
35
Deiner, Catherine Anne. ""Soap operas as a platform for disseminating health information regarding ART and the use of 'reel' versus 'real' role models"." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017783.
Full textAbstract:
The media, through development communication and edutainment, plays a critical role in the transformation of societies. In line with this, this thesis discusses the extent to which commercially driven prosocial soap operas can provide a platform for public health messaging, in the context of the HIV/AIDS epidemic in South Africa, for antiretroviral treatment (ART) and for encouraging ART adherence to foster national development. Furthermore, this thesis examined the potential of celebrities as HIV/AIDS ambassadors and the potential of both fictional characters and ‘real-life’ celebrities to disseminate these health messages. Although the HIV/AIDS epidemic in South Africa is stabilising, this is not the time to relax the communication around the disease, particularly regarding adherence to ARVs, considering that South Africa has the largest ARV rollout in the world. The qualitative methodological approach taken for this thesis is a three-step approach examining the intended message, the text and the appropriated message by viewers. Firstly, a thematic content analysis of an episode of Isidingo, that illustrated Nandipha as HIV-positive and the side-effects that came with her ART adherence, and the 3Talk interview with Lesego Motsepe, where she announced that she was weaning herself off ART, was done in order to understand the intended health messaging in the soap opera and the health message disseminated by an HIV-positive actress with regards to ART. Thereafter interview responses by the production team as well as by HIV-positive viewers, using ARVs, were thematised. In addition media texts which provided commentary on the use of a celebrity as a HIV-positive role model were examined. In doing this, this thesis has offered up the meanings of how HIV-positive women taking ARVs and living in Makana experience and understand the media, particularly health messaging relating to ARVs. The findings of this study suggest that commercial soap operas are the perfect platform to address HIV/AIDS and that prosocial health messaging regarding ARV adherence is still necessary in this country. Soap operas have the potential to have an educational angle. Although, HIV-positive individuals serve as better role models as they are authentic; given human nature, fictional characters, such as Nandipha Matabane in Isidingo, may be more sustainable role models as their message can be scientifically-based and well-researched. Realistic characters serve as role models whose behaviour is to be emulated. Soap operas appeal to a wide audience and so storylines can be tailor-made according to the times and the needs in terms of health issues and messaging. Thus, soap operas are not a single platform but rather one which can be exploited to maximum advantage for public health messaging.
36
Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools.
In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom.
Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.<br>AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole.
Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
37
Lynch, Tosca. "'Training the soul in excellence' : musical theory and practice in Plato's dialogues, between ethics and aesthetics." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4290.
Full textAbstract:
This thesis offers a technically informed examination of Plato's pervasive, though not innocent, use of musical theory, practice and musical concepts more generally within the ambitious ethical project outlined in many of his dialogues: fostering the ‘excellence' of the soul. Starting from Republic 3, Chapter 1 will focus specifically on music stricto sensu in order to assess Plato's interpretation of the basic ‘building blocks' of musical performances, creating a core repertoire of musical concepts that will prepare the way to analyse Plato's use of musical terms or categories in areas that, at first sight, do not appear to be immediately connected to this art, such as politics, ethics and psychology. Chapter 2 examines a selection of passages from Laws 2 concerning the concept of musical beauty and its role in ethical education, demonstrating how Plato's definition is far from being moralistic and, instead, pays close attention to the technical performative aspects of dramatic musical representations. Chapter 3 looks first at the harmonic characterisation of the two central virtues of the ideal city, sophrosyne and dikaiosyne, showing how their musical depictions are not purely metaphoric: on the contrary, Plato exploited their cultural implications to emphasise the characteristics and the functions of these virtues in the ideal constitution. The second half of Chapter 3 analyses the Platonic portrayal of musical παρανομία, studying both its educational and psychological repercussions in the dialogue and in relations to contemporary Athenian musical practices. Chapter 4 looks at how different types of music may be used to create an inner harmonic order of passions in the soul in different contexts: the musical-mimetic education outlined in the Republic, the musical enhancement of the psychological energies in the members of the Chorus of Dionysus in the Laws, and finally the role of the aulos in the Symposium.
38
Van, Wyk Byron Jay. "E-trust: a building block for developing valuable online platforms in Higher Education." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1852.
Full textAbstract:
Thesis submitted in fulfilment of the requirements for the degree
Master of Technology Design
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology
Supervisor: Prof J Messeter
Cape Town, 2013<br>The aim of this research project was to provide an answer to the question: “How can an understanding of online trust be used to build valuable online applications in Higher Education?”
In order to present an answer to this question, a literature survey was conducted to establish:
• An understanding of the phenomenon of online trust
• What the factors are that influence a loss of trust in the online environment
The literature survey highlighted several factors that influence a loss of trust in the online environment, called trust cues. These factors, however, were often tested within the E-commerce environment, and not in organization-specific contexts, such as online platforms in use in Higher Education.
In order to determine whether or not these factors would influence the development of trust in context-specific environments, the author of this research grouped the indentified trust factors into three focus areas, i.e. content, ease of use, and navigation. These factors were then incorporated into a series of nine different prototypes. These prototypes were different versions of a particular online platform currently in use at the Cape Peninsula University of Technology (CPUT).
The prototypes were tested over a three week period, with certain staff members at the institution in question recruited as test participants. During each week of user observations, a different focus area was targeted, in order to establish the impact that it would have on the perceived trustworthiness of the platform in question. User observations were conducted while test participants completed a standard process using the various prototypes. Semi-structured interviews were also conducted while participants completed the specific process. Participants were asked to evaluate each screen in the process according to its perceived trust worthiness, by assigning a trust level score. At the completion of the three rounds of user observations, in-depth interviews were conducted with test participants.
The participants’ trust level scores for each prototype were captured and graphed. A detailed description for the score given for a particular screen was presented on each graph. These scores were combined to provide an analysis of the focus area tested during the specific round. After the three rounds of user observations were completed, an analysis of all the trust factors tested were done. Data captured during interviews were transcribed, combined with feedback received from questionnaires, and analysed.
An interpretation of the results showed that not all trust factors had a similar influence in the development of trust in the online platform under investigation. Trust cues such as content organization, clear instructions and useful content were by far the most significant trust factors, while others such as good visual design elements, professional images of products, and freedom from grammatical and typographical errors had little or no impact in the overall trustworthiness of the platform under investigation. From the analysis done it was clear that the development of trust in organization-specific contexts is significantly different than developing trust in an E-commerce environment and that factors that influence the development of trust in one context might not always be significant in another.
In conclusion, it is recommended that when software applications are developed in organization-specific contexts, such as Higher Education, that trust factors such as good content organization, clear instructions and useful content be considered as the most salient. Organization-specific contexts differ quite significantly in that the users of these systems often convey a certain degree of trust toward the online platforms that they work with on a daily basis. Trust factors that are geared toward developing an initial or basic trust in a particular platform, which is often the case with first time users engaging in an E-commerce platform, would therefore not be as significant in the development of a more developed level of trust, which is what is needed within the development of organization-specific online platforms.
39
Tayob, Hawa. "Understanding primary school teachers' knowledge and attitudes around HIV and AIDS." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5398.
Full textAbstract:
Thesis (MEdPsych))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: Teachers have been strategically positioned to mediate information that might lead to increased HIV and AIDS knowledge and preventative measures among school-based youth. This study attempted to understand such teachers' knowledge and attitudes within a particular social context using the Bio-ecological systems model of Bronfenbrenner. The systems model provided the framework for understanding teachers' knowledge and attitudes of HIV and AIDS given their choices in terms of background, knowledge, attitude, and their links with multiple systems.
The study was conducted within the qualitative paradigm. Semi-structured interviews were conducted with thirteen intermediate phase primary school teachers from seven primary schools in Phillipi, Cape Town. This study showed that teachers were aware of being part of complex systems. They expressed their difficulties with teaching HIV and AIDS education in the classroom, particularly conditioned by cultural taboos.
This study further showed that teachers. interactions, particularly with people living with HIV and AIDS, changed their knowledge of, and attitudes towards, HIV and AIDS and the teaching thereof. It also pointed to the dissonance between teachers' beliefs and behaviours in serving people living with HIV and AIDS. For some teachers, religious beliefs provided the means with which to deal with the HIV and AIDS pandemic. For others, particularly some female teachers, unequal gendered roles and expectations with regard to sex and sexuality in their communities had a direct impact on the spread of HIV and AIDS and safe-sex practices (knowledge) in their communities. Finally, teachers were actively and critically engaged with systems that impact upon them; particularly, the Macrosystem of the Education Department (in this case, the Western Cape), and the Microsystems of the societies and communities within which their schools were located.
In summary, the study showed that a contextual, system-related approach to teachers in the classroom highlighted how they related to HIV and AIDS. Such complex, and inter-connected relations cannot be ignored by teachers, educators, policy-makers, material developers and trainers. More studies will give us a better model of the challenges and opportunities facing those who are helping stem the tide of the pandemic.<br>AFRIKAANSE OPSOMMING: Onderwysers is in 'n strategiese posisie om inligting oor te dra aan jong leerders wat sal lei tot meer kennis van MIV en ook sal voorkom dat dit versprei. In hierdie studie is onderneem om onderwysers se kennis en denkwyse in 'n besondere sosiale verband te verstaan, deur gebruik te maak van die Bio-ekologiese stelsels-model van Bronfenbrenner. Die stelsels-model voorsien die raamwerk om onderwysers se kennis en houdings van MIV/VIGS te verstaan, aangesien hulle keuses maak in terme van hulle agtergrond, kennis, denkwyse en hulle kontak met meervoudige stelsels. Hierdie studie is uitgevoer in die kwalitatiewe paradigma. Halfgestruktureerde onderhoude is uitgevoer met dertien intermediêre fase primêre-skool onderwysers by sewe primêre skole in Philippi, Kaapstad. Hierdie studie het bewys dat onderwysers bewus is daarvan dat hulle deel vorm van ingewikkelde stelsels. Hulle het te kenne gegee dat hulle dit moeilik vind om MIV/VIGS opvoeding te gee in die klaskamer, veral as gevolg van kulturele taboes.
Hierdie studie het ook bewys dat onderwysers se interaksie, veral met mense wat met MIV/VIGS saamleef, hulle kennis van en houding teenoor MIV/VIGS, en die onderrig daarvan, verander het. Dit het ook die verskil tussen onderwysers se godsdienstige oortuigings en houdings uitgewys wanneer hulle in kontak kom met mense wat met MIV/VIGS saamleef. Sommige onderwysers het hulle godsdienstige oortuigings gebruik wanneer hulle met die MIV/VIGS pandemie gewerk het. Sommige onderwyseresse veral, het gevind dat ongelyke geslagsrolle en verwagtinge ten opsigte van seks en seksualiteit in hulle gemeenskappe 'n direkte invloed gehad het op die verspreiding van MIV/VIGS en veilige sekspraktyke in hulle gemeenskappe. Onderwysers was aktief betrokke by stelsels wat 'n invloed op hulle gehad het, veral die Makrostelsel van die Onderwysdepartement (in hierdie geval die Wes-Kaap), en die Mikrostelsels van die samelewings en gemeenskappe waar die skole hulself bevind.
In opsomming, het hierdie studie bewys hoedat 'n kontekstuele, stelsel- verwante benadering tot onderwysers in die klaskamer in verhouding staan met kennis en houdings teenoor MIV/VIGS. Sulke komplekse en onderlinge verhoudings kan nie deur onderwysers, beleidmakers, materiële ontwikkelaars en afrigters geïgnoreer word nie. Verdere navorsing en studies sal vir ons 'n meer effektiewe model bied van die uitdagings en geleenthede wat onderwysers in die gesig staar en wat sal help om die pandemie hok te slaan.
40
"On responsiveness in interpersonal caring: a philosophical issue in moral education = 人際關顧中的感應性(「惜他敏應」) : 一個道德敎育的哲學論題". 1998. http://library.cuhk.edu.hk/record=b5889527.
Full textAbstract:
by Lee Oi-ying, Ada.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1998.<br>Includes bibliographical references (leaves 61-70).<br>Text in English; abstract also in Chinese.<br>by Lee Oi-ying, Ada.<br>Chapter 1. --- IN SEARCH FOR ELUCIDATING RESPONSIVENESS IN INTERPERSONAL CARING: THE NEED TO GO BEYOND KOHLBERG-GILLIGAN'S IDEA OF MORAL ARTICULACY --- p.1<br>Chapter 1.1 --- "Tacit Agreement between Kohlberg and Gilligan on the Idea of Moral Articulacy, Despite Surface Polarities" --- p.1<br>Chapter 1.2 --- Noddings' Care Ethics: A Source Both for Philosophical Foundations and Realignment of Education --- p.6<br>Chapter 1.2.1 --- Care Ethics has no Intention to Replace an Ethic of Justice --- p.7<br>Chapter 1.2.2 --- Care Ethics is not Equivalent to Feminist Ethics --- p.7<br>Chapter 1.2.3 --- Care Ethics has Human Relatedness at the Core --- p.7<br>Chapter 1.2.4 --- Care Ethics Cherishes A cts Motivated by Affect --- p.8<br>Chapter 1.2.5 --- Why Care Ethics? Against Divorce of Emotion and Inclination from Reason in Moral Life --- p.9<br>Chapter 1.2.6 --- Care Ethics' Characterization of Morally Educated Persons --- p.9<br>Chapter 1.3 --- Introduction to Research --- p.12<br>Chapter 1.3.1 --- Research Problem --- p.12<br>Chapter 1.3.2 --- Disciplinary Nature of the Research --- p.12<br>Chapter 1.3.3 --- Outlined Argumentation of the Thesis --- p.13<br>Chapter 2. --- ON INTERPERSONAL CARING --- p.15<br>Chapter 2.1 --- The Everyday Ideas of Caring --- p.15<br>Chapter 2.2 --- On Caring that is Interpersonal --- p.16<br>Chapter 2.3 --- Non-Interpersonal Caring and Its Relation to Interpersonal Caring --- p.16<br>Chapter 2.4 --- On Twelve Exemplary Cases of Interpersonal Caring in Everyday Life --- p.18<br>Chapter 2.4.1 --- "Intrapersonal Dimension of Carer: Cognitive Content, Desiderative Content, Evaluative Content, Emotion in Caring" --- p.22<br>Chapter 2.4.2 --- "Interpersonal Dimension in Caring: Skill of Carer, Role of Caree, Need of Caree" --- p.29<br>Chapter 2.4.3 --- Time as a Disclosing Agent: An Attending Agent Both in Intrapersonal and Interpersonal Dimension in Caring --- p.33<br>Chapter 3. --- ON RESPONSIVENESS --- p.34<br>Chapter 3.1 --- The Everyday Ideas of Responsiveness --- p.34<br>Chapter 3.2 --- Attribution of Responsiveness --- p.35<br>Chapter 3.2.1 --- Responsiveness Directed towards Another's Need --- p.36<br>Chapter 3.2.2 --- Responsiveness Directed towards Another's Help --- p.36<br>Chapter 3.2.3 --- Between Imperviousness and Responsiveness: A Note on Adult's Ability to Divorce Action from Disposition to Act in Emotion --- p.36<br>Chapter 3.3 --- Ideas of Responsiveness in Care Ethics --- p.38<br>Chapter 3.4 --- Idea of Responsiveness in This Thesis --- p.40<br>Chapter 3.5 --- "Responsiveness as the Crux of Responsibility, And Thus of Responsible Persons" --- p.43<br>Chapter 3.5.1 --- "Etymologically, Action (""""Responseis"") Precedent in All Three Meanings of ""Responsibility "" and Deeper Etymology Reveals Dialogical Dimension" --- p.43<br>Chapter 3.5.2 --- Responsiveness is the Minimum Requirement of Responsibility --- p.44<br>Chapter 3.6 --- "Responsiveness as the Crux of Caring, And Thus of Caring Persons" --- p.46<br>Chapter 4. --- VERY YOUNG CHILDREN HAS RESPONSIVENESS: THE PRINCIPAL PLACE OF AFFECT IN UNDERSTANDING AND MORAL ARTICULACY --- p.50<br>Chapter 4.1 --- From Blum's Discovery of Responsiveness in Very Young Children to the Principal Place of Affect in Interpersonal Understanding and Moral Articulacy --- p.50<br>Chapter 4.2 --- Messages Conveyed by Childhood Responsiveness to: (i) Parenting Children --- p.56<br>Chapter 4.3 --- Messages Conveyed by Childhood Responsiveness to: (ii) Early Education --- p.56<br>Chapter 4.4 --- Messages Conveyed by Childhood Responsiveness to: (III) The Possibility and Desirability of Educational Practitioner as Caring Practitioner --- p.58<br>Chapter 5. --- BIBLIOGRAPHY --- p.61<br>Chapter 5.1 --- Bibliography by Chapters --- p.61<br>Chapter 5.2 --- Bibliography in Alphabetical Order --- p.67<br>"Appendix: A Note on the Chinese Translation of ""Responsiveness""" --- p.71
41
Fedeles, Michal. "Teachers’ concerns questionnaire : the development and validation of a measure of high school teachers’ moral sensitivity." Thesis, 2004. http://hdl.handle.net/2429/15840.
Full textAbstract:
Through everyday classroom interactions, teachers influence their students'
actions and the choices those students will make in life. Such interactions may have
profound impact on the students and their well-being, whether teachers are cognizant of
their influence as role models and moral educators or not.
Morally sensitive teachers are better equipped to perceive, or become aware of,
those classroom interactions that have direct implications for students' well-being. As
well, such teachers have the ability to interpret influential aspects of teacher-student
interactions in moral terms.
Previous research and theory in psychology, philosophy, and curriculum
development is in accord in suggesting that moral sensitivity is an area of interest and
concern to practicing teachers, and that teachers' preparedness to face the challenges of
classroom interactions by advancing their moral sensitivity can contribute to a betterment
of education and a better care for students' lives.
In Study 1, three sources of knowledge on moral sensitivity were utilized in order
to develop a comprehensive measure of teachers' sensitivity to the moral dimension of
schooling. Those three sources included: (a) the teachers' professional code of ethics, (b)
findings from observations of the moral life of classrooms, and (c) a moral issues
questionnaire developed as part of Study 1 to collect practicing teachers' testimonials of
issues and stories they perceived as having moral meaning. A triangulation method was
utilized to validate the already established notions of morally significant aspects of
teaching on the one hand, and to extend the understanding of teachers' situatedness in the
moral context of schools on the other. After carefully analyzing the information obtained
from the three sources, at the end of Study 1 an open-ended semi-structured questionnaire
was developed.
In Study 2, the Teachers' Concerns Questionnaire (TCQ) was developed and
validated as a measure of high school teachers' moral sensitivity. The TCQ comprises
four stories revolving around teacher-student interactions, each accompanied by a series .
of seven prompt questions guiding the process of identifying the issues of concern in the
scenario, as well as individuals affected by the issues, and any action that might need to
be taken in response to the depicted interactions. Each story corresponds with four
categories of moral issues, and the overall score of moral sensitivity is derived from the
number of categories in which issues of concern are identified along with affected parties
and proposed solutions, and justification for their inclusion on moral grounds is provided.
The overall results provide initial support for the relativity and validity of the
TCQ as a measure of secondary school teachers' moral sensitivity. The TCQ exhibited a
very high inter-rater reliability and a moderately high test-retest reliability. A significant
and positive correlation was found between the TCQ and a measure of moral reasoning,
as well as a positive correlation between the TCQ and a measure of verbal fluency. Areas
of future improvement include shortening the time required to complete the measure and
developing an alternative format that would allow self-scoring or automatic scoring by a
computer. Directions for future studies are discussed.<br>Education, Faculty of<br>Graduate
42
Cañizales, Vargas Rafael Antonio. "The moral profession: a study of moral development and professional ethics of faculty." 2001. http://hdl.handle.net/2152/10560.
Full text
43
Evans, Susan P., University of Western Sydney, College of Arts, and Social Justice and Social Change Research Centre. "Promoting the 'good' relationship : recognising moral dimensions in violence prevention education." 2008. http://handle.uws.edu.au:8081/1959.7/39296.
Full textAbstract:
This thesis reports a phenomenological hermeneutical critical realist inquiry into violence prevention educators promoting desirable and ‘good’ relationships in practice. This inquiry is based on the premise that promoting desirable alternatives to violence in violence prevention education is a moral activity; in so far as the question of what is desirable in relationships is a moral question. Based on in-depth phenomenological interviews with twelve Australian human service professionals working in the field of primary relationship violence prevention, the thesis provides descriptions of how and why certain versions of desirable relationships are promoted in this field. It will be demonstrated that individual workers’ personal moral commitments are influential in making certain versions of the ‘good’ relationship possible in violence prevention education. The field of primary violence prevention has a dual function; the first is to ameliorate risks associated with using violence, and the second is to promote desirable alternatives to using violence in relationships. This thesis argues that when workers in violence prevention education promote desirable ways of being in relationships they are promoting moral goods. Few fields in human service work offer an inquirer direct access to the issue of promoting moral goods in practice. The focus of most human services practice is less about the question of the good or flourishing life, and more about assisting people to cope with or change existing social and personal problems. In contrast, violence prevention education is bound up with constructing and promoting desirable human living. In this inquiry the conceptual task was to understand and describe the interplay between individual workers beliefs and practice style when doing violence prevention education. The thesis identifies four different conventions of this interplay. In two conventions, there was a tendency for workers not to recognise or avoid recognising the moral complexities involved when promoting good alternatives to using violence in relationships. These workers use an ‘expert’ or prescriptive practice approach. In the third convention workers recognised there is moral and ethical complexity in the practice of promoting desirable relationships. These workers conceive that practicing well in the field of violence prevention education is less about promoting certainty and prescription, and more with posing ethical questions. In the fourth convention was observed inconsistencies between workers’ personal beliefs and how they construct desirable relationships in the public realm of practice. These workers conceal aspects of their personal beliefs because these beliefs sit uncomfortably with secular values, or otherwise dominant cultural norms in the field. Hermeneutical engagement with the field findings accommodated the literary tradition of human service work ethics, the moral philosophy tradition in so far as it has addressed the question of what makes a human practice ‘good’, and interpersonal violence prevention literature. Interpretation of these literary traditions was underscored by a ‘strong’ hermeneutical framework (Taylor 1989; Gadamer 1976; Heidegger 1962), combined with elements from transcendental critical realism (Archer 2004; 2003; 2000). The interpretations given in the thesis are evaluative. I argue that that promoting desirable relationships in violence prevention education should be recognised as a practice with implicit ethical and moral dimensions. Based on this recognition, I argue that workers in this field must demonstrate a broader range of ethical skills. Workers should be able to recognise and engage purposefully with a variety of moral traditions that people in the community draw upon to evaluate what is ‘good’ in human living. I argue that it is important for violence prevention educators to develop moral understanding, a personal moral commitment, and a capacity for skilful engagement with groups concerning ethical dilemmas in human living. This thesis can make a contribution to that tradition in human services literature where scholars and practitioners have engaged the problem of how to conceive ‘ethical’ practice. However, the final contribution of this thesis will be perhaps less with the findings discussed and more with observing that moral dimensions in the field of violence prevention education have not been adequately recognised.<br>Doctor of Philosophy (PhD)
44
Van, der Spuy Thyresa Johanna. "Psigo-opvoedkundige assessering : narratiewe as instrument vir die fasilitering van die ontwikkeling van respek as etiese norm aan adolessente." Thesis, 2012. http://hdl.handle.net/10210/6324.
Full textAbstract:
D.Ed.<br>The heart of democracy, as reflected in the Constitution of South-Africa, announced in 1996, is the acknowledgement of human dignity. As result of the Constitution, the National Schools Act was also announced in 1996. The focus of this act is also to promote human rights by eliminating any form of discrimination. The rejection of discrimination and acknowledgement of human dignity implies that all humans are respectable. Respect is one of the cornerstones of ethical norms and therefor all human beings should, as from early childhood, be encouraged to obey this norm. The National Schools Act makes it very clear that education is considered to be the most important factor in reaching this goal (Potgieter, et.al ., 1997:6&7). In a guiding document for the incorporation of alternative discipline (Department of Education, 2001:9) the statement is made that positive discipline is the focus of the Schools Act's code of conduct. This "positives discipline" implies that teacher will commit themselves to the facilitation of the values and attitudes of peace, tolerance, respect, dignity and human rights. General discipline-problems and the increasing rate of crimes committed by youth is probably caused by increasing moral decline. The most important area of deficiency in universal communities is the value which people attach to the norm of respect (Lickona, 1991:43). There are several possible causes for the lacking value systems of young people, but the most important are possibly the secular attitude and dualism of roll models and educators (Curtin, 2000:7). Because narrative writers usually focus on problems resulting from community aspects, their creative products offer a unique source in the facilitation of ethical values (Kearny, 2002:6). Readers can identify with characters of the narrative text. During this "identifying"-process readers are led unconsciously into a situation of rethinking the underlying values which the narrative characters attach to norms — which come to light through the choices of action made by the characters. This rethinking of the actions of the narrative characters results in sensitising the values which the readers themselves attach to the related norm. The aim of this research was to design, implement and evaluate a psychoeducational learning program in the learning area Language, Literacy and Communication for learners in secondary schools (adolescents). The aim of the program was to determine to what extend the value, which named learners do attach to the ethical norm, respect, will be influenced when focussing on the use of narratives. The possible results that the influencing of their values would have on their mental health, was also investigated. A qualitative, explorative, descriptive and contextual design was used for this study. A situation-analyses was done through literature study after which a program was designed and implemented. The aim of this program was the facilitating of respect as ethical value by using stories. After the implementation of the program the participants wrote naïve sketches and focus group interviews was done six months later involving selected participants from the original group. The selected data was coded — with help of a independent coder — and analysed according to the open coding method of Tesch. Analysis of the data proved that the program that was designed, implemented and evaluated in this study was effective in facilitating ethical values to adolescents. The initial research aim was met as such. A meaningful contribution of this thesis is the description of a conceptual framework for the facilitating of ethical values to adolescents.
45
Mabutha, Riyaan John. "Tax ethics education within the chartered accountant curriculum in South Africa." Thesis, 2017. https://hdl.handle.net/10539/24712.
Full textAbstract:
A research report submitted to the Faculty of Commerce, Law and Management in partial fulfilment of the requirements for the degree of Master of Commerce (specialising in Taxation), 8 May 2017<br>Online resource (iii, 69 leaves)<br>A Chartered Accountant performs a number of roles including that of a tax adviser. In performing such duties, Chartered Accountants provide tax advice and devise tax-planning strategies. Recently, tax planning and tax avoidance strategies, including the ethical behaviour of tax professionals, have come under the spotlight, as the ideas of fairness, morality and ethics have become part of the global tax debate. This report examines how accredited academic programmes training Chartered Accountants effectively incorporate ethics into the taxation curriculum for both undergraduate and postgraduate students. As the foundation of the Chartered Accountancy profession entails responsible leaders who uphold the highest ethical standards, the report evaluates how ethics and ethical behaviour can be incorporated into the current taxation curriculum of academic programmes accredited by the South African Institute of Chartered Accountants. The purpose of this study is to understand what areas within the tax curriculum ethics can be incorporated into, the definition of ethics, the teaching of ethics and whether a need for teaching ethics in taxation exists. This research was conducted based on an extensive review of relevant literature. The findings define ethics and ethical behaviour and suggest that a need exists for teaching tax ethics, considering the reality of tax avoidance and the role of tax professionals. Furthermore, the research finds that ethics and ethical behaviour can be taught. The report concludes by suggesting teaching methods that could be used to incorporate ethics into tax.
Keywords: Taxation, ethics, education, accounting<br>GR2018
46
Gordon, Wanda Marja. "Ethical issues and codes of ethics : views of adult education practitioners in British Columbia." Thesis, 1997. http://hdl.handle.net/2429/6502.
Full textAbstract:
Over the last decade, practice ethics in adult education has become an increasingly visible
topic of interest and concern in the literature of the field. However, relatively little research has
been done in the whole area of ethics and codes of ethics. This study was undertaken to broaden
the empirical data base within the field and provide further insight into the area of practice ethics.
The purpose of the study was to examine the views of adult educators in British Columbia
about the need for a code of ethics for the field of adult education and to identify the issues,
concerns and dilemmas experienced by them. The study is an approximate replication of a 1991
study by McDonald in the state of Indiana.
Using survey methodology, three groups of adult education practitioners (N = 460)
received a mailed questionnaire that included items related to the study topic and demographic
characteristics. A 60% return rate was achieved. The major findings generated by this study
confirm positive practitioner views about codes of ethics and support the findings reported in the
Indiana study. The findings of this study include:
• The majority of adult educators surveyed believe there should be a code of ethics for the
field of adult education.
• Less than a majority of adult educators surveyed knew of the existence of, or were
currently operating under, a code of ethics.
• The majority of adult educators surveyed indicated an overall positive view about the
general functions of a code of ethics.
• Issues related to the learner are most frequently cited as needing to be addressed in a code
of ethics for the field of adult education.
• The professional association was the most frequently identified organization that adult
educators believe should create, disseminate and enforce a code of ethics.
• The majority of adult educators either disagree or are unsure about the regulating function
of a code of ethics.
• The majority of adult educators surveyed cited examples of ethical
issues/concerns/dilemmas from their practice settings.
• The most frequently cited ethical issues/dilemmas relate to confidentiality concerns and
learner/adult educator relationship issues.
Historically, the debate about the need for a code of ethics for the field of adult education
has been focused within the academic community. This study contributes a practitioner
perspective to the ongoing debate. The strong message conveyed by British Columbia adult
educators about the need for a code of ethics also clearly reflects the growing trend of code
development by professional associations in Canada and the United States. Continued emphasis
on educational efforts to address the issues arising from this study and further research in the area
of practice ethics are suggested.
47
"康德的道德敎育: 論自律人格之培養 = Kant's moral education : on the cultivation of an autonomous person". 2000. http://library.cuhk.edu.hk/record=b5895843.
Full textAbstract:
吳宏基.<br>"二零零零年一月三十日"<br>論文 (哲學碩士)--香港中文大學, 2000.<br>參考文獻 (leaves 114-121)<br>附中英文摘要.<br>"Er ling ling ling nian yi yue san shi ri"<br>Wu Hongji.<br>Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000.<br>Can kao wen xian (leaves 114-121)<br>Fu Zhong Ying wen zhai yao.<br>Chapter 第一章 --- 題目析義與問題之提出 --- p.4<br>Chapter 第一節 --- 緒言 --- p.4<br>Chapter 第二節 --- 題目析義 --- p.8<br>Chapter 第三節 --- 硏究目的及意義 --- p.10<br>Chapter 第二章 --- 硏究方法與文獻 --- p.13<br>Chapter 第一節 --- 硏究方法 --- p.13<br>Chapter ´一Ø --- 哲學思辨<br>Chapter ´二Ø --- 硏究步驟<br>Chapter 第二節 --- 文獻回顧 --- p.18<br>Chapter 第三節 --- 硏究限制 --- p.21<br>Chapter 第三章 --- 幾個道德學說對道德本質之論述 --- p.26<br>Chapter 第一節 --- 社會學派論社會乃道德之根本 --- p.26<br>Chapter 第二節 --- 功利主義論道德乃幸福之趨求 --- p.29<br>Chapter 第三節 --- 基督教論道德乃人神關之成果 --- p.33<br>Chapter 第四節 --- 孟子論道德乃本心之自律 --- p.35<br>Chapter ´一Ø --- 道德之本義<br>Chapter ´二Ø --- 仁義內在之辨說<br>Chapter ´三Ø --- 性善之確立<br>Chapter ´四Ø --- 小結<br>Chapter 第五節 --- 論道德之本質涵義 --- p.40<br>一從外在法則之內在化至意志之自律<br>Chapter 第四章 --- 康德道德教育之基本路向 --- p.49<br>Chapter 第一節 --- 康德的哥白尼式革命 --- p.49<br>Chapter 第二節 --- 康德的道德教育目標 --- p.50<br>Chapter ´一Ø --- 格準之界定<br>Chapter ´二Ø --- 方法論之界定<br>Chapter 第五章 --- 康德對道德本質之辨析 --- p.57<br>一使主觀地決意的格準直接地爲客觀的自由法則所決定<br>Chapter 第一節 --- 由道德之根源以論說善的觀念 --- p.58<br>Chapter 第二節 --- 論道德之義務性及其律令 --- p.61<br>Chapter 一<br>Chapter 二<br>Chapter 第三節 --- 論道德行動乃依自由法則之決意 --- p.67<br>Chapter ´一Ø --- 實踐道德之必然性<br>Chapter ´二Ø --- 自由法則之決意<br>Chapter 第四節 --- 小結 --- p.73<br>Chapter 第五節 --- 回應批評 --- p.75<br>Chapter 第六章 --- 康德論自律人格之培養 --- p.83<br>一使客觀地實踐的理性成爲亦是主觀地實踐的<br>Chapter 第一節 --- 實踐道德之動力 --- p.83<br>Chapter 第二節 --- 違背道德之性癖 --- p.86<br>Chapter 第三節 --- 向善能力之恢復 --- p.89<br>Chapter 第四節 --- 品格培養之步驟 --- p.91<br>Chapter ´一Ø --- 消極性的道德教育原則<br>Chapter ´二Ø --- 積極性的道德教育原則<br>Chapter 第五節 --- 小結 --- p.96<br>Chapter 第六節 --- 回應批評 --- p.98<br>Chapter 第七章 --- 總結及建議 --- p.103<br>Chapter 第一節 --- 總結：道德本質涵義之辨解和道德教育基本原則之建構 --- p.103<br>Chapter 第二節 --- 總結：德性發展與道德教育 --- p.106<br>Chapter 第二節 --- 建議 --- p.111<br>參考書目 --- p.114
48
Sattmann-Frese, Werner, University of Western Sydney, College of Arts, and School of Education. "Sustainable living for a sustainable earth : from an education for sustainable development towards an education for sustainable living." 2005. http://handle.uws.edu.au:8081/1959.7/29537.
Full textAbstract:
This research project responds to the observation of radical ecologists and ecopsychologists that our present approaches to environmental change are widely limited to technological, behavioural and cognitive strategies, and lack a deep understanding of the complex psychological and sociocultural interrelationships that underpin human perception and behaviour. To gain a deepened understanding of our ecological crises from depth psychological, holistic, and transpersonal perspectives, a number of counsellors, psychotherapists, naturopaths, and one environmental educator were either interviewed or completed questionnaires that explored the meaning of the terms ‘environment’ and ‘sustainability’. They were also invited to express their views on environmental deterioration and what it means to them to live sustainably. The knowledge obtained from the research participants, an extensive literature review, and my professional experience as a psychotherapist, workshop facilitator and trainer, suggest that the current dominant theories and practices of environmental education, and other change practices, are limited in their effectiveness. The study proceeds with a discussion of key issues related to the ecological approach proposed in this study; and of emergent areas such as environmental education, education for sustainability, deep ecology and ecofeminism. A critique focuses particularly on the common assumption of conventional learning paradigms that deep change can be achieved without addressing emotional resistance to such change. By using the work of the Resilience Alliance, “a multidisciplinary research group that explores the dynamics of complex adaptive as a reference point it is argued that our need to compensate for our fragmented selves leads to significant resistances to changes in consciousness. The study concludes with a summary of the main findings and thoughts on possible sustainable and unsustainable futures.<br>Doctor of Philosophy (PhD)
49
Tanchuk, Nicolas Jordan. "Is Inquiry Learning Unjust? An Ethical Defense of Deweyan Instructional Design." Thesis, 2019. https://doi.org/10.7916/d8-9evz-qq73.
Full textAbstract:
A long tradition of progressive pedagogy, running from Jean-Jacques Rousseau and through the work of John Dewey, argues that it is ethically and politically important for students to learn to co-direct the process of inquiry. In a series of recent articles, a group of cognitive scientists (hereafter called ‘DI theorists’) has argued that due to the nature of human cognitive architecture, student-led instructional designs are likely to be less effective than fully teacher-led instructional designs and to exacerbate achievement gaps. Were DI theorists correct, contrary to the intentions of many educators, a great deal of progressive pedagogy would be likely to have negative effects on educational justice. In this dissertation, I argue that the framing of the debate in cognitive science misconstrues the ethical and political value of treating students as cooperative designers of educative experiences.
To defend this controversial claim, I advance a Deweyan approach to ethics and justice in instructional design against two recent philosophical challenges. The first challenge, which I call ‘Dewey’s grounding problem’, asserts that Dewey’s appeal to the single ethical and political value of learning is unjustified against dissent and oppressive of reasonable pluralism. The second challenge, which I call ‘Dewey’s problem of elitism’, argues that his call to promote the common good of learning in ethics and politics will sometimes permit or require elitism, aristocracy, or tyranny. Based on the Deweyan ethos I defend, I trace four principles of just instructional design to reassess the claims of DI theorists. I argue that integrating DI theorists’ insights about efficacy and equality as means to create a student co-led community of inquiry confirms many educators’ intuitions: that student-led designs are important parts of developing the skills of inquiry, are well placed as culminating tasks, and are best phased in on a developmental pathway towards greater student independence.
50
Bulti, Terefe Feyera. "Fostering collective teacher efficacy through values-based leadership in Ethiopian institutions for higher education." Thesis, 2016. http://hdl.handle.net/10500/23196.
Full textAbstract:
This thesis is entitled “Fostering collective teacher efficacy through values-based leadership in Ethiopian institutions of higher education”, which is delimited to the private universities. The main question was “What constitutes/determines the institutionalisation of values-based leadership (VBL) to foster collective teacher efficacy (CTE) in the context of Ethiopian private universities (EPrUs)?” The sub-questions were: 1) what does the current state of CTE and its perceived outcomes look like in EPrUs? 2) What sets of behaviours are desired to institutionalise VBL so as to foster CTE in EPrUs? 3) What are the institutional contexts required to institutionalise VBL so as to foster CTE in EPrUs? In addressing these issues, academic leaders, students and teachers from EPrUs participated in the study. As methods of data gathering both the survey method and interviews were used.
Results revealed that CTE is not high enough in EPrUs and hence it needs to be fostered so as to bring the desired change in students’ learning. To foster this, institutionalisation of VBL is required that involves two inter-related aspects. The first one is about institutionalising desired values (behaviours), which are linked to the academic leaders’ yearning for positive sets of values and the teachers’ moral contract to their professional values. To this effect, the positive sets of values that academic leaders should yearn for and the sets of values that teachers should espouse as their professional values are explored. The commonalities between these values are also described and how these would be institutionalised is suggested. The values include integrity and trustworthiness, humility/selflessness, compassion and sense of gratitude, accountability and self-discipline, sense of collaboration and teamwork, and envisioning in leadership as the driving force. The second aspect is about institutionalising the contexts conducive to foster CTE and VBL support behaviours. The need to institutionalise those behaviours and contexts arise out of the perceived leadership gap (between what the teachers believe are the leadership priorities of the leaders and the behaviours they actually see in the leaders). This gap has been linked to CTE, and hence a model has been developed that would foster this efficacy.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)