Dissertations / Theses on the topic 'Schools Moral education (Secondary) Moral development'
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Urban, Scott H. "Is a word to the wise sufficeint? : character education in public secondary schools /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/urbans/scotturban.pdf.
Full textSmoker, Robert C. "The Bible as a source for character education in public schools." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full textLo, Chi-chun Rita, and 羅賜珍. "Education for personal and social development: case study of a key secondary school in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29760549.
Full textJones, Phyllis Johnston. "An assessment of secondary school counselors' HIV-related knowledge, attitude, and stage of moral development." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618423.
Full textHartounian, Paramsten. "The Relationship between Cognitive Moral Development and Attitudes toward Academic Cheating of Armenian High School Students at an Armenian Private School in Southern California." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837126.
Full textOver the past fifty years, cheating among high school students increased substantially and affected the morale of students (Simha, Armstrong, & Albert, 2012). According to a nationally representative survey of 36,000 U.S. adolescents, some 60% of high school students confessed to cheating on a test during the previous school year, and that the behavior among these students had spiked over the past 50 years (Murdock, Beauchamp, & Hinton, 2008). Armenian high school students agree that cheating is morally wrong; however, their actions do not reflect this belief (Bowers, 1964; McCabe & Trevino, 1996; Semerci, 2006). The study aims to address gaps in the literature by using Kohlberg’s (1958) theory of moral development (as cited in Hannah, Lester, & Lester, 2005) to examine how academic dishonesty, such as cheating, is associated with the moral development level of Armenian private high school students in Southern California, and the extent to which, if at all, this relationship is moderated by the degree of students’ performance orientation. No prior research is known to have been done with this specific cultural group in a high school setting.
Pilo, Lina. "Gymnasieelever och fostran av demokratiska medborgare : En enkätstudie av elevgruppers nivåer av moraliska och kognitiva utveckling." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3110.
Full textThis study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.
The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.
The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.
Ching, Sik-man Sandie. "An exploratory study on moral education in secondary schools : implications for social work practice /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325752.
Full textLam, Yim-chong. "The teaching of moral education through religious subject : a case study of the religious education teachers of the methodist secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184343.
Full textLam, Chi Chung. "The implementation of curriculum change in moral education in secondary schools in Hong Kong." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018442/.
Full textChing, Sik-man Sandie, and 程式文. "An exploratory study on moral education in secondary schools: implications for social work practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247593.
Full textMoore, Dee N. "The impact of professional development on the implementation of character education principles into Missouri CHARACTERplus project schools /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060126.
Full textTypescript. Vita. CHARACTERplus has trade mark symbol following title. Includes bibliographical references (leaves 107-115). Also available on the Internet.
Kislowicz, Barry. "Appropriating Kohlberg for traditional Jewish high schools /." Ann Arbor, MI : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/fullcit/3135356.
Full textLam, Yim-chong, and 林嚴壯. "The teaching of moral education through religious subject: a case study of the religious education teachers of themethodist secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961009.
Full textFrisancho, Susana. "Moral judgement and cognitive complexity development through an instructional design." Pontificia Universidad Católica del Perú, 1996. http://repositorio.pucp.edu.pe/index/handle/123456789/102452.
Full textEl objetivo de esta investigación fue probar la eficiencia de un programa educativo (PECC) para elevar el nivel de razonamiento moral y de complejidad cognitiva. La muestra estuvo constituida por 18 estudiantes de 4to de secundaria, de ambos sexos, de 15 y 16 años de edad. Los resultados indican que, aunque no se dieron avances estructurales en el nivel de razonamiento moral, hubo un incremento de la complejidad del razonamiento y en el número de elementos que los sujetos fueron capaces de identificar en los dilemas sociales.
Kweh, Soon Han. "The use of stories as a means of teaching moral development in two Singapore secondary schools." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11749/.
Full textKnowles, Catherine. "Moral education in Catholic secondary schools : a statistical study of student responses in England and France." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433123.
Full textNetshitahame, Nyadzanga Evelyn. "An analysis of learners' knowledge and understanding of human rights in South Africa." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-130614.
Full textJordan, Susanne Plum. "Parents choosing independent education personal advantage or a moral alternative /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3887.
Full textTitle from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Embargoed until Dec. 20, 2008. Includes bibliographical references (p. 234-249).
Lovemore, Tessa Julia. "Teachers' tacit knowledge and understanding of children's moral learning : a comparative study of teachers in three schools with different perspectives." Thesis, University of Gloucestershire, 2006. http://eprints.glos.ac.uk/4591/.
Full textRamovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
Full textENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
Preisman, Jennifer. ""The fine young ladies and gentlemen they are" : gender and democratic character education in the Seattle Public Schools, 1929-1960 /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7578.
Full textPayà, Sánchez Montserrat. "Avaluació del judici moral en l'educació secundària obligatòria: disseny d'un currículum d'educació moral per al primer cicle de l'ESO." Doctoral thesis, Universitat de Barcelona, 1996. http://hdl.handle.net/10803/670514.
Full textLundie, David Charles Athanasius. "The Other in the curriculum : ethnographic case studies on the spiritual, moral, social and cultural dimensions of religious education in sites of value commitment and contestation in the UK." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2654/.
Full textShah, Smit S. "Moral cognition in children an examination of the possible impact of school didactic philosophies." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/509.
Full textB.S.
Bachelors
Sciences
Psychology
Naughton, Greenlee B. "A QUALITATIVE STUDY OF WOODLAND COUNTY PUBLIC SCHOOLS’ SOCIAL MEDIA POLICY FOR EMPLOYEES: ITS DEVELOPMENT, INTERPRETATION, AND SIGNIFICANCE." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4591.
Full textChampagne, Debora Jane Adler Susan A. "The impact of an applied component of character education integrated into a general education curriculum on the moral, pro-social, and cognitive development of adolescents attending an alternative high school." Diss., UMK access, 2005.
Find full text"A dissertation in education and urban leadership and policy studies in education." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 20, 2006. Includes bibliographical references (leaves 191-204 ). Online version of the print edition.
Pasoula, Eirini. "The development of moral, social and citizenship education in the context of the ethos and the curriculum of Greek primary schools : five case studies." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10006635/.
Full textWilhelm, Gretchen Marie. "A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu." Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1134484909.
Full textLam, Yue-ban, and 林遇品. "Pastoral care as a process indicator of quality schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961010.
Full textTung, Hong-tai, and 董康泰. "The impact of staff appraisal on school morale in some Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956828.
Full textGrimes, Samantha. "An evaluation of Aggression Replacement Training : the impact of a multi-component, CBT-based intervention on the problem behaviours, pro-social skills and moral development of pupils in English secondary schools." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30479/.
Full textRamos, Elbio Gerardo Silveira. "La disciplina Crítica de los saberes como espacio filosófico: una fundamentación a partir de Theodor Adorno." Universidade Federal de Pelotas, 2009. http://repositorio.ufpel.edu.br/handle/ri/1731.
Full textThe present work aims at arguing and questioning from T. Adorno s perspective the possible contributions of the discipline Critique of Knowledge in Uruguayan High Secondary Education, to the development of autonomy in moral conscience. This topic is expressed in three chapters, which are the result of a theoretical-documentary research, accompanied by classroom experience data. In the first one, the characteristics of this educational philosophical space are made explicit, from T. Adorno s view. This philosopher sees philosophy as a self-directed process which provides a whole perception of reality, on the basis of a critical understanding of the present historical situation we are immersed in. In this context, education commits itself to the well-being of humanity as it seeks to overcome barbarism its fundamental objective. This implies encouraging a critical thinking attitude which will contribute to autonomy or majority of an individual. In the second chapter, the aim is to know the net of relations in which Critique of Knowledge is situated, which in a given time justifies its necessity and function within the new curriculum, as it is stated in Transformation of High Secondary Education in Uruguay (T.E.M.S). Critique of Knowledge is a discipline which is present in all majors in High Secondary Education (E.M.S.) and one that intends to present a critical view on the already established fields of knowledge and once they are improved in the process of rational reconstruction, promote a new model of integration and articulation. In the last chapter, reflection is made upon classroom experience during Critique of Knowledge instruction, considering the possible contributions in search of autonomy in students moral conscience, as well as in teachers . Finally, the main conclusions deal with two realities that fit together into a coherent whole. As a first aspect, it is verified that the foundations provided to Critique of Knowledge by Uruguayan educational organisms are very closely related with Adorno s theory. Furthermore, as a counterpart aspect, it is shown that classroom practices developed in that discipline are very well adjusted to those theoretical references.
El presente trabajo busca fundamentar y a la vez problematizar, -desde la perspectiva del pensamiento de T. Adorno-, las posibles contribuciones de la disciplina Crítica de los saberes de la educación media superior uruguaya, al desarrollo de la autonomía de la conciencia moral. Este tema se expresa en tres capítulos, que son el resultado de una investigación teórico-documental acompañada de las experiencias de aula. En el primero, se explicitan las características del espacio filosófico vinculado a la educación, desde el pensamiento de T. Adorno. Este filósofo considera a la filosofía como proceso autorreflexivo, que aporta una percepción integral de la realidad, desde la comprensión crítica de la situación histórica en la que nos encontramos. En este contexto la educación se compromete con el bien de la humanidad, en la medida que pretende la superación de la barbarie, como objetivo fundamental. Esto significa, fomentar una actitud crítico-reflexiva, que contribuya a la autonomía o mayoría de edad del individuo.En el segundo capítulo, se busca conocer el plexo de relaciones en el que se sitúa a Critica de los saberes , que en un oportuno momento justifica su necesidad y función, dentro del nuevo curriculum que se expresa en la Transformación de la Educación Media Superior uruguaya. Crítica de los saberes es una disciplina presente en todas las orientaciones de E.M.S., que se propone una visión crítica de los saberes establecidos, y una vez resignificados en el proceso de reconstrucción racional, promover un nuevo modelo de integración y articulación. En el tercero y último capítulo, se reflexiona sobre las experiencias de clase de Crítica de los saberes , considerando las posibles contribuciones para la búsqueda de la autonomía de la conciencia moral tanto de los alumnos como de los profesores. Finalmente, como conclusiones, se muestran dos realidades bien articuladas entre sí. Primero, se constata que las fundamentaciones realizadas por los organismos uruguayos vinculados al sistema educativo sobre la disciplina Crítica de los saberes son bastante próximas de la teoría establecida por Adorno. Además, se muestra que las prácticas desarrolladas en esta disciplina están en sintonía con ese referencial teórico.
Oswald, Karen M. "Positive Behavior Supports: The Involvement of Students in the Process." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1226670607.
Full textDu, Preez Marika. "Motion leadership towards sustainable development in Canadian secondary schools in Alberta province." Diss., 2017. http://hdl.handle.net/10500/23783.
Full textEducational Leadership and Management
M. Ed. (Educational Leadership and Management)
Ferreira, Cheryl. "Educational strategies for the development of spiritual intelligence (SQ) in South African secondary schools." Thesis, 2014. http://hdl.handle.net/10500/21136.
Full textPsychology of Education
D. Ed. (Psychology of Education)
Ramalepe, Matome Liphy. "The role of school management teams in cultivating moral purpose in Limpopo secondary schools." Thesis, 2014. http://hdl.handle.net/10500/14456.
Full textEducational Leadership and Management
D. Ed. (Educational Leadership and Management)
Matlala, Masello Yvonne. "The role of social factors in fluencing the moral development." Thesis, 2011. http://hdl.handle.net/10500/5899.
Full textEducational Studies
D. Ed. (Socio-Education)
Ram, Seetha A. R. "An evaluative study of the objectives, content and methodology of direct moral education followed in the secondary schools of karnataka state." Thesis, 1987. http://hdl.handle.net/2009/2070.
Full textGagadelis, Mona. "A study examining patterns of moral orientation with a group of adolescents at two high schools in Durban, KwaZulu-Natal." Thesis, 2006. http://hdl.handle.net/10413/2950.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
Mahlaba, Matleke Mamsey. "Perceptions of adolescents on morality in Polokwane: a psycho-educational approach." Thesis, 2008. http://hdl.handle.net/10210/995.
Full textProf. C.P.H Myburgh
"Implementation of other learning experiences of the new senior secondary curriculum in Hong Kong schools." 2014. http://library.cuhk.edu.hk/record=b6115427.
Full text以 Fullan (2001a) 和Leithwood (1981) 的理論為分析框架,是次研究結果顯示政府由上而下推出的其他學習經歷已改變了香港高中學生的非學科學習。學校實施其他學習經歷得到的主要成果,乃達致了教育局在五個範疇的學習時間要求,同時,當非學科學習以具結構、並規定的其他學習經歷課程出現時,校長、教師和學生便更願意投放時間及其他資源於其中,然而尚需有更多措施以提昇其他學習經歷的質素。在各因素之中,影響其他學習經歷實施最大的因素,是社會文化觀念認為非學科學習只附屬於學科學習,這因素更抵消了學校和教師推動其他學習經歷值得敬佩的努力。在三個要素類別中,本土要素包含最多影響因素,其中教師因素最有利課程。不過實施新高中課程,包括:其他學習經歷卻令教師工作量大幅增加,妨礙其他學習經歷進一步發展。
建基於 Fullan (2001a)的清單,並根據本研究結果,研究員提出了十一項影響香港教育改革的因素,作為日後參考。研究對政府促進學校實施其他學習經歷作出不少建議,包括:投放更多資源,並更積極游說大學和向公眾推廣其他學習經歷。同時,學校、公眾和政府亦需要有足夠耐性,讓一個新課程慢慢在學校制度化。
In Hong Kong, Non-academic Learning (NAL) has long played a peripheral role to academic learning in secondary school education, especially the senior secondary, because of the predominantly examination-oriented culture. First implemented in 2009, Other Learning Experiences (OLE) is now a formal, compulsory component of the New Senior Secondary Curriculum (NSSC), requiring student participation in in five areas of NAL. It has brought hopes to advocates of Whole-person Development (WPD) that students could develop a balanced life and values and attitudes that could not be learnt in textbooks but through authentic learning experiences. To understand what, how and why the OLE has been implemented, the doctoral researcher has carried out a qualitative case study examining the implementation of OLE and the interplay of factors underlying the process at two schools. Based on a critical analysis of the interviews with the parties involved in OLE implementation, including the principals and teachers, alongside scrutiny of related documents, this study presents recommendations on how OLE and similar educational initiatives can be more effectively implemented.
Analyzed using a framework developed from Fullan (2001) and Leithwood (1981), results in this study indicate that the top-down OLE stipulated by the government has effectively initiated changes in NAL of senior secondary students in Hong Kong. OLE has achieved partial success mainly in terms of meeting time requirements for the five areas set by the Education Bureau (EDB). There has also been a rise in the status of NAL now required and structured as OLE, which heightened the willingness of the principals, teachers and students to inject time and other resources to OLE. However, measures in bolstering quality of OLE have yet to be intensified. Amid the many factors, cultural and societal perceptions of NAL as subsidiary to academic learning are the major factor that counteracts the praiseworthy effort made by schools and teachers. Local factors were the most influential among the three categories of factors, with factors of the teachers presenting the most favorable effects to the curriculum. Nevertheless, the large teachers’ workload incurred by NSSC implementation hindered further development of OLE.
From the findings of this study and Fullan’s (2001a) list, the researcher has proposed a list of 11 factors to be considered in Hong Kong-based education reform initiatives. There are many recommendations concerning how the government may facilitate OLE implementation in schools, for example, by allocating more resources to relieve teachers’ workload and by being more proactive in lobbying universities as well as promoting OLE to the public. Considerable patience is also suggested for the schools, the public and the government to allow gradual institutionalization of a new curriculum in schools.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Leung, Kwok Wai Masa.
Thesis (Ed.D) Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 293-313).
Abstracts also in Chinese.
Njozela, Duduzile. "Teachers' implicit mental models of learners' cognitive and moral development with reference to the inclusion of learners in the governing bodies of schools." Thesis, 1998. http://hdl.handle.net/10413/4481.
Full textThesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
Mudzokora, Wilton. "Female adolescents' experiences and perceptions of teenage pregnancy in Belfast, Mpumalanga." Thesis, 2017. http://hdl.handle.net/10500/24846.
Full textPsychology of Education
D. Ed. (Psychology of Education)
Donga, Martha Mazwe. "The causes and consequences of indiscipline in public and independent secondary schools : a comparison." Thesis, 2012. http://hdl.handle.net/10210/7242.
Full textDriving around Soweto during a normal school day is perplexing. This situation does not worry a certain sector of people only, but it worries everybody from the State President to the ordinary person in the street. As late as 09h00 one finds secondary school learners walking slowly to their schools. One asks oneself when these learners will reach school, because school has already started. These learners miss morning periods frequently and they hardly care. While one is still perturbed about this state of affairs, one encounters: between 10h00 and 11h00, learners who are already on their way home in full school uniform. School is out for them. Inside some of these schools, the problem is worse. One finds teachers discussing their own problems in the staff rooms or basking in the sun instead of being in their classrooms doing their work. Meantime the learners who happen to be in school start making noise, fighting and even threatening some of the teachers and principals who try to discipline them. Some of these teachers become victims of violence. Often homework is not done, and absenteeism is rife. Parents in their turn feel disempowei-ed. They can't call their children to order because some of these children have become aggressive to both the teachers and their parents. Some of them will retort that they also have rights. They have a right to do as they please. At the end of the year everybody gets worried when it is found that some of the schools in Soweto have produced as low as 4% Grade 12 pass rate. This is a pathetic situation. Such children get involved in crime and render the country unsafe. It is clear that most schools in Soweto have many problems. There are, therefore, definite areas of concern which need to be explored, solutions to be found and implemented without delay by all stakeholders in order to assist a black learner and his/her teachers to find their feet in some of our undisciplined schools and to behave in a manner that is expected of them. In other words the norms and values of each community must be transmitted and maintained if indiscipline is to be curbed. Discipline is as old as education. Without discipline there will be no education in any institution. This study will attempt to investigate the causes and consequences of indiscipline in schools. It will put forward some guidelines and recommendations for the implementation of solutions to the indiscipline problems facing our teachers and learners in black Soweto schools. These guidelines and recommendations are inconclusive, and they call for further research.
Viriri, Eunitah. "The promotion of unhu in Zimbabwean secondary schools through the teaching of Shona literature : Masvingo urban district, a case study." Thesis, 2017. http://hdl.handle.net/10500/23737.
Full textAfrican Languages
D. Litt. et Phil. (African Languages)
Onesmus, Nyaude. "Strategies for combating corruption : a case study of four (4) Zimbabwean public secondary schools." Thesis, 2018. http://hdl.handle.net/10500/25238.
Full textDie doel van die studie was om deelnemers se menings oor strategieë te ondersoek vir die bestryding van korrupsie in Zimbabwiese openbare sekondêre skole met die oog om leerders se akademiese prestasie se bevorder. Die studie is by vier (4) uitgesoekte openbare sekondêre skole in die Harare Metropolitaanse Provinsie in Zimbabwe onderneem. Die studie het die gevallestudie as die hoofnavorsingsontwerp geneem en dit is gevorm deur die vertolkende paradigma; kwalitatiewe navorsingsbenaderings is dus gebruik. Niewaarskynlikheid- en waarskynlikheidsteekproefnemingtegnieke is gebruik vir ligging en keuse van deelnemers. 'n Verteenwoordigende steekproef van vier-en-vyftig (54) deelnemers is gebruik uit 'n teikenpopulasie van drie-honderd-en-agtien (318) deelnemers. Die studie is gevorm deur verskeie teorieë. Die studie het bevind dat meeste van die deelnemers korrupsie as 'n groot probleem sien wat die onderrig van leerders in die meeste openbare sekondêre skole in Zimbabwe beïnvloed. Daar is bevind dat die gebruik van 'n dinamiese en robuuste teenkorrupsiestrategie die oplossing/kuur is om hierdie probleem van toenemende korrupsiepraktyke in opvoedkundige instellings op te los. Die inleiding tot teenkorrupsie-onderrig in openbare sekondêre skole is uitgesonder as die vernaamste strategie wat beleidmakers moet aanvaar om opvoedkundige teenkorrupsie-inligting onder leerders te versprei. Daar is verder bevind dat die Zimbabwiese regering se 'Zero Tolerance to Corruption'-beleid sterk ondersteun moet word deur reaksie van verskeie agente om korrupsie in die onderwysstelsel doeltreffend te beveg om leerders se volhoubare akademiese prestasie aan te dryf. Die studie se bevindings het verder getoon dat openbare sekondêre skole nie die noodsaaklike verwagte formele teenkorrupsie onderwyskurrikulum het nie. Die studie het tot die gevolgtrekking gekom dat teenkorrupsie-onderrig en die gebruik van verskeie strategieë 'n sentrale rol speel om korrupsie te beveg. Teenkorrupsiestrategieë en ondersteuningsmeganismes wat tans in Zimbabwe gebruik word, moet dus versterk word om 'n omgewing te skep wat volhoubare akademiese prestasie vir leerders ondersteun. Ooreenkomstig hiermee, beveel die studie die bekendstelling van 'n formele teenkorrupsiekurrikulum in Zimbabwiese openbare sekondêre skole aan om korrupsie te beveg. Die studie beveel verdere navorsing in hierdie oënskynlike grys area aan om tot die kennis van goeie korporatiewe beheer in openbare sekondêre skole in Zimbabwe by te dra.
Inhloso yocwaningo ukuphenyisisa ngemibono yababambi-qhaza ngamasu okulwa nenkohlakalo kwezezimali ezikoleni zikahulumeni zamasekondari eZimbabwe ngombono wokuqhubela phambili ukuphumelela kwabafundi kwezemfundo. Ucwaningo lwenziwe ezikoleni zamasekondari zikahulumeni ezingu 4 ezikhethwe endaweni yedolobhakazi leprovinsi, leHarare iHarare Metropolititan Province eZimbabwe. Ucwaningo lusebenzise i-case study njengedizayini enkulu yocwaningo, kanti futhi lwasekelwa ngulwazi ngenqubo ye-interpretive paradigm; ngakho-ke kusetshenziswe inkambiso ye-qualitative research kucwaningo. Kusetshenziswe amathekniki amasampuli e-non probability kanye ne-probability ezindaweni lapho okukhethwe khona ababambi-qhaza. Kusetshenziswe amasampuli angamashumi amahlanu nane (54) ababambi-qhaza, kwisibalo sethagethi yabantu abangamakhulu amathathu neshumi nesishagalombili (318). Ucwaningo lusekelwe ngamathiyori amaningana. Ucwaningo luthole ukuthi ababambi-qhaza babone inkohlakalo kwezezimali njengenkinga enkulu enomthelela kwimfundo yabafundi ezikoleni zikahulumeni zamasekondari eZimbabwe. Kutholakale ukuthi ukwamukelwa kwesu eliphambili nelinomdlandla lokulwa nenkohlakalo, yisixazululo/ikhambi lokuxazulula le nkinga yenkohlakalo kwezezimali kwizikhungo zemfundo. Ukusungulwa kwenqubo yokulwa nenkohlakalo kwizikole zesekondari zemfundo kahulumeni yisu eliphambili abenzi bomgomo okumele balemukele ukusabalalisa kubafundi ulwazi lokufundisa nokulwa nenkohlakalo. Kuphinde futhi kwatholakala nokuthi umgomo wokungabekezeli neze inkohlakalo ngesaga esithi 'Zero Tolerance to Corruption' nguHulumeni weZimbabwe kumele usekelwe zikhungo ezehlukene ukuze kube nempumelelo ekulweni nenkohlakalo kwinqubo yemfundo, ukuze abafundi bakwazi ukuphumelela ezifundweni zabo. Ucwaningo luveze nokuthi, izikole zesekondari azinayo ikharikhyulamu ehleliwe yokulwa nenkohlakalo kwimfundo. Ucwaningo luphetha ngokuthi imfundo yokulwa nenkohlakalo kanye nokwamukelwa kwamasu amaningana kudlala indima ebalulekile ekulweni nenkohlakalo. Ngakho-ke, kunesidingo sokuqinisa amasu okulwa nenkohlakalo kanye nezindlela zokusekela ezisetshenziswa okwamanje eZimbabwe ukusekela ukuthi kube nesimo esisekela impumelelo yabafundi kwezemfundo. Ngokuhambisana nokungenhla, ucwaningo luncoma ukuthi kusungulwe ikharikhyulamu ehleliwe yokulwa nenkohlakalo ezikoleni zamasekondari zikahulumeni eZimbabwe, ukulwa nenkohlakalo. Kanti futhi nangaphezu kwalokho, ucwaningo luncoma ukuthi kwenziwe olunye ucwaningo kulo mkhakha ongacacile kahle ukungezela ulwazi maqondana nenqubo yokuphatha kahle ezikoleni zikahulumeni zamasekondari eZimbabwe.
Educational Foundations
D. Phil. (Sociology of Education)
Katide, Gaogalalela. "Female morality as entrenched in Botswana tradition teachings in initiation." Diss., 2017. http://hdl.handle.net/10500/23183.
Full textPsychology
M.A. (Research Consultation)
SPIŠÁKOVÁ, Mária. "ETICKÁ VÝCHOVA A JEJÍ VÝCHODISKA VE SROVNÁNÍ S PRAXÍ ETICKÉ VÝCHOVY V SLOVENSKÉ A ČESKÉ REPUBLICE." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-200490.
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