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1
Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.
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Elfers, Ann Marie. "Education policy and practice in the new Croatian state : responses from the private sector /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7650.
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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
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Johnson, Daphne Olive. "Private schools and state schools : a study of their coexistence, and of families who use both types of schools." Thesis, London School of Economics and Political Science (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309373.
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Tam, Man Kwan. "The development and the role of private secondary schools in Hong Kong." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020206/.
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Ip, Kin-yuen. "Organisational change : the case of a l̀eftist school' in joining the direct subsidy scheme /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967840.
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Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.
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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.
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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.
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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.
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Ali, Sheikh Mohammad. "Head teachers’ perceptions and practices of school leadership in private secondary schools in Sirajganj district, Bangladesh." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6209.
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The goal of this exploratory research project is to gather data on head teachers’
leadership perceptions and practices, so that educational researchers, government officials
and head teachers themselves have a better understanding of leadership and management in
Bangladeshi high schools. Such data is critical for gaining a better understanding of
leadership in Bangladesh and for future head teacher development and school improvement.
Leaders can play a very important role in improving teaching and learning in schools.
Many Western countries are interested in the power of leadership to generate and sustain
school improvement. Bangladeshi schools strive to improve, to develop effective teaching
and raise the achievement of students. Much depends on the vision and practices of the head
teachers who lead the schools. This study explores the leadership concepts, styles, trends and
current practices of the head teachers in four Bangladeshi private secondary schools both in
rural and urban areas.
Findings of this study show that Bangladeshi school leaders have vision for school
improvement. They lead their schools with managerial and democratic styles of leadership.
They work for professional development inside the school with a view to improve the
teaching and learning process. Students’ achievement is their ultimate goal. They work under
pressure with their skill of handling different kinds of adverse situation like bureaucratic
complex, political influence, and shortage of human and physical resources.
The methodology of this research is qualitative and the methods used for data
gathering were interviews and focus group discussions. Four schools from Sirajganj, a district
which is approximately one hundred kilometres away from the capital city, provided the
sample. Four head teachers participated in interviews and were invited to meet together to
take part in a focus group discussion about their leadership practices.
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Fong, Chung-lun. "Resources allocation in a Direct Subsidy Scheme school : a case study of a participant school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811462.
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McCombs, John P. "A Path Analysis of the Behavioral Intention of Secondary Teachers to Integrate Technology in Private Schools in Florida." UNF Digital Commons, 2011. http://digitalcommons.unf.edu/etd/123.
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This research was designed to investigate the behavioral intention of a sample of teachers to develop curriculum based projects that require students to use technology. This research employed a quantitative study design of an educational version of the Universal Theory of Acceptance and Use of Technology model. The UTAUT model was expanded to include factors from the Theory of Planned Behavior, and Social Cognitive Theory.
The sample was composed of 251 private school teachers in Florida who completed an on-line survey instrument based upon the UTAUT model. The results were analyzed with confirmatory factor analysis that identified several factors that contributed to the behavioral intention of the teachers to integrate technology. In the final factor analysis, Social Influences, Effort Expectancy, and Anxiety all proved to be very strong factors. Attitude, Performance Expectancy, and Facilitating Conditions were moderate to strong factors in this final analysis.
The relationships between the identified factors were determined through the development of a path model using partial least squares analysis. The constructs having the strongest relationship with Behavioral Intention, and hence, having a stronger effect were Attitude (β=.775, p < .001), Performance Expectancy (β=.698, p < .001), and Effort Expectancy (β=.667, p < .001). The structural model also supported that Behavioral Intention is strongly related to actual Use (β=.561, p < .001). The construct of Facilitating Conditions had a weak and negative relationship with Use (β=.-131, p =.16).The moderating effects of several attributes were also tested. While there were several notable affects only the presence of a curriculum guide proved to have a statistically significant influence.
The present study contributes to behavioral intention research by confirmation of the model and providing a new context for the adapted UTAUT (Venkatesh et al., 2003) that was developed for a teacher acceptance and use of technology in an educational setting. Several implications for practice are offered in addition to further directions for research in this area. The approach to technology adoption requires an understanding of how leaders of an organization, as well as individual teachers, approach technology use.
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McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003.A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.
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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.Doctor of Philosophy (PhD)
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Radmacher-Smith, Leslie A. "A Quantitative Study Measuring the Relationship between Mindset and Psychological Well-Being among High Achieving College-Bound Students Attending Private Christian High Schools in Orange County, California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975420.
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The culture of American education that is largely predicated on acquiring the proverbial golden ticket for entrance to an esteemed college has produced the most anxious, stressed, and sleep-deprived generation ever (Jones & Jones, 2006). As students strive to graduate from high school with perfected profiles that impress and garner admission to these colleges, high school success and educational practices are typically focused on achievement as reflected by test scores, grades, college acceptance results, and scholarship offers (Zins, Bloodworth, Weissberg, & Walberg, 2004). As a result, instead of prioritizing process-oriented learning that is associated with a growth mindset, achievement performance measures focus on extrinsic rewards often linked with a fixed mindset such as grades, scores, rankings, and awards (Dweck, 2006). As students pursue accolades and marks of achievement, various aspects of learning are supplanted including risk, struggle, persistence, resilience, and growth, often at the expense of character, values, integrity, and psychological well-being (Guang, Hanchao, & Kaiping, 2016).
The study revealed the relationship between mindset and psychological well-being for a sample of 123 high achieving, college-bound senior students attending private, college-preparatory Christian high schools in Orange County, California. It also reviews the factors related to the college admission process that affects and shapes the life experiences of these students. Quantitative data reveal the relationships and themes related to mindset and psychological well-being and offer insight and strategies that may promote positive, healthier outcomes for college-bound students as well as topics for future research. This study adds to the current body of knowledge related to implicit theories of intelligence, mindset, adolescent psychological well-being, and social emotional learning.
Furthermore, this study is relevant because it reveals the underlying factors related to the emotional needs of today’s adolescents, providing teachers, counselors, and school administrators with important information that may influence vision, goals, policies, and instruction. The results of this study support the need to reevaluate the effects of the college admission process on adolescent mindset and psychological well-being.
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Pope, Beverley, and n/a. "Public schooling and private interests : an exploration of the links between state provided secondary schooling and the class interests of professional and professionalizing groups." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061106.094056.
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This thesis takes as its basic premise the need for
more democratic educational structures and practices. By
examining the restructuring of public secondary schooling
provisions in New South Wales in the period after 1950 it
argues that public schools in Australia are not democratic
institutions.
Rather than being democratic institutions public
schools, it is maintained, reflect the private interests of
members of so-called "professional and professionalizing
groups", or, more precisely, of those with assets in
credentials or assets in organization employed within
monopoly capitalist enterprises and state enterprises. The
employment domain of these groups is characterized by
bureaucratic forms of control.
The private interests of these groups are class
interests in that they pertain to the maintenance of the
material interests of those with assets in credentials and
assets in organization through the monopoly of special
knowledge and skills and reflect the class structure of a
society in which monopoly capitalism has become the
dominant economic, and, therefore, political and
ideological, force.
As the above outline suggests, in attempting to address
the question of inequality in secondary schooling, marxist
theories and categories, most notably those pertaining to
class formation and class struggle, are drawn upon.
In addition, the thesis maintains that the private
interests of those with assets in credentials or assets in
organization are "naturalized" in and through the ideology
of individualism and of meritocracy. By examining the
actual way in which the labour force was being restructured
in the post-war period the thesis provides one avenue of
critique of these constructions and attempts to demonstrate
the limits of equality of opportunity in a class-based
society.
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Heilbuth, Peter. "An analysis of the South African state's policy with respect to private schools : 1976 to 1990." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17359.
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Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.
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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
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Semela, Vincent Taole. "The perceptions of the Department of Education with regard to the health and well-being of farm schools/schools on private property in the Free State / by Vincent Taole Semela." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5010.
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This study focuses on improving the provision of education, effective teaching and learning at farm schools or schools on private property through health promotion.
Comprehensive school health education has received significant visibility through numerous national, state and local authorities. Healthy People (2000), makes a nationwide commitment to health promotion and disease prevention, which includes objectives that fall within the framework of comprehensive schools' health promotion. All teachers responsible for health promotion should receive adequate professional support in the development, implementation and evaluation of a comprehensive school's health promotion. It must be noted that teacher support represents a critical factor for implementing health promotion that would result in behaviour-related changes. Lack of support in health promotion, however, remains a problem for Health and Life Orientation educators.
Chapter one focuses on expounding upon the problems that are seen as predominant factors in the ineffective provision of education regarding the teaching and learning at farm schools.
Chapter two outlines the qualitative research design the study adopted. Questionnaires and individual interviews were utilised to determine the perceptions of departmental officials regarding the provision of education at farm schools or schools on private property.
Chapter three aims at linking the theoretical framework in the provision of education. The concepts of health, health promotion and health promoting schools are important aspects in the provision of education.
Chapter four aims at linking the theoretical framework to provision of education by providing infrastructure, resources such as teaching and learning material, electricity, water and sanitation.
Chapter five concentrates on analysing and interpreting the collected data. The data revealed that farm schools are finding it difficult to provide adequate education, the main reasons being a lack of support or proper infrastructure and a lack of essential resources.
Chapter six concludes the study with key findings, a summary as well as recommendations.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.
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Tanner, Janet Jeffery. "Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.
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Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective.
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Ip, Kin-yuen, and 葉建源. "Organisational change: the case of a ��leftistschool' in joining the direct subsidy scheme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3195716X.
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Ako, Tomoko, and 阿古智子. "Strategic ambiguity of Chinese public space and private space: ethnographic study of three Shanghai'smiddle schools under the socialist market economy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29979110.
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Fong, Chung-lun, and 方仲倫. "Resources allocation in a Direct Subsidy Scheme school: a case study of a participant school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959362.
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Teixeira, Vanessa Barrozo. "A instrução da mocidade rio-grandina: o ensino secundário na cidade do Rio Grande/RS (1850-1889)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172192.
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O presente estudo situa-se no âmbito da História da Educação e tem como objetivo central demonstrar como se desenvolveu o ensino secundário na cidade do Rio Grande/RS a partir da segunda metade do século XIX, de forma a abarcar outras demandas para além da formação para o ingresso no ensino superior. Desse modo, utilizamos como corpus documental os anúncios dos colégios e aulas particulares publicados na imprensa local, sobretudo, no jornal Diario do Rio Grande de 1848 a 1890, juntamente com Relatórios, Ofícios, Mapas, Estatutos, Catálogos, Anuários e Almanaques da Província, entre outros documentos. O intuito desta tese é comprovar que o ensino secundário rio-grandino estabeleceu um novo paradigma para a educação formal, consolidando-se como uma alternativa viável para a formação intelectual de outros grupos sociais que não almejavam o ingresso no ensino superior. O ensino secundário nesta cidade diferenciava-se justamente por redimensionar a sua finalidade neste período, possibilitando que outros públicos ascendessem socialmente por meio da instrução secundária Para corroborar com a presente tese analisamos a significativa oferta de instituições de ensino secundário presentes na cidade, ao longo do período analisado, sinalizando a existência de uma demanda local oriunda de determinados grupos sociais que tinham como objetivo manter certa situação de classe que seria responsável por consolidar e sustentar os interesses das gerações anteriores e, que também estavam voltados à ascensão social através da educação formal. Identificamos que esta formação intelectual, proporcionada pelo ensino secundário, não estava somente voltada ao ingresso no ensino superior, mas, sobretudo, a uma formação cultural e profissional que o ensino primário não contemplava e que precisava ser amparada através de novas ofertas de ensino que o setor público não conseguiu abarcar, e nem mesmo, rivalizar. Desse modo, conseguimos identificar, através de diferentes indícios, que a instrução secundária, de caráter laico e particular que se desenvolveu ao longo do período imperial, consolidou-se em função de diferentes necessidades da sociedade rio-grandina que não incluía apenas a preparação para os exames de preparatórios, mas também, a formação para atuar no comércio, na política e na docência.The present study lies within the History of Education scope and aims to show how secondary education was developed in the city of Rio Grande / Rio Grande do Sul State from the second half of the nineteenth century so as to cover other demands beyond training towards higher education entrance. For that purpose, school and private class announcements published by the local press, especially in the Diario do Rio Grande newspaper from 1848 to 1890, together with Provincial Reports, Official letters, Maps, Statutes, Catalogs, Yearbooks and Almanacs, among others, were consulted. This thesis aims to prove that the Rio Grande high school system established a new paradigm for formal education, consolidating itself as a viable alternative for the intellectual formation of other social groups that did not intend to follow higher education studies. Secondary education in this city was differentiated precisely by reshaping its purpose in this period, allowing public at large to ascend socially through high school In order to support this thesis, a significant supply of secondary education institutions in the city during the aforementioned period was analyzed, signaling the existence of a local demand by some groups that sought to maintain their social status, which served the purpose of consolidating and maintaining the interests of previous generations and which were also aimed at social ascent through formal education. This identified intellectual formation provided by secondary education was not only directed towards entering higher education, but provided, above all, cultural and professional formation that primary education did not contemplate and needed to be supported by new educational offers that the public system could not and did not rival. In this way, and through different indicators, secondary education of secular and particular character that was consolidated during the imperial period due to different needs of the Rio Grande society, including not only preparation for preparatory exams but also training in trade, politics and teaching, was identified.
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Sharp, Charis Eirene. "Small School Leadership: A Q Method Study of Elements of Leadership Specific to a Small School Setting." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1221152535.
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Thesis (Ph.D.)--Antioch University, 2008.Title from PDF t.p. (viewed Oct. 26, 2008). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy March, 2008."--from the title page. Includes bibliographical references (p.137-142).
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Gomes, Maria Regiane Vidal Costa Simonetti. ""Gostei mais de correr atrÃs dos pombos": O itinerÃrio do lÃdico na escola de educaÃÃo infantil." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=133.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoEste trabalho relata um estudo do tipo etnogrÃfico na investigaÃÃo do papel do lÃdico nas escolas de EducaÃÃo Infantil, realizando uma comparaÃÃo entre as instituiÃÃes pÃblicas e privadas. A pesquisa foi realizada em quatro escolas da cidade de BrasÃlia, sendo uma pÃblica e uma particular, que ofereciam apenas EducaÃÃo Infantil, denominadas como escolas de pequeno porte, e duas escolas, uma pÃblica e uma particular, que ofereciam EducaÃÃo Infantil e Ensino Fundamental, denominadas como escolas de grande porte. As visitas aconteceram durante um semestre, sendo dois dias por semana em cada estabelecimento. Foram observadas em cada escola duas turmas: uma de crianÃas de quatro anos e uma de crianÃas de seis anos. Os procedimentos metodolÃgicos utilizados foram a observaÃÃo participante, conversas informais, entrevistas semi-estruturadas com os professores das turmas observadas e anÃlise da proposta pedagÃgica das escolas. Os instrumentos de coleta utilizados foram o diÃrio de campo e o gravador no momento das entrevistas. A observaÃÃo ocorreu durante todo o turno, desde a hora da chegada atà o momento da saÃda das crianÃas, de modo que se pÃde perceber as prÃticas lÃdicas realizadas nos vÃrios espaÃos da escola: sala, pÃtio, parque, entre outros. Mediante a observaÃÃo, foi possÃvel verificar a organizaÃÃo do espaÃo, tempo, brinquedos, equipamentos destinados Ãs atividades lÃdicas, a dinÃmica e o sentido atribuÃdo pelo professor Ãs prÃticas lÃdicas infantis. Pela anÃlise dos dados obtidos durante a pesquisa, verificou-se que tanto as escolas particulares como as pÃblicas, de BrasÃlia, tÃm um espaÃo preparado para a brincadeira, principalmente no que se refere à existÃncia de parques. Verificou-se, tambÃm, em ambas as realidades educacionais, que nem todas as atividades lÃdicas na escola tÃm o objetivo de ensejar um momento que valorize o lÃdico enquanto tal. A modo de conclusÃo, admite-se a idÃia de que o papel exercido pelo lÃdico nas escolas de EducaÃÃo Infantil, tanto na rede pÃblica quanto no sistema particular de ensino, està relacionado principalmente à natureza da proposta pedagÃgica da escola, bem como ao sentido atribuÃdo pelo professor Ãs atividades lÃdicas.
This study reports an ethnographic type investigation into the role of play in infant education making a comparison between private and state institutions. The research was carried out at four schools in Brazilia; two âsmallâ schools which offer only infant education, one private and one public, and two âlargeâ schools which offer both infant and junior education, one private and one public. Two visits per week were made to each school during one semester. Two classes were observed in each school, one of four-year-old and another of six-year-old children. The methodology applied was participative observation, informal conversation, semi-structured interviews with the teachers of the groups observed and analysis of the pedagogical project of the schools. Data was collected in a field diary and by tape recording the interviews. Whole school days were observed from the time of arrival to the children leaving so that play activities could be observed in every part of the school: in the classroom, patio and play ground among others. By means of observation, the organization of space, time, toys and equipment destined for play activities and the dynamics and sense attributed to the practice of play by the teacher could all be verified. Analyzing the data obtained during the research it was possible to affirm that both private and state schools in Brazilia have areas prepared for play, principally playgrounds, but also that in neither case did all such activities take the opportunity to value play for its own sake. It was concluded that the role play has in both private and state infant schools is principally related to the nature of the schoolâs pedagogic project as well as the sense attributed to play by the teacher.
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Levy, Rachel A. "The Intersection of Economic Disadvantage and Race and the Expanded Role of Parent-Led School-Supporting Nonprofit Organizations in K-12 Public Schools in the Richmond, Virginia, Metropolitan Area: A Mixed Methods Approach." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5566.
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Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermines equity, and complicates the role of educational leaders. This mixed-methods study explores the influence of school-supporting non-profit organizations (SSNPs), in the suburban districts in the Richmond, VA quad-county metropolitan area. The focus of the current study is on the intersection of student economic disadvantage and race/ethnicity with the presence and types of SSNPs, their volunteer capacity and activities, and their financial capacity and impact. This study further examines why and how SSNPs exist as they do and how educational and nonprofit leaders manage their roles. Results show meaningful differences between groups in almost every variable, showing socioeconomic and racial disparities exacerbated by parent-led SSNP organizations. SSNPs at the most affluent schools with the most White and Asian students justify their work by touting the benefits to SSNP members’ children, explaining that the raising of funds and providing of volunteer staffing is both a virtuous activity and needed for the schools they support to function. Educational leaders must share power with these groups. This phenomenon raises questions about the purpose of SSNPs as civic and nonprofit organizations, exacerbates already inequitable availability of educational opportunities and resources across schools, and threatens the public nature of public education. While many policy remedies for this problem exist, a priority is more public revenues and funding of public schools.
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Silva, André Luiz Rebelo da. "A produção acadêmica brasileira sobre o ensino médio privado: balanço tendencial das dissertações e teses." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20576.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The discussion about the purpose of secondary education, as well as its social function, is as old as the very existence of this segment as an integral part of what is now called basic education. In the context of its commitment to the student learning process, there has always been a duality related to the propaedeutic high school and the vocational high school. The history of education, however, reveals another face of this schooling phase, concerning to the market opportunities that the private initiative found in the exploitation of this level of education. This research intends to carry out an analysis on the type of productions which have been made by the postgraduate programs about private secondary education. It is a bibliographical research of quantitative-qualitative nature, which analyzes data from the abstracts available in the bank of thesis pertaining to CAPES (Coordination of Improvement of Higher Education Personnel),within the period of 2013-2016.It refers to 121 productions about high school education in Brazil, and aims at answering questions concerning to who, when, where and how has studied the Brazilian secondary education through academic productions. Analysis have been theoretically supported by the contributions of cultural materialism (Williams, 1980), through which particularities of material production to understand socio-historical practices have been verified. It is concluded that, among other factors, there is little interest in private secondary education as an object of research. Most of the academic productions are predominantly concentrated in the São Paulo State by education and teaching programs, and their studies prioritize the thematic fields of teaching and pedagogical practices
A discussão sobre a finalidade do Ensino Médio, bem como sua função social, é tão antiga quanto a própria existência desse segmento como parte integrante do que se chama hoje educação básica, sendo que uma das tensões básicas existentes desde o advento da República foi o do embate entre ensino público e privado. Tendo esse embate como foco desta pesquisa e tendo em vista a disseminação de uma visão crítica que culpabiliza o poder público pela baixa qualidade do seu sistema de ensino, que possibilitou a emergência e expansão do ensino médio privado, esta dissertação teve como finalidade investigar os contextos acadêmicos nos quais o ensino médio privado foi tema de pesquisa, no intuito de verificar o que vem sendo produzido nos programas de pós-graduação sobre essa etapa da educação básica, por meio de balanço tendencial das dissertações e teses contidas no Banco de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPES, no período de 2013 a 2016. O corpus da investigação, após processos de seleção foi composto 121 produções sobre o ensino médio privado no Brasil, a fim de responder quem, quando, onde e como tem sido investigado o ensino médio privado nas produções acadêmicas brasileiras. As análises foram orientadas pelas contribuições do materialismo cultural (Williams, 1980), por meio do qual se verifica particularidades da produção material para compreender as práticas sócio históricas, como expressão dos contextos em que foram produzidos, sendo que o principal achado diz respeito à utilização do ensino médio, nessas pesquisas, como campo empírico de investigações localizadas, especialmente para aplicar e avaliar procedimentos didáticos específicos, assim como a quase inexistência de estudos que procuraram analisar de forma crítica a sua natureza e função social, já que o ensino médio privado, embora quantitativamente englobe alunado reduzido em relação às matrículas totais, exerce uma função importante no que se refere aos históricos e continuados processos de seletividade escolar, que penalizam os setores subalternos da sociedade brasileira
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Almeida, Volnei Bispo de. "AS PARCERIAS PÚBLICO-PRIVADAS NA EDUCAÇÃO INFANTIL: UM ESTUDO SOBRE A LAICIDADE DO ESTADO E A RELIGIOSIDADE DE INSTITUIÇÕES CONVENIADAS." Universidade Metodista de São Paulo, 2014. http://tede.metodista.br/jspui/handle/tede/1026.
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Previous issue date: 2014-09-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
One of the policies most used by the municipal public power to guarantee educational services to children 0-3 years and increasing the number of vacancies in kindergartens has been the adoption of partnerships through agreements with private institutions. Many questions emerge from this public policy, for example, the relationship between the secular state and the religiosity of many of these institutions. This study arose from the need to provide greater transparency and broaden the debate on the agreements between the municipal government and aid agencies, especially regarding the conflict between the public and the private, between the secular and the religious. This study aimed to investigate public-private partnerships and the possible impacts on the secular state and the right to education. The research problem posed was what the CME Paper 12/2011 revealed about the secular state and the religiosity of partner institutions in the care of early childhood education in São Bernardo do Campo. There was the assumption that the representation of a convening authority to the Municipal Board of Education on spiritual education express a possible religious education projection in public kindergarten. The theoretical discussion involved as authors FISCHMANN (2009), ARELARO (2008), SARMENTO (2006), ADRIÃO (2009), OLIVEIRA (2005) and ideas that dealt with the deformations of public and private interests, the supply of places following daycare, religious instruction in public schools. The methodology used was to analyze literature and documents. The literature shows a historical subordination of public early childhood education to private welfare and disputes over implementation of religious education in public basic education. The documents analyzed revealed that there may be some degree of involvement of the secular state when it formalizes partnerships with charities of religious origin, especially when evaluating the shortcomings and trends of management and supervision of agreements made by the government. It is believed that this study opens the doors to investigate policies and practices that are facing or stimulating religious education in public schools and covenanted day cares.
Uma das políticas mais utilizadas pelo poder publico municipal para garantir o atendimento educacional às crianças de 0 a 3 anos e a ampliação do número de vagas em creches, tem sido a adoção de parcerias por meio de convênios com instituições privadas. Muitas questões emergem desta política pública como, por exemplo, a relação entre a laicidade do Estado e a religiosidade de grande parte destas instituições. Este estudo surgiu da necessidade de se dar maior transparência e ampliar o debate sobre os convênios entre o poder público municipal e entidades assistenciais, principalmente, no que tange o embate entre o público e o privado, entre o laico e o religioso. Este trabalho teve como objetivo investigar as parcerias público-privadas e os possíveis impactos sobre a laicidade do Estado e o direito à Educação. O problema de pesquisa posto foi o que o Parecer CME 12/2011 revela sobre a laicidade do Estado e a religiosidade das instituições conveniadas no atendimento a educação infantil do município de São Bernardo do Campo? Havia a hipótese de que a representação de uma entidade conveniada ao Conselho Municipal de Educação sobre educação espiritual expressasse uma possível projeção de ensino religioso na educação infantil pública. A discussão teórica envolveu autores como FISCHMANN (2009), ARELARO (2008), SARMENTO (2006), ADRIÂO (2009), OLIVEIRA (2005) e ideias que tratavam das deformações dos interesses públicos e privados, da oferta de vagas no seguimento de creche, do ensino religioso em escola pública. A metodologia empregada foi analise bibliográfica e documental. A literatura aponta uma histórica subordinação da educação infantil pública à assistência social privada e as disputas pela implantação do ensino religioso na educação básica pública. Os documentos analisados revelaram que é possível haver certo grau de comprometimento da laicidade do Estado quando se formaliza parcerias com entidades assistenciais de origem religiosa, principalmente, quando se avalia as deficiências e tendências de gestão e supervisão dos convênios realizados pelo poder público. Acredita-se que este estudo abre portas para novas investigações sobre políticas e práticas que enfrentam ou estimulam o ensino religioso em escolas públicas e creches conveniadas.
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Ngonga, Henri. "Efficacité comparée de l'enseignement public et privé au Cameroun." Phd thesis, Université de Bourgogne, 2010. http://tel.archives-ouvertes.fr/tel-00554325.
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Dans cette thèse, nous traitons de l'efficacité comparée de l'enseignement public et de l'enseignement privé au Cameroun. Le système éducatif actuel porte les marques de la période coloniale. L'école est passée par trois stades : avant la colonisation, pendant la colonisation et après la colonisation. Le système éducatif actuel se caractérise par une forte demande d'éducation et une offre d'éducation insuffisante. Les redoublements et les abandons sont fréquents et élevés. Le système éducatif est peu efficace dans son ensemble. Deux sous-systèmes éducatifs hérités de la période coloniale fonctionnent, l'un francophone et l'autre anglophone. Deux secteurs d'enseignement fonctionnent également, l'un public et l'autre privé. Le secteur privé est composé de quatre types d'écoles : le privé laïc, le privé confessionnel, le privé communautaire et le privé des parents. Un grand nombre de parents d'élèves choisissent de scolariser leurs enfants dans les structures scolaires privées. Ils estiment que le secteur d'enseignement privé est plus efficace que le secteur d'enseignement public. L'analyse comparée des deux secteur montre que les écoles privées sont associées à une meilleure progression des élèves. Elles sont en définitive plus efficaces que les écoles publiques. Un élève scolarisé dans le secteur privé obtient en moyenne de meilleurs résultats que son camarade qui fréquente le secteur public. L'analyse de la réussite des élèves au certificat d'études primaires montrent la supériorité numérique des élèves des institutions privées. Les chances d'obtenir le CEP sont plus élevées chez les élèves d'écoles privées. Les variables de contexte scolaire sont aussi responsables de la variabilité des résultats des élèves
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GOMES, Maria Regiane Vidal Costa Simonetti. "Gostei Mais de Correr Atrás dos Pombos: O Itinerário do Lúdico na Escola de Educação Infantil." http://www.teses.ufc.br, 2006. http://www.repositorio.ufc.br/handle/riufc/5901.
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GOMES, Maria Regiane Vidal Costa Simonetti. Gostei Mais de Correr Atrás dos Pombos: O Itinerário do Lúdico na Escola de Educação Infantil. 2006. 116 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-03T14:57:47Z No. of bitstreams: 1 2006_DIS_MRVCSGOMES.pdf: 586049 bytes, checksum: c120eecb2dd9490f72fbaf44924dccde (MD5)
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This study reports an ethnographic type investigation into the role of play in infant education making a comparison between private and state institutions. The research was carried out at four schools in Brazilia; two ‘small’ schools which offer only infant education, one private and one public, and two ‘large’ schools which offer both infant and junior education, one private and one public. Two visits per week were made to each school during one semester. Two classes were observed in each school, one of four-year-old and another of six-year-old children. The methodology applied was participative observation, informal conversation, semi-structured interviews with the teachers of the groups observed and analysis of the pedagogical project of the schools. Data was collected in a field diary and by tape recording the interviews. Whole school days were observed from the time of arrival to the children leaving so that play activities could be observed in every part of the school: in the classroom, patio and play ground among others. By means of observation, the organization of space, time, toys and equipment destined for play activities and the dynamics and sense attributed to the practice of play by the teacher could all be verified. Analyzing the data obtained during the research it was possible to affirm that both private and state schools in Brazilia have areas prepared for play, principally playgrounds, but also that in neither case did all such activities take the opportunity to value play for its own sake. It was concluded that the role play has in both private and state infant schools is principally related to the nature of the school’s pedagogic project as well as the sense attributed to play by the teacher
Este trabalho relata um estudo do tipo etnográfico na investigação do papel do lúdico nas escolas de Educação Infantil, realizando uma comparação entre as instituições públicas e privadas. A pesquisa foi realizada em quatro escolas da cidade de Brasília, sendo uma pública e uma particular, que ofereciam apenas Educação Infantil, denominadas como escolas de pequeno porte, e duas escolas, uma pública e uma particular, que ofereciam Educação Infantil e Ensino Fundamental, denominadas como escolas de grande porte. As visitas aconteceram durante um semestre, sendo dois dias por semana em cada estabelecimento. Foram observadas em cada escola duas turmas: uma de crianças de quatro anos e uma de crianças de seis anos. Os procedimentos metodológicos utilizados foram a observação participante, conversas informais, entrevistas semi-estruturadas com os professores das turmas observadas e análise da proposta pedagógica das escolas. Os instrumentos de coleta utilizados foram o diário de campo e o gravador no momento das entrevistas. A observação ocorreu durante todo o turno, desde a hora da chegada até o momento da saída das crianças, de modo que se pôde perceber as práticas lúdicas realizadas nos vários espaços da escola: sala, pátio, parque, entre outros. Mediante a observação, foi possível verificar a organização do espaço, tempo, brinquedos, equipamentos destinados às atividades lúdicas, a dinâmica e o sentido atribuído pelo professor às práticas lúdicas infantis. Pela análise dos dados obtidos durante a pesquisa, verificou-se que tanto as escolas particulares como as públicas, de Brasília, têm um espaço preparado para a brincadeira, principalmente no que se refere à existência de parques. Verificou-se, também, em ambas as realidades educacionais, que nem todas as atividades lúdicas na escola têm o objetivo de ensejar um momento que valorize o lúdico enquanto tal. A modo de conclusão, admite-se a idéia de que o papel exercido pelo lúdico nas escolas de Educação Infantil, tanto na rede pública quanto no sistema particular de ensino, está relacionado principalmente à natureza da proposta pedagógica da escola, bem como ao sentido atribuído pelo professor às atividades lúdicas
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Binuyo, Monilola Mary. "The effect of school autonomy on learners’ performance in Egbeda local government secondary schools in Oyo State, Nigeria." Thesis, 2020. http://hdl.handle.net/10500/27201.
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Education plays prominent role in the development of nations considering that the progress of
nations depends on the capability of its workforce which is informed by the quality of education
offered its citizenry. Program for international students‟ assessment revealed the need to improve
upon the quality of education across nations. This need was corroborated by the unimpressive
performance of the secondary schools learners in Egbeda local Government of Oyo State.
Ironically, secondary schools management in the local government have been found to have very
little discretionary powers in the administration of their schools – a situation that could have
contributed to the poor performance of the learners. The study thus focussed on the effect of
school autonomy on learners‟ performance in Egbeda Local Government secondary schools of
Oyo State, Nigeria.
Cross-sectional survey research design was adopted for the study. The population comprised 72
Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by
the study. Thirty schools were excluded from the study for not meeting selection criteria of ten
years of establishment. Sample size of 355 was purposively selected for the study. Response rate
was 97.7%. Data were analysed using descriptive and inferential statistics.
Findings revealed that school autonomy dimensions have statistically significant effect on
learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy
dimensions have statistically significant effect on learners‟ affective performance (F5, 341 =
66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant
effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school
autonomy dimensions have statistically significant effect on learners‟ personal development (F5,
341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically
significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05).
The study concluded that school autonomy affected learners‟ performance. The study
recommended that education authorities should make policy provisions that will enhance school
autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo
State to improve learners‟ performance.Educational Management and Leadership
Ph. D. (Education Management)
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"從國傢理論觀點分析戰後香港政府對私立中學的政策 =: Hong Kong government policy on private secondary school in the post-war period : a state-theory perspective." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5895573.
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吳慕姿.論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 116-122.
Wu Muzi.
Chapter 第一章 --- 問題說明 --- p.1
前言 --- p.1
Chapter 第一節 --- 私校學生人數與普及教育發展 --- p.3
Chapter ´(إ) --- 就讀私校的學生人數升降的現象 --- p.3
Chapter (二） --- 港府發展公營中小學敎育的各個階段，各階段中港府的私校政策以至各 階段中的私校發展 --- p.4
Chapter 第二節 --- 國家理論與香港私校發展 --- p.7
Chapter ´(إ) --- 政府政策作爲國家行動和霸權工程 --- p.7
Chapter (二） --- 國家作爲行動者 --- p.7
Chapter (三） --- 國家工程(State Project)、霸權工程(Hegemonic Project)和國家 果效（State Effect) --- p.8
Chapter (四） --- 有關推展霸權工程的策略 --- p.10
Chapter (五） --- 應用國家理論來分析香港具況 --- p.11
Chapter 第二章 --- 文獻評述 --- p.13
Chapter 第一節 --- 國家(state )的自主性(autonomy ) --- p.13
Chapter (一) --- 自由主義學派 --- p.13
Chapter (二） --- 馬克斯及新馬克斯主義理論 --- p.16
Chapter (三） --- 國家主義者（statist)的立場 --- p.22
Chapter (四） --- Bob Jessop的策略性關係性角度 (strategic-relational approach ) --- p.23
Chapter (五） --- 有關如何推展霸權工程的策略 --- p.26
Chapter 第二節 --- 如何應用國家理論於解釋香港的具體情況 --- p.30
Chapter (一） --- 如何應用國家理論於本研究中 --- p.30
Chapter (二） --- 體系層面 --- p.32
Chapter (三） --- 制度性層面 --- p.35
Chapter (四） --- 政治運作層面 --- p.39
Chapter (五） --- 三種層面的因素透過一項工程去整合 --- p.42
Chapter 第三章 --- 硏究設計 --- p.43
Chapter 第一節 --- 分析架構 --- p.43
Chapter 第二節 --- 分析架構中採用的重要概念及名詞的界說 --- p.45
Chapter (一) --- 「國家」在本硏究裏的意義 --- p.45
Chapter (二） --- 國家政策、教育政策、私校政策 --- p.46
Chapter (三） --- 私校、私立中學和私立中學發展 --- p.47
Chapter (四） --- 受助學買位 --- p.48
Chapter 第三節 --- 劃分階段 --- p.48
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.48
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.50
Chapter 第四節 --- 研究問題 --- p.52
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.52
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.52
Chapter 第五節 --- 研究方法 --- p.53
Chapter 第六節 --- 研究限制 --- p.56
Chapter 第四章 --- 國家性質的轉變及其對私校政策的影響 --- p.57
Chapter 第一節 --- Mini mal state時期香港政府對私立中學的政策 --- p.59
Chapter ´(إ) --- 來自體系性層面的因素 --- p.59
Chapter (二） --- 來自制度性層面的因素 --- p.61
Chapter (三） --- 來自政治運作層面的因素 --- p.62
Chapter 第二節 --- Mini mal state 性質轉變與教育政策轉變 --- p.63
Chapter 第三節 --- 教育政策轉變作為國家行動 --- p.68
Chapter ´(إ) --- 來自體系性層面的因素 --- p.68
Chapter (二） --- 來自制度性層面的因素 --- p.70
Chapter (三） --- 來自政治運作層面的因素 --- p.78
Chapter 第五章 --- 蒙混過關（Muddling Through)式的學額擴展過程 --- p.80
Chapter 第六章 --- 吸納與排´拒´ؤؤ從國家理論觀點看私校轉津問題 --- p.88
Chapter 第一節 --- 公營中學教育擴展，辦學團體情況出現出現什麽轉變? --- p.88
Chapter 第二節 --- 哪些學校是吸納的對象 --- p.92
Chapter 第三節 --- 被吸納與不被吸納反映政府如何選取合作伙伴 --- p.95
Chapter 第七章 --- 私校政策作爲霸權工程的一部分 --- p.99
Chapter 第八章 --- 結論 --- p.108
Chapter 第一節 --- 研究結果 --- p.108
Chapter 第二節 --- 研究的意義和局限 --- p.110
註釋 --- p.112
參考書目 --- p.116
附錄一 --- p.124
附録二 --- p.131
附錄三 --- p.135
附錄四 --- p.138
附録五 --- p.148
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Houpt, Kathleen. "Public funding of private schools : a profile of voucher law in one state /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3269916.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2628. Adviser: Kern Alexander. Includes bibliographical references (leaves 159-168) Available on microfilm from Pro Quest Information and Learning.
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Zhang, Yu. "The Determinants of National College Entrance Exam Performance in China - With an Analysis of Private Tutoring." Thesis, 2011. https://doi.org/10.7916/D8MP5978.
Full textAbstract:
This study ascertains the effects of private tutoring and other factors on student performance in the National College Entrance Examination (NCEE) in China, using first hand data collected in a typical Chinese city in 2010. Three identification strategies including the instrumental variable model, the 3-level hierarchical linear model, and the Heckman two-stage method are applied in order to account respectively for the endogeneity of private tutoring participation, hierarchical data structure, and non-random high school selection bias. The quantile regression and the analysis of the urban and rural subsamples identify heterogeneous effects of various education factors on student performance. The study finds that the High School Entrance Exam (HSEE) score, good study habits and ability, parents caring about study and respecting the child, key class, the HSEE admission line, rich school activities, and the administrative style of high authority and accountability are significant and positive determinants of the NCEE score across subjects and models. Socioeconomic status has a significant and positive effects on the NCEE English score and total score, but the effect size is relatively small. Female students perform better than male students in Chinese and English, and there is no gender gap in math or in the total score. Private tutoring generally has no effect on the NCEE score for the whole sample, but may have a positive effect on low performing urban students and a negative effect on rural students who are not at the top. Rural students may face limited access to high quality private tutoring compared with their urban counterparts. Lower HSEE score, a higher SES, and more school level educational inputs are positive predictors of private tutoring participation. By using primary data, this study is the first to provide a comprehensive investigation of the effects of three levels (individual, class, and school) of factors on the NCEE performance in China. It includes factors such as the parental styles of educating their child and the school administrative styles that were seldom considered in previous studies in China. This also is the first to investigate the effect of private tutoring on student performance in China. Detailed information on the private tutoring industry is documented for the first time. The findings of this study have significant implications for education decision making by public policymakers and parents.
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Rajamany, Vanitha. "eModeration requirements: a case study in private secondary schools in South Africa." Diss., 2020. http://hdl.handle.net/10500/26707.
Full textAbstract:
Despite the increasing importance of digitization in all facets of teaching and learning,
digital moderation (eModeration) has received little attention in research and practice.
No evidence-based requirements on the secondary school environment could be
found for the development of a digital moderation system. This finding provided the
rationale for an investigation into the requirements for an efficient eModeration system
for IT and CAT assessments at grade 12 level in South Africa. A critical literature
review was employed to explore eModeration and the requirements for a digital
moderation system. This study is novel in exploring the applicability of post-adoption
technology acceptance models to a pre-adoption system. The inquiry was guided by
the overarching research question of: What are the requirements for an efficient
eModeration system for IT and CAT SBA assessments at grade 12 level in SA? This
dissertation concludes that there is currently no dedicated eModeration system in use
in the secondary school environment. This study draws on the eModeration literature,
the technology adoption literature and empirical research in the private secondary
school environment of IT and CAT assessments at grade 12 level in South Africa to
provide an evidence-based contribution to the requirements for an efficient
eModeration system. The findings serve as a theoretical basis for future research into
eModeration systems and can make a practical contribution to future practices and
policies within schools and assessment bodies.School of Computing
M. Sc. (Computing)
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Majola, Xolani C. "Policy interpretation and sensemaking by KZN provincial officials with reference to the private schools and norms and standards for school funding." Thesis, 2016. http://hdl.handle.net/10539/22684.
Full textAbstract:
A research report submitted in partial fulfilment of the requirements for the degree of Master in Education
School of Education
Faculty of Humanities
University of WitwatersrandArguing for the understanding of policy and its implementation as a multi-dimensional process, this study explores how provincial officials interpret and implement policy. It uses the context of the National Norms and Standards for School Funding (NNSSF) aimed at KwaZulu-Natal (KZN) independent schools to study what happens on the ground in relation to policy implementation. The aim is to explore knowledge and experience residing within local implementation contexts. It presents policy implementation from an interpretive perspective highlighting how provincial officials receive, interpret and transmit policy meanings. This research was conducted using a qualitative methodology. It is based on a case study of three KZN provincial officials in head office and one in the district office, sampled on a purposive basis. The interviews were administered to elicit responses from participants. Qualitative content analysis was used to analyse data collected through interviews in order to discover among other things patterns, concepts, themes, and meanings. Premised on the theory of sense-making in policy; the study concludes that how policy is interpreted or understood depends largely on the repertoire of skills, knowledge, and experience of its implementers (Spillane, 2002). The research makes three key recommendations for policy, implementation, and research: 1. Allow local knowledge to flourish by engaging more with local implementers of policy as intelligent individual sense-makers and contributors. 2. Decentralise the system by delegating some decision-making powers to district and circuit levels. For example, allow them to have the power to advertise posts; make appointments; and perform other related duties that will contribute towards efficient implementation. 3. Capacitate district directorates through constant training and support. Chapter 1 introduces the study’s historical foundations and explains the underlying factors that influenced its composition; chapter 2 presents a literature review; chapter 3 outlines the research methodology; chapter 4 describes the data collection; and chapter 5 offers a summary, discussion, conclusions and implications.
MT2017
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Kausmaully, Essan. "The relationship between the leadership style of principals and school climate in private secondary schools in Mauritius." Diss., 2005. http://hdl.handle.net/10500/1532.
Full textAbstract:
Leadership styles of principals and school climate are two factors that vary greatly in different private secondary schools in Mauritius. They also contribute immensely in the making of a school a peaceful and happy work place for both staff and students.
This study first presented a literature review on leadership styles of principals and school climate. References were made from many sources in order to have a clear overview on these two factors.
A qualitative research based on interviews and observations was conducted on teachers and principals from nine private secondary schools in order to fulfill three aims of the study.
Firstly, the types of leadership styles adopted by principals in private secondary schools in Mauritius were assessed.
Secondly the types of school climate that prevailed in these private secondary schools were evaluated.
Lastly, the relationship between the leadership styles of principals and school climate in the private secondary schools was investigated.
The results revealed that when the democratic style of the `power' concept of leadership was used alone or with other styles but was more prevalent, the principals of these schools scored `high' in both the initiating structure and consideration items of the `relational' concept of leadership and, the climate of these schools was classified in the category of `others' but was more `open' than `closed'. However, when the authoritarian style of the `power' concept of leadership was used with other styles but was more prevalent, the principals either scored `low' in both the initiating structure and the consideration items or `low' in the consideration items only of the `relational' concept of leadership and the climate was more `closed' than `open'.Educational Studies
M. Ed. (Education Management)
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Abrams, Samuel Eli. "521 Fifth Avenue: The Corporate Makeover of Education and Its Limits." Thesis, 2018. https://doi.org/10.7916/D89G748J.
Full textAbstract:
Milton Friedman and his disciples contended for decades that private markets could deliver better schooling than governments. In the 1990s, this belief was put to the test in the United States by Edison Schools Inc. and other for-profit educational management organizations (EMOs). Edison grew rapidly, running schools in cities across the country. Yet disappointing academic and financial outcomes before long pushed the company and its competitors to the margins. This study documents the expectations of EMO advocates and chronicles the failure of EMOs to live up to these expectations. The failure is explained as the consequence of paradigm encroachment: unbridled confidence in the free-market model obscured the difficulty of achieving, one, sufficient trust in a domain necessarily defined by incomplete contracting; and, two, political support for outsourcing a core civic service. For perspective, this failure is set against the relative success of nonprofit charter management organizations (CMOs) across the United States and of for-profit firms operating under more favorable circumstances in Sweden.
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"School choice of parents in the new education market: a case study of aided-turn-direct subsidy scheme schools in Hong Kong." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075445.
Full textAbstract:
Woo, Chak Kei Jacqueline.Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 338-351).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
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Mehrotra, Anju. "A comparative study of leadership styles of Principals in relation to job satisfaction of teachers and organisational climate in government and private senior secondary schools of Delhi." Thesis, 2002. http://hdl.handle.net/2009/1114.
Full text
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Parra, Victoria. "The Interaction Between Accountability Policies for Kindergarten and Institutional Practices: Kindergarten Teachers and Principals Responses to Policies in Four Public and Private Subsidized Schools in Chile." Thesis, 2018. https://doi.org/10.7916/D8MK7WCT.
Full textAbstract:
Similar to many other countries, over the past decade Chile has developed policies increasing accountability over schools and teachers working with young children, yet little is known about the impact of these policies on teachers and teaching practices.
This study contributes to the research on policy implementation by examining the interaction between accountability policies and institutional practices in kindergarten in the context of the Chilean school system. Specifically, this multiple-site case study explored the responses of kindergarten teachers and principals in different school contexts to policies driven by accountability principles. The study employs a critical approach mobilizing a blend of institutional theory and sense-making theory to examine schools’ macro and micro levels of policy implementation.
The results indicate that according to teachers there is a disjunction between the traditional aims of early childhood education, and the objectives of current policies that emphasize results over processes. The teachers interviewed in this study felt that accountability policies largely increase control and surveillance over their teaching and privilege standardized performance measures over holistic child development. However, these policies do provide teachers some opportunities to improve their professional legitimacy in an educational context that usually isolates them. The study also reveals a large gap between teachers’ and principals’ knowledge of early childhood education and their views of the impact of accountability policies.
One of the main implications of this study is that policy implementation should put in place supporting actions to help teachers implement accountability practices while acknowledging teachers’ expertise and fostering their agency.
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Munien, Devandaran. "A study to provide direction as to the curriculum of the sixth form programme at Michaelhouse in order to improve the marketability of the programme." Thesis, 2002. http://hdl.handle.net/10413/4147.
Full textAbstract:
A central requirement to accomplish a competent and effective education system is the inclusion of a post matric year to facilitate the transition from the protected academic leaning to the reality of the world at large. This strategy needs to emphasise the acquisition of formative information to minimise problems that might arise if life skills needs and tertiary learning barriers are not promptly identified and addressed. Michaelhouse a private school in Kwa-Zulu Natal- South Africa is faced with declining numbers in the post matric class called the sixth form. The study recommends that in order to improve the marketability of the sixth form programme, the following objectives need to be met by Michaelhouse. i. Be a centre of excellence providing high quality education in a supportive and caring environment. ii. Be entrepreneurial and innovative in encouraging more students to pursue the post matric offering. iii. Be responsive to the needs of the community and business sector in the provision of continuing education and training. iv. Prepare students to function effectively in an adult world. The purpose of this study is to establish the expectations of students with regards to the offering of a sixth form programme, in order that the Michaelhouse may customise the curriculum incorporating customer needs. This will be used as a marketing tool to attract pupils to Michaelhouse.Thesis (MBA)-University of Natal, Durban, 2002.
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Ashby, Patrick Decla. "Critical Science Education in a Suburban High School Chemistry Class." Thesis, 2016. https://doi.org/10.7916/D84T6J5P.
Full textAbstract:
To improve students’ scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two “regular level” chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center’s (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students’ perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are that CCE has the ability to affect students’ critical science thinking in positive ways. However, to develop longer lasting, deeper critical insights that students use to participate in science-related issues outside of class, critical science education must be enacted longitudinally and across disciplines. Furthermore, it must be enacted in ways that either prompt or help students to transfer classroom learning outside of the classroom as they engage in critical issues in the classroom.
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Smit, Carin Sarah. "Ontstaansdeterminante van evangelies-christen privaatskole." Thesis, 2014. http://hdl.handle.net/10210/11982.
Full textAbstract:
M.Ed.The world is currently in the grip of educational dilemmas of massive proportions. As a result of these various educational reform initiatives have been launched all seeking to remedy the ills in international public school systems. One of the reforms of this century is the establishment of evangelically Christian private schools. The research eminates from the confusion which is prevalent in South Africa with regards to what "Christian" education really is. White public schools are legislated to provide so-called "Christian" education; whilst evangelically Christian private schools claim they provide truly Christian education. There exists a need to distinguish between these two types of educational provision. This can only be done successfully, if the nature of each is scrutinised: it should provide the clue as to the reason why evangelically Christian private schools have increased with such urgency over the past few years. The primary purpose of this research is to discuss education from both a biblical and state perspective. In doing this the factors 'determining the founding of evangelically Christian private schools will be determined. Three fundamental structural elements of a Christian educational philosophy have been isolated into a model: these are the metaphysical, axiological and epistemological perspectives. The metaphysical foundation demands that education in order to be truly Christian, must be Christ-centred, evangelical and meta-cultural.
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District." Thesis, 2012. http://hdl.handle.net/10539/11407.
Full textAbstract:
The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
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support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
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Mchunu, Nomusa Bonisiwe. "Parent involvement and the academic achievement of previously disadvantaged learners awarded scholarships to attend independent schools in Johannesburg." Diss., 2012. http://hdl.handle.net/10500/8484.
Full textAbstract:
This study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership.Psychology of Education
M. Ed. (Psychology of Education)
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Pruis, Riana. "Exploring systematic challenges with the implementation of the assessment accommodation policy in independent high schools." Diss., 2021. http://hdl.handle.net/10500/27274.
Full textAbstract:
In South Africa the education system ensures that education is available and accessible to every learner. To ensure inclusivity for all learners, the implementation of accommodations for learners with barriers are vital. Research has indicated that the implementation of accommodations can be challenging at times for educators and relevant role players, e.g., policy implementers. The main aim of this study is to explore the systematic challenges when implementing the assessment accommodation policy in independent high schools in a qualitative method. This study applied the interpretivism paradigm to explore the phenomenon under study by applying Bronfenbrenner’s bio-ecological systems theory to explore the challenges experienced. An intensity case study design was selected with six participating independent high schools. Individual semi-structured interviews were conducted with each policy implementer by using intensity sampling. In addition, audio-recordings and a reflection journal were used as a data collection strategy.
Using thematic analysis, three main themes emerged from the data, namely: challenges with parent, insufficient internal support for policy implementers, and inadequate services. Each theme was accompanied by a number of sub-themes.
Constructed on the research findings, I conclude that when the identified systematic challenges are addressed when implementing inclusive education policies like the IEB’s assessment accommodation policy, then policy implementers, better supported, will be able to ensure that education is accessible to all learners in South Africa.Psychology of Education
M. Ed. (Psychology of Education)
48
Madziyire, Sekai Mable. "Integration experiences and challenges of immigrant students : a case study of a private secondary school in the Tshwane North district in Gauteng." Diss., 2017. http://hdl.handle.net/10500/23475.
Full textAbstract:
The research sought to study the integration experiences and challenges of immigrant students in a private secondary school in the Tshwane North district in Gauteng.
The study focused on investigating the experiences of immigrant learners when integrating with the local learners at the private secondary school. Integration denotes how various cultural groups interact within the bounds of a single society. Scholars argue that the dominant group in a society sets the tone and determines the nature of the integration activities and objectives. However, in other instances integration is facilitated by both the immigrants and the host people.
Literature review helped the researcher to gain a broader and deeper knowledge base of the concept of migration and experiences faced. Literature review indicated the sociological and economic explanations for migration. Literature covered integration of immigrants, assimilation and acculturation. Sources of stress for immigrant students and cross-cultural adaptation were also outlined.
The investigation was a case study research. Mixed methods were used to collect data. The researcher used questionnaires, interviews and observations. Questionnaires were issued to 28 immigrant learners who participated in the study.
The 28 immigrant learners were also interviewed in order to obtain richer data.
All indications show that the integration process at the school was positive. The results of the study showed that most immigrant learners have friends among local learners. The immigrant learners disclosed that local learners were friendly to them. Many immigrant learners indicated that they would be interested in learning local languages.M. Ed. (Socio-Education)
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Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.
Full textAbstract:
Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.Inclusive Education
M. Ed. (Inclusive Education)
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Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.
Full textAbstract:
This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.Educational Management and Leadership
M. Ed. (Educational Management)