Dissertations / Theses on the topic 'Teacher's strike'

Made available in DSpace on 2014-06-11T19:32:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-05Bitstream added on 2014-06-13T19:06:54Z : No. of bitstreams: 1 paula_rp_dr_assis.pdf: 1485476 bytes, checksum: 45f73d0517edcd64d572665e4ff276fe (MD5)<br>Universidade Estadual Paulista (UNESP)<br>Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989.<br>It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to Apeoesp, association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.

Orientador: Frederico Alexandre de Moraes Hecker<br>Banca: Paula Perin Vicentini<br>Banca: Kátia Maria Abud<br>Banca: Áureo Busetto<br>Banca: José Leonardo do Nascimento<br>Resumo: Abordamos na presente pesquisa, a trajetória da organização coletiva dos professores da rede oficial de ensino do Estado de São Paulo, particularmente daquela referente à Apeoesp. Associação criada por professores secundaristas e normalistas com o objetivo de defender os interesses da categoria. Analisamos as diferentes formas de organização experimentadas ao longo dos anos, a partir de um duplo movimento. Externamente, provocado pelas transformações sociais, políticas, econômicas e culturais vivenciadas no Brasil e no mundo que interagiram na formação do campo educacional paulista. Internamente, decorrente de uma dinâmica própria, provocada pelas disputas travadas pelo comando das atividades e atitudes em relação aos seus representados, ao governo e ao conjunto da sociedade brasileira. Tais condicionantes teriam contribuído para mudanças na atuação dos professores em seu cotidiano, dando origem a movimentos de construção e reconstrução de sociabilidades, modificando padrões, identidades e ações desenvolvidas coletivamente. Esse processo, acompanhado de permanências e rupturas, apresentou três fases: 1945-1963, surgimento e estruturação, até a primeira experiência grevista dos docentes; 1963- 1978, anos de acomodações e resistências em meio à ascensão e crise do regime militar instalado a partir de 1964; e, por fim, 1978-1989, fase de reorganização da entidade com base em novas experiências no enfrentamento de problemas originados ou aprofundados pelas transformações vividas no país ao longo do período de redemocratização. Fase esta que assinalou a ascensão de grupos, projetos e ideologias acerca da organização de professores, criando ou reforçando estratégias de mobilização, consolidando ações e representações acerca do magistério e de sua entidade coletiva, culminando na obtenção do registro sindical em 1989.<br>Abstract: It was approached in the research the trajectory of the collective organization of the teachers from the official chain of education in the State of São Paulo, particularly from the one referring to "Apeoesp", association created by secondary teachers with the aim of defending the category's interests. It was analyzed the different forms of organization experimented through the years, starting with a dual process. Externally caused by social, political, economical and cultural transformation experienced in Brazil and around the world, that interacted with the making of the educational field of São Paulo. Internally, as a result of its own dynamics, caused by disputes for the activities and attitudes related to their representatives, the government and the whole Brazilian society. Theses facts contributed to the changes in the teachers's role in their daily routine, originating construction and reconstruction processes of socialization, modifying standards, identities and actions collectively developed. This process, followed by ruptures and permanences, presented three phases: 1945-1963, the emergence and organization, until the first strike experience; 1963-1978, the years of adaptation and resistances during the ascent and crisis of the Military regime adopted since 1964; and at last, 1978-1989, the reorganization of the institution phase, which was based on new experiences in the confrontation with problems originated or expanded by the transformation in the Country through the democratization period. Such phase marked the ascent of groups, projects and ideologies through the teacher's organization, creating or reinforcing mobilization strategies, establishing actions and representations in the teaching process and its collective institution, culminating in acquisition of the syndical register in 1989.<br>Doutor

This study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.

Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 18, 2006. Dissertation Committee: Rodney P. Riegle (chair), Paul Baker, Richard Berg, J. Christopher Eisele, D. Michael Risen. Includes bibliographical references (leaves 193-201) and abstract. Also available in print.

The majority of South African public schools are not performing well and this is particularly true of the schools in the Eastern Cape Province. Many factors including teacher union strikes contributed to this situation. Teachers’ unions went on strike without considering the rights of learners. The aim of this research was to determine the extent to which teachers’ unionized strikes influence the quality of teaching and learning at selected high schools of Port Elizabeth in the Eastern Cape Province and to determine ways in which the teacher unions can also protect the rights of learners to achieve quality education in these selected high schools. The research consists of a study of relevant literature, followed by a qualitative research design. The sample group consisted of Grade 12 teachers, deputy principals and site stewards from four high schools in the Port Elizabeth District. The researcher trusts that her understanding as presented in the research findings and recommendations will benefit not only herself but will empower all the teacher unions’ members and learners coping with the stress of teaching and learning at times of strikes.

O presente artigo aborda as mobilizações de professoras, materializado nas greves do magistério público estadual do Rio Grande do Sul, no período compreendido entre 1979 a 1990. Para isso foi escolhida a Escola Estadual General Flores da Cunha, em Porto Alegre, entre outros motivos pela sua destacada liderança nas greves do período estudado, nas mobilizações da categoria, tendo como horizonte a efetiva participação das professoras no movimento grevista. A partir desse lugar, a pesquisa elege como principal corpus documental narrativas de memória de professoras da escola em questão que aderiram total ou parcialmente às greves dos anos 1979 e 1990. A metodologia da pesquisa é a História Oral, que foi desenvolvida a partir de entrevistas. Importa dizer que a investigação procura contextualizar as narrativas de memória em suas interfaces com o momento político vivido no país, especialmente, no Rio Grande do Sul. Nesta perspectiva, a abordagem da investigação não perde de vista as transformações ocorridas no magistério público diante de políticas públicas vigentes, destacando o papel do Centro dos Professores do Estado do Rio Grande do Sul - CPERS, que agregou o nome de sindicato a partir de 1989. No cruzamento de fontes, busca-se um maior entendimento acerca da temática da pesquisa ao ouvir as narrativas dessas mulheres-professoras, que atuando nas salas de aula, tiveram significativas e até decisiva participação nas greves do magistério A pesquisa se inscreve no campo da História da Educação e tem a História Cultural como vertente teórica. Pretende ouvir as experiências das professoras, a partir de suas memórias e vivências nos momentos de greve, seus silêncios, ou não ditos, procurando entrecruzar suas narrativas com os registros sindicais e notícias da imprensa local. A pesquisa busca conhecer as histórias dessas professoras que, não estando nas lideranças do movimento grevista, atuaram dentro das escolas, nas ruas e acampadas nas praças. Procura compreender seus sentimentos, seu olhar sobre o vivido e o sentido durante as greves. O estudo dialoga com a perspectiva de Michel Foucault sobre os homens infames, aqueles que durante séculos foram esquecidos por uma História que privilegiava as ações de uns, eleitos como merecedores de terem suas vidas narradas, destinando outros a um estado de marginalidade, de anonimato. Através das entrevistas, procuro trazer à tona este passado das greves em que foram sujeitos muitas mulheres-professoras. Esse ato de lembrar, afirma Lucilia de Almeida Neves, insere-se entre as possibilidades múltiplas de registro do passado, elaboração das representações e afirmação de identidades construídas na dinâmica da História. Não perdendo de vista a afirmação de Alistair Thomson, compomos nossas memórias para dar sentido à nossa vida passada e presente. Relembrar, revisitar as memórias atualizando o tempo passado, tornando-o vivo e cheio de significados no presente.<br>This is a study about the history of education in Rio Grande do Sul materialized in strikes of the state public teaching of Rio Grande do Sul, in the period 1979 to 1997. For this it was chosen the State School General Flores da Cunha, in Porto Alegre, among other reasons for his outstanding leadership in the strikes of the period studied, the mobilizations in the category, having as perspective the effective participation of teachers in the strike movement. From that place, research elected as main corpus documentary narratives school teachers memory in question adhering whole or in part to strikes the years 1979 and 1997. The research methodology is the oral history, which was developed from interviews. It said that the research aims to contextualize the memory narrative in its interface with the political moment lived in the country, especially in Rio Grande do Sul. In this perspective, the research approach to not lose sight of the transformations occurred in the public teaching before prevailing public policies, highlighting the role of the Centro dos Professores do Estado do Rio Grande do Sul - CPERS, which added the union name from 1989. At the intersection of sources, we seek a greater understanding of the theme of research on hearing the stories of these women-teachers, who working in the classrooms had significant and even decisive role in the teaching strikes The research is inserted in the field of History of Education and Cultural History as the theoretical branch. The experiences of teachers were heard, from their memories and experiences in times of strike, his silences, or not said, looking for to connect their stories with union records and news from local media. The research seeks to know the stories of teachers who for not being as the strike movement leaders they acted within schools, on the streets and camped in the squares. It try to understand her feelings, her gaze on the lived and felt during the strikes. The study relates to the prospect of Michel Foucault about the infamous men, those who for centuries have been forgotten by history that favored the actions of some, elected as worthy of having their lives narrated, leading others to a state of marginalization, anonymity. Through interviews, I try to bring to light this past strikes on the as subject were many women-teachers. This act of remembering, says Lucilia de Almeida Neves, is inserted between the multiple possibilities past record, working out of representations and affirmation of identities constructed in the dynamics of History. Not losing sight of Alistair Thomson statement, we compose our memories to make sense of our past life and present. Remember, revisit the memories, updating the past, making it alive and full of meaning in the present.

Thesis advisor: Mark Gelfand<br>Labor in the United States has been commonly associated with images of industrialism, factories, and skilled craftsmen. This narrow vision of labor ignores the millions of Americans employed by the federal, state, and local governments. As early national labor law failed to define the rights of government employees, each state was forced to create their own public labor law through judicial rulings and state legislation. This study is framed around the struggles of Rhode Island public employees, specifically public school teachers, to obtain the right to organize and employ labor's greatest weapon, the strike. An in-depth examination of the 1975 Woonsocket Teachers' Guild strike incorporating the experiences of union officers, labor lawyers, and other participants provides a concrete example of the difficulties encountered by government employees against the courts, legislature, and public opinion<br>Thesis (BA) — Boston College, 2005<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: History<br>Discipline: College Honors Program

The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.<br>Ph. D.

Includes bibliographical references<br>This thesis employs a life-history approach to investigate how a teacher-identity is cohered under conditions of education resistance in South Africa. The life-history is situated within the broad rubric of narrative studies, but extends this to investigating a teacher's life within its complex locations of class, race, gender and religion. Alie Fataar was a legendary teacher at the Livingstone High School in Claremont, Cape Town, was a founder-member of the Non European Unity Movement (NEUM), General-Secretary of the Teachers' League of South Africa (TLSA), founder-member of the African People's Democratic Union of Southern Africa (APDUSA), and Joint-Secretary of the Unity Movement of South Africa (UMSA) in exile. He was banned in 1961 under the Suppression of Communism Act, and went into exile in 1965. The study tracks his teaching and political journeys in South Africa, and across three fledgling post-colonial African countries, namely Botswana, Zambia and Zimbabwe. The primary data employed in the study are the transcribed narratives of more than fifty hours of semi-structured interviews conducted with the teacher, Alie Fataar. The study also employs secondary data in the form of life-history documents sourced from the respondent, and is supplemented by photographs sourced from the respondent, as well as archival materials which supplement the narrative data. This vast body of data is analysed using a constructivist grounded theory approach. Data analysis was facilitated by the employment of QSR-NVivo 10, a qualitative data-analysis computer software package well suited to a grounded theory analysis. The study is the first known doctoral work in South Africa to utilise a life-history framework to explore the contextualised life of a teacher associated with the TLSA as this life engages with legislative frameworks, official policies, professional teacher associations, local communities, colleagues, personal networks, political movements and other social actors in the context of resistance in South African education. The study helps us understand the fluid discursive dimensions of a teaching life as it navigates complex personal, political and professional fields in the broader context of education resistance in fiercely contested social and political arenas. The study's main finding is that Alie Fataar resists several essentialising social forces, including class, racial and religious identities, and, in doing so, the study finds that Alie Fataar holds consistently to a central, life-organising identity of the teacher as the supreme public intellectual under conditions of resistance in education and the broader socio-political-economic framework in South Africa. The study contributes to the still-sparse academic literature on the teachers of the TLSA, and simultaneously contributes to Cape social history and the politics of intellectual marginalisation in the Muslim community in the Cape from the first quarter of the twentieth century. The study makes theoretical contributions to the academic fields of life-history and the literature on exile, and contends that the researcher-researched continuum must be made explicit throughout a life-history study if the authorial voice of the subject of such a study is not to be subjugated. In terms of teacher-policy formulation, the study finds that the complex and nuanced identity-formation of teachers makes it imperative that the teacher-policy arena incorporates the voices of teachers in policy formulation. This avoids policy mismatches with regard to the very group, teachers, who are expected to adopt and implement these policies in schools.

In 1990, over 3,000 of 4,500 New Orleans public school teachers refused to enter their classrooms over a contract dispute with their employer, the Orleans Parish School Board. For three weeks, teachers picketed while the negotiating team for their union, The United Teachers of New Orleans, worked to reach a contract agreement. Using interviews with striking teachers and union leaders, this paper aims to tell this story from their perspective. The interviews shed light on the ways that minorities and women used UTNO, with the incorporated ideologies and strategies of civil rights and feminism, as a platform to combat economic, political, and social inequalities in New Orleans at the end of the 20th century. An analysis of this strike also aims to complicate the current historiography of the union—filling the gap between its activism in the 1970s to its near dismantling after Hurricane Katrina.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Com o objetivo de investigar a construção das identidades do professor em greve no discurso avaliativo de reportagens jornalísticas, a presente pesquisa analisa reportagens online, veiculadas durante dois períodos de greve dos professores da rede pública do Rio de Janeiro – de agosto a outubro de 2013 e de maio a junho de 2014 – pelos jornais O Globo e O Dia. A investigação busca discutir as seguintes questões: 1) que identidades do professor em greve são construídas pelo discurso avaliativo de reportagens jornalísticas?; 2) de que modo os recursos linguísticos avaliativos produzem discursos que constroem essas identidades?; e 3) que significados ideológicos são gerados no discurso das reportagens analisadas, sugerindo relações de poder e dominação que envolvem o professor em greve? Para fundamentar a análise, o estudo, com foco interdisciplinar, apoia-se na perspectiva teleológica sobre gêneros discursivos (Martin, 1992; Vian Jr. e Lima Lopes, 2005); na abordagem sociossemiótica de linguagem da Linguística Sistêmico-Funcional (Halliday, 1994), especialmente nos recursos do Sistema de Avaliatividade (Martin e White, 2005; Vian Jr., 2010); na Análise Crítica do Discurso (Chouliaraki e Fairclough, 1999) e nas teorias socioconstrucionistas de identidade propostas por Moita Lopes (2003), Hall (2005), Bauman (2005) e Duszak (2002). Resultados sugerem a construção de múltiplas identidades do professor em greve, em sua maioria negativas, tais como: agressivo, tumultuador, baderneiro, intransigente, irresponsável e, de forma positiva, como corajoso. Dentre as contribuições teóricas da pesquisa, destaca-se a rica interface entre abordagens sociais e críticas de linguagem que não compreendem o fenômeno linguístico de outro modo a não ser cultural e sóciohistoricamente situado. No que tange a minha prática docente – e à dos professores da rede pública de ensino que reconhecem a greve como direito legítimo –, o estudo proporcionou a reflexão acerca de como temos discursivamente construídas nossas identidades no e pelo discurso da mídia jornalística.<br>With the objective of investigating identity construction of teachers on strike through the observation of evaluative discourse in newspaper articles, this study analyses online articles, published by the newspapers O Globo and O Dia, during two periods in which the public school system of Rio de Janeiro entered on strike –from August to October, 2013 and from May to June, 2014. The investigation aims at discussing the following questions: 1) what identities of teachers on strike are constructed by the evaluative discourse of the newspaper articles? 2) how do the evaluative linguistic resources produce discourse which constructs these identities? 3) what ideological meanings are generated by the discourse of the articles analysed, suggesting relations of power and dominance involving teachers on strike? Adopting an interdisciplinary focus, the study is based on Martin s (2005) telelogical perspective of discourse genres; on the sociosemiotic approach to language proposed by Systemic-Functional Linguistics (Halliday, 1994), particularly on the resources of Appraisal Theory as well as on the tenets of Critical Discourse Analysis (Chouliaraki and Fairclough, 1999) and on the socioconstructionist theories of identity (Moita Lopes , 2003; Hall 2005; Bauman, 2005; Duszak 2002). Results suggest the construction of multiple identities of teachers on strike, most of them negative, such as: aggressive, riotous, troublemakers, uncompromising, irresponsible and, in a positive manner, courageous. Amongst the theoretical contributions of the study, it is highlighted the rich interface between social and critical linguistic approaches which understand the linguistic phenomenon as cultural and sociohistorically situated. Regarding my teaching practice –and that of other teachers from the public school system who recognise the strike as a legitimate right –, the study provided the reflection on how educators have their identities discursively constructed by journalists in the media.

Published Article<br>The teachers' salary strike, which occurs almost annually in South Africa, is so widespread that it seems to have gained public toleration if not complete acceptance. However, the strike may have a lasting and devastating impact on the teachers' as well as the learners' discipline, motivation and morale, with the learners being the hardest hit. The strike has a negative impact on the learning and teaching culture and on the learners' academic performance. Although the teachers' strike is about salaries and salary-related matters, all too often, debates about it shift from the strike to the tension between the teachers' right to strike and the learners' right to receive education. This study endeavours to fathom the truth about the two rights, to establish whether they can stand side by side without contradicting each other, and to study their implications.

This treatise investigates the potential for law (including courts and tribunals) to intervene and act as a lever for the protection and advancement of the rights of the child including the right to basic education. The dissertation critically explores the debate on the educator‟s right to strike and fair labour practices and the child‟s right to education, by assessing the rights and liberties, which accrue to educators and the child (learners) in terms of existing law. The South African Constitution has made specific provision for the protection of the rights of children and the rights of educators and these rights are fundamental to the development of a society in transition. The vexed question that arises is whether these rights can co-exist in a society that has inherited a legacy of discrimination and inequality. The consequences of this legacy have resulted in the rights of educators competing with those of learners. The normalisation of the balance of these opposite rights is the challenge that lies ahead and this process will require intervention of all stakeholders rather than purely legislative intervention. This dissertation recommends a consensus-based approach, which is the most appropriate solution to balance the rights of educators with this of the child‟s right to education, as opposed to a declaration of the education sector as an essential service. It further proposes the establishment of a more structured and organised forum / institution and its sole purpose would be to deal with the individual or collective rights of educators that compete with the rights of learners.

Orientador: Romualdo Dias<br>Resumo: Este trabalho analisa algumas marcas de possíveis processos de singularização ocorridos em professores que aderiram à greve do magistério público estadual paulista, em 2015. Compreendemos a greve como um movimento coletivo de resistência frente as imposições estatais no que se refere à Educação pública, a Escola e o papel do professor. A atmosfera de conflitos foi constatada por meio das narrativas criadas sobre o evento pelos dois lados envolvidos: Governo do Estado de São Paulo – por meio do jornal Folha de São Paulo – e sindicato dos professores (APEOESP) – através dos boletins informativos. A divergência sobre a educação deve-se à divergência ideológica que norteia a atuação governamental ou sindical. Nesse sentido, há uma preocupação no trabalho em compreender como o avanço do neoliberalismo na política se relaciona com o sindicato e com a educação. Por fim, no final da pesquisa foi resultado de conversas que tivéssemos com 4 professores grevistas da cidade de Limeira-SP. A partir do diálogo eles expuseram suas trajetórias no magistério, suas experiências no sindicato e suas impressões sobre a greve de 2015.<br>Abstract: This paper analyzes some marks of possible singularization processes that occurred in teachers who joined the strike of the São Paulo state public teaching profession in 2015. We understand the strike as a collective movement of resistance against state impositions regarding public education, the School and the role of the teacher. The atmosphere of conflict was verified through the narratives created about the event by the two sides involved: São Paulo State Government - through the newspaper Folha de São Paulo - and teachers' union (APEOESP) - through the newsletters. The divergence over education is due to the ideological divergence that guides the government or union action. In this sense, there is a concern at work in understanding how the advance of neoliberalism in politics relates to the union and education. Finally, at the end of the research it was the result of conversations we had with 4 striking teachers from the city of Limeira-SP. From the dialogue they exposed their career in teaching, their experiences in the union and their impressions of the 2015 strike.<br>Mestre

Bibliography: pages 275-286.<br>Focussing primarily on black teacher groups, this dissertation will describe the remarkable events within teacher politics in the Western Cape in the 1980s, following from the Soweto uprising of 1976. The decade of the eighties marked massive changes in the political and educational context within which teachers worked. After 1976, schools became the focus of opposition to the apartheid state. The atmosphere within schools changed as many students rejected the schooling proffered them by the state, and the "professional" implementation of state schooling by teachers. The liberation movement grew as the decade progressed, bolstered by a militant black trade union movement. The liberation struggle expanded and community-based protest drew schools into a broader, societal opposition to the state. The nature of schooling changed, as students and other elements of the liberation movement rejected apartheid education, and began fostering alternative education. Most notably, People's Education articulated both a rejection of state education and a desire for relevant, democratic schooling.

Forced truancy is a risk factor that influences juvenile behavior, requiring the joint efforts of school authorities, parents, and courts to address. It is a phenomenon where students desire attending school, but for reasons beyond their control, they are prohibited from attending classes. Some of these reasons are teachers' strike action, students' poverty, lack of educational infrastructures, and unsafe educational environment. Teachers' strike is a frequent occurrence in southeastern Nigeria caused by irregular payment of teachers' wages, benefits, and other remunerations. This case study of 3 secondary schools in southeastern Nigeria sought to understand the impact of forced truancy by examining the relationship between forced truancy and youth delinquency. Although previous studies have explored the causes of truancy, few studies have addressed the effect of forced truancy created by incessant teachers' strike. The theoretical framework that guided this study included Hirschi's social bond theory and Merton's social structure. Case studies were developed using data from the participants and review of documents. A maximum variation method was used for data collection through semi-structured that resulted in a review of archival records and open-ended interviews with students (S = 9), teachers (T = 8), and principals (SP = 4). Descriptive case analysis were used to identify common themes and patterns using constant comparative techniques. Implications for positive social change include identifying areas that need improvement and recommending to legislators and education policy makers for the best approach to addressing the problem, where it has the potential to eliminate teachers' strike, reduce youth truancy, and improve student's academic performance.

Submitted by Diego Marques Mesquita (diego.mmesquita@hotmail.com) on 2018-06-13T15:16:08Z No. of bitstreams: 1 Dissertacao-Diego-Marques-Mesquita-Educacao-Matematica-2018.pdf: 3252860 bytes, checksum: 4ddac71688f55afa6c6ee75a1c0222ba (MD5)<br>Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-06-13T17:51:27Z (GMT) No. of bitstreams: 1 mesquita_dm_me_rcla.pdf: 3252860 bytes, checksum: 4ddac71688f55afa6c6ee75a1c0222ba (MD5)<br>Made available in DSpace on 2018-06-13T17:51:27Z (GMT). No. of bitstreams: 1 mesquita_dm_me_rcla.pdf: 3252860 bytes, checksum: 4ddac71688f55afa6c6ee75a1c0222ba (MD5) Previous issue date: 2018-05-02<br>A formação de docente de matemática é o foco de diversas pesquisas na Educação Matemática. Há mapeamentos de possibilidades de formações nestas pesquisas, cada qual com uma proposta de investigação sobre o movimento que desencadeia o ato de ser docente de matemática. Esta investigação também aborda o tema formação docente, contudo, com um enfoque na formação política do(a) docente de matemática e em alguns momentos no questionamento das políticas de formação. Ao longo da formação, escolhas políticas são feitas a todo momento, seja, por exemplo, ao escolher as disciplinas e grade curricular na universidade; na prática docente, ao escolher os materiais didáticos; enquanto trabalhador, ao ser confrontado com medidas macropolíticas e, para não restringir, formar é um movimento constante de leituras, vivências, iniciativas de mudanças, militância.... Portanto, dissociar as ações políticas da formação docente aparenta ser perigoso e um tanto quanto nocivo para esta área, ainda mais em tempos de Escola sem partido. Sendo assim, torna-se interessante haver uma investigação da potência que a formação política traz a docentes de matemática e, consequentemente, à Educação Matemática. Nesse rastro, esta pesquisa se debruça em torno da pergunta: “Que pode a formação política para/(d) o professor de matemática?” Para abrir a visão de um horizonte de possibilidades dessa pergunta, buscamos trabalhar com algumas marcas presentes na formação do autor deste trabalho em sua formação como professor de matemática, em especial, aquelas produzidas pelo movimento estudantil, pelo movimento grevista e pela prática docente. A opção de mobilizar esses rastros de experiências se deu por meio de narrativas, que constituirão um bildungsroman, de modo a produzir um corpo e delinear discussões, via embaralhamento de códigos que possam investigar a potência da formação política do professor de matemática.<br>The education of mathematics teacher is the focus of several researches in Mathematics Education. There are mappings of training possibilities in these res earches, each one of them with a research proposal on the movement that triggers the act of being a mathematics teacher. This research also addresses the subject teacher education , however, with a slight syntactic difference - political formation of the ma th teacher. Throughout the formation political choices are made at all times, for example, in the university when choosing the disci plines ; in teaching practice when choosing courseware ; as a worker when confronted by macropolitical measures and, in order not to restrict, to form is a constant movement of readings, experiences, initiatives of changes, militancy, etc. Therefore, dissociating political actions from teacher education seems to be dangerous and somewhat harmful to this area, especially in “Escol a Sem Partido” times . Thus, it becomes interesting to have an investigation of the power that the political formation allows to the teacher of mathematics and, consequently, to Mathematical Education. In this trail , this research looks at the question “Wha t can the political formation for/(of) the mathematics teacher?” In order to open the vision of a horizon of possibilities of this question, we seek to work with some marks present in the formation of t he author of this research in his education as a teach er of mathematics, especially those produced by the student movement, by the striking movement and by the teaching practice. The option of mobilizing these traces of experiences was through narratives, which will constitute a bildungsroman, in order to pro duce a bod y and delineate discussions, by means of code shuffling, which can investigate the power of the political formation of the mathematics teacher.

<p> </p><p>This study aims to deepen the understanding of which opinions and perceptions the teachers in the study have about the national goals, as well as local, when they plan their lessons in science studies for the younger ages. We wish to illustrate which goals these teachers find most important, their opinions on how they use these and how the different goals affect their design of teaching. The study also aims to examine which syllabuses, national or local, the teachers believe have an effect on their planning. </p><p>Data were collected by interviews with four teachers, combined with questionnaires sent to 25 teachers teaching in science studies in forms 1-6. To analyse the data, key terms from Vygotsky and a sociocultural theory was used, such as situated learning, artifacts, the zone of proximal development, thinking in group and mediation. The data was also interpreted and examined by recent studies regarding this subject. </p><p>The results show that the teachers find their own knowledge, the national syllabus and their colleagues as most important for their planning. Approximately half of the group of teachers, who answered the questionnaire, expressed that their school has a local syllabus, but only a few of these state that they find this document important for their planning. The interviews, however, showed that these documents were regarded as very important by the teachers using them. The teachers also claimed that too little time was set aside for working with the local and the national syllabus.</p><p>The study also showed that goals to strive for were considered most important and influential on the teacher’s design of lessons in science. The teachers however expressed that they find these goals hard to understand and pursue.</p><p>The results also show that when working on goals to strive for, discussions in groups, experiments and observations were the most used methods.  </p>

Professionalism in sport and the standard of world-class performance is on the rise. The development of a country's sporting potential therefore is crucial (Martindale et al., 2007:187). In South African schools, sport is widely regarded as the basis of elite sport (Rajput & Van Deventer, 2010:159). Teacher-coaches are in most cases responsible for the development potential of this sport. These coaches are often not properly trained, while the most knowledgeable coaches are used at elite level (SASKOK 2011b:12). The aim of this study was to determine the current state of teacher-coaches’ sport-specific training and playing- and coaching experience regarding sport coaching. Fifty four (54) schools om the Kenneth Kaunda district in the North-West Province of South Africa were available for this study. Questionnaires by Vosloo (2007) and Camire (2012) were adapted for use in this study. One hundred and forty-four (144) questionnaires were used in the compilation of the results. The Epi-info program was used to capture the data. For analysing the data, frequency tables and cross-tabulations were used to obtain statistical (p≤0.05) and practical (Cramer’s V-value) significance. Only six (6) of the twelve (12) priority sports codes have a significant amount of sport-specific trained teacher-coaches. Most sport-specific training was completed more than five (5) years ago. In most sports codes the majority of teacher-coaches have less than 10 years’ combined coaching- and participation experience. The transfer of quality coaching knowledge between coaches is questionable. It is mostly teacher-coaches with less than 10 years’ experience that do not attempt to improve their coaching skills. Teacher-coaches in general also use few methods to improve their coaching skills. Sport-specific training is needed in all types of schools (especially township- and farm schools) and in all priority sports codes. These teacher-coaches also require quality coaching mentors as well as exceptional and current sport-specific information.<br>TheThesis (MSc (Sport Science))--North-West University, Potchefstroom Campus, 2013.

Doktorska disertacija &bdquo;Nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji: teorijski, metodolo&scaron;ki i praktični aspekti&rdquo; bavi se stručnim usavr&scaron;avanjem profesora poslovnog engleskog jezika u Srbiji. Cilj je upoznavanje profesora, ali i ostalih učesnika u obrazovanju sa savremenim teorijskim istraživanjima i kretanjima u nastavnoj praksi iz oblasti poslovnog engleskog jezika i stručnom usavr&scaron;avanju profesora, te uzimajući u obzir aktuelno stanje u Srbiji u tom pogledu, autorka takođe nastoji da ponudi nov model stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika, koji će se zasnivati na savremenim shvatanjima procesa usavr&scaron;avanja, ali će odgovarati i potrebama i radnim prilikama profesora.Nakon uvodnog poglavlja, koje sadrži opis ciljeva, metoda i tehnika istraživanja, pregled relevantne literature i prikaz organizacije izlaganja, naredna četiri poglavlja predstavljaju teorijski okvir disertacije. U drugom poglavlju opisani su pojmovi u vezi sa jezikom struke i poslovnim engleskim jezikom, dat je uvid u razvoj ovih oblasti i njihove karakteristike, te su povučene sličnosti i razlike između poslovnog i op&scaron;teg engleskog jezika.U trećem poglavlju predstavljen je profil profesora u kontekstu nastave poslovnog engleskog jezika. Na osnovu postojeće literature detaljno su opisane uloge i kompetencije profesora u pogledu poznavanja stručne discipline, analize potreba, kreiranja kursa, odabira i produkcije materijala i evaluacije.Četvrto poglavlje bavi se profilom profesora poslovnog engleskog jezika u okviru savremenog poimanja nastave uop&scaron;te. Tu je opisan razvoj pojma nastavničkog znanja i prikazan je model nastavničkih kompetencija koji je nastao u okviru obrazovnog sistema u Srbiji. Takođe, dat je osvrt na karakteristike ličnosti uspe&scaron;nog i kompetentnog profesora.Predmet petog poglavlja jesu pojam i karakteristike stručnog usavr&scaron;avanja profesora, sa posebnim naglaskom na usavr&scaron;avanje profesora poslovnog engleskog jezika. U ovom poglavlju takođe je predstavljeno aktuelno stanje u Srbiji u pogledu učenja poslovnog engleskog jezika i stručnog usavr&scaron;avanja.&Scaron;esto poglavlje sadrži opis organizacije i rezultate empirijskog istraživanja sprovedenog tokom 2014. i 2015. godine sa profesorima poslovnog engleskog jezika i polaznicima kurseva poslovnog engleskog jezika u Srbiji. Putem anketnih upitnika i intervjua, profesori su pružili uvid u svoja shvatanja, stavove, potrebe i očekivanja u vezi sa stručnim usavr&scaron;avanjem, a polaznici u vezi sa potrebama i očekivanjima u kontekstu nastave, uloga i kompetencija profesora. Dobijeni rezultati su detaljno analizirani i protumačeni u svetlu savremene teorije i prakse.U sedmom poglavlju predstavljeni su op&scaron;ti zaključci proistekli iz istraživanja i dat je predlog modela stručnog usavr&scaron;avanja profesora poslovnog engleskog jezika u Srbiji.<br>The doctoral thesis &ldquo;A New Model of Professional Development of Business English Teachers in Serbia: Theoretical, Methodological and Practical Aspects&rdquo; deals with the professional development of Business English Teachers in Serbia. It aims at introducing teachers and other interested parties from the field of education with current research and trends in teaching practice regarding Business English and professional development of teachers. Taking into account the current state of these two fields in Serbia, the author also proposes a new model of professional development of Business English teachers, which draws on contemporary views of the process of professional development and also meets the needs and fits the working environment of the teachers.Following the introductory chapter, which offers the description of the aims, methods and techniques employed in this research, the overview of relevant literature as well as the thesis structure, the next four chapters represent a theoretical framework within which the research has been undertaken. The second chapter introduces the main concepts related to the language for specific purposes and Business English, shows the development of these two fields, draws similarities and explores differences between Business English and General English.The third chapter provides a description of the teacher profile within the Business English context. Based on findings in the literature, the author describes Business English teacher roles and competences in terms of knowledge of the specialist subject, needs analysis, course design, material selection and production, and evaluation.The fourth chapter addresses the teacher profile within the contemporary understanding of the teaching practice in general. It shows the development of the concept of teaching knowledge and presents a framework of teacher competences that has been created within the educational system in Serbia. At the end of the chapter, the author briefly touches upon the subject of personality features of successful and competent teachers.The fifth chapter outlines the main concepts and features of the field of teachers&rsquo; professional development and particularly focuses on the professional development of Business English teachers. It then proceeds with a description of the current situation in Serbia regarding learning and teaching Business English, as well as that of professional development of Business English teachers.The sixth chapter offers a thorough description of the organization and results of the empirical research conducted with Business English teachers and students in Serbia during 2014 and 2015. By employing a survey and an interview as research instruments, the teachers gave an insight into their attitudes, views, needs and expectations regarding professional development, and the students revealed their needs and expectations regarding Business English classes, teacher roles and competences. The findings have been analysed in detail and interpreted within the framework of contemporary teaching theory and practice.The seventh chapter presents the general conclusions that have been drawn from the empirical research and contains the author&rsquo;s proposal of the model of professional development of Business English teachers in Serbia.

A presente pesquisa teve como objetivo principal compreender como a identidade do professor é discursivizada em comentários online produzidos no perfil institucional da APP-Sindicato PR na rede social Facebook durante o período da Greve dos Professores, ocorrida no primeiro semestre de 2015. Como a identidade docente tem sido constantemente questionada, contestada, depreciada e reformulada tanto por discursos depreciativos quanto por políticas públicas, que precarizam a carreira docente, faz-se relevante o desenvolvimento de estudos acerca dos discursos que emergem em período de crise para compreender as novas maneiras de “olhar” o professor. Para isso, compõem a base teórico-metodológica dessa dissertação estudos a respeito da identidade (HALL, 2006; GEE, 2000) e da identidade docente (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); pesquisas relacionadas a ambientes online de interação e sites de redes sociais (RECUERO, 2009, 2014; BARTON e LEE, 2015) e conceitos fundantes como: discurso, enunciado, alteridade e dialogismo, ancorados nos estudos do Círculo de Bakhtin (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). Os dados gerados para a análise constituem-se de enunciados produzidos no primeiro semestre de 2015, período em que a greve dos professores e funcionários públicos da educação pública do estado do Paraná estava acontecendo. Esse evento propiciou um ambiente de arena discursiva, em que o confronto de vozes e ideologias gerou, nos espaços midiáticos, uma grande produção de enunciados que tematizavam a identidade docente. Assim, compõem o conjunto de dados gerados para este trabalho um total de 180 enunciados do gênero comentário online, selecionados do perfil oficial do Facebook da APP-Sindicato, instituição sindical que organizou e promoveu o movimento de greve. Dentre as regularidades discursivas acerca da identidade docente, destacaram-se discursos depreciativos, a saber: a identidade do professor “mal formado”; o professor “massa de manobra” da esquerda política; a docência como um dom; a (in)competência da escola pública. Além das diferentes formas de discursivizar a identidade do professor, foi possível observar que, nos espaços de escritas online, os sujeitos tendem a utilizar um tom mais agressivo ao produzir e reenunciar discursos depreciativos acerca da identidade docente, ignorando a responsabilidade do ser e agir. Em outros termos, produzem um discurso que não leva em conta o não álibi do ser. Por fim, além dos comentários que depreciam a docência e a educação pública de modo geral, foram salientes enunciados que apontam para a discursividade de uma nova identidade docente, a do professor que luta pelos seus direitos e ensina o agir democrático por meio de atos de cidadania.<br>The present research aims to comprehend how teacher's identity is represented by discursive interactions in online comments produced in the APP-Sindicato's Facebook profile, in the period of Teachers Strike that occurred in the first semester of 2015. With the teacher's identity being constantly questioned, contested, depreciated and reformulated both by depreciative discourses and public policies that weakens the teacher's career, it becomes important to study the discourses that emerges within this crises period to comprehend the new ways to "look" the teacher's identity. For this porpouse, the theoretical and methodological approach is composed by studies about identity (HALL, 2006; GEE, 2000) and teacher's identity (FREIRE, 1967; NÓVOA, 1991, 2009; KLEIMAN, 2006; TARDIF, 2012; GERALDI, 2010); researches about online interaction environments and social networks websites (RECUERO, 2009, 2014; BARTON e LEE, 2015) and founding concepts as: discourse, alterity, dialogism and enunciation as seen in the Bakhtin's Circle studies (BAKHTIN, 1997[1979], 2006[1929],2015 [1929], 1987[1965], 2015[1975] 2010 [1986]; VOLOCHÍNOV, 2013[1926], 2013[1930]). The research data were produced at the first semester of 2015, period when the Teachers Strike of State of Paraná took place, which provides a discoursive arena where the voices and ideologies confrontation are produced, in the media spaces, a large amount of enunciations that approaches the teacher's identity as the main theme. Thereby, this research data set are composed by an amount of 180 online comments, selected from the APP-Sindicato Facebook profile, syndical institution which organized the strike movement. Within the discursive regularities observed in the comments, we highlighted: the "poorly academic educated" teacher; the teacher as a "maneuver mass" for the left-wing political parties; the teaching as a "gift"; the (in)competence of public school. Besides the different ways of represent teacher's identity in discourse, it was possible to observe that in the online interaction environments, the subjects tend to use an aggressive tone when produces and reenounce depreciative discourses about teacher's identity, ignoring their responsability of being and acting, in other terms, producing discourses that does not consider the non-alibi of being. Lastly, besides the comments that depreciate the teaching and the public school in general, we highlighted comments pointing to a new discourse about the teachers identity, the identity of a teacher who fights for its rights and teaches the democratic acting through their acts.

abstract: The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics.<br>Dissertation/Thesis<br>Masters Thesis Social Justice and Human Rights 2020

碩士<br>華梵大學<br>哲學系碩士班<br>106<br>In our society, there is still a traditional cultural value of "the principles of teachers" for employees with teacher status. Although in terms of the labor relationship, teachers and government have the affiliation of command. However, due to the tripartite interaction between teachers and schools, teachers and students, as well as teachers and parents of students, it is somewhat different from the employment of other employees. This special identity relationship makes teachers vulnerable to the attention of the public in the exercise of their dispute rights, and there are relatively more requirements for teachers to assume responsibility for educational responsibility. This article attempts to discuss this issue with Civil disobedience. First, the paper reviews the identification and transformation of teachers' identity, and then discusses the development of teachers’ right to dispute. It deduces that civil disobedience is a political act in a nearly-justice society when there is a serious violation of justice, and it is an open, nonviolent, and conscientious refusal act. This purpose is usually to change the country’s laws or policies and at the same time, it proves that the citizen does not obey the legitimacy, and then from the citizen’s disobedience of definitions, roles, and conditions to check whether the teacher has the dispute right to disagree with the law and this law conform to the principle of justice. In order to test whether teachers have the right to dispute is a demonstration of civil disobedience. Finally, this article pointed out that teachers have the right to disagreement is a manifestation of civil disobedience. The law could not protect the basic freedom of citizens; and the limitation on teachers’ right to dispute is unequal and unreasonable. Therefore, the teacher organizations can quote the concept of "civil disobedience" as the basis for reasonable protest.

碩士<br>國立臺灣師範大學<br>政治學研究所在職進修碩士班<br>94<br>Thesis topic: Study on the controversial of the legal system of our teachers’ strike right School name: National Taiwan Normal University, Graduate Institute of Political Science Graduation time: Aug. 2005 Graduate name: Chang, Chiung Yueh Instructing professor: PhD Chi, Chun-chen Abstracts of the thesis: For a long time, teachers’ three basic labor rights have been depressed by legislation in our nation. However, this legislation deprives teachers’ three basic labor rights. Whether it violates the will of our Constitution, protecting the basic human rights, has never been stressed by our legal field. The executive agency of education has been using the reason, saying students’ learning right to be infringed, to prohibit teaching strike. It is doubtless that the protection of teachers’ work right & benefit becomes legal emptiness and the most neglected portion. In fact, under the “miss” of learning right and the public benefit of the Constitution Article 23, teachers have become the sacrificial offering. Teachers’ most basic right, organizing a union, has been deprived by legislation together with this reason. It seems that if teachers have a strike, the public safety will be affected. What on earth is the side line of public safety? What are the characteristics of teachers’ strike right? When the strike right has conflicts with students’ learning right, what is the priority? What is the measurement standard of public benefit stipulated in the Constitution Article 23? Will teachers’ strike really have influence over public safety? Is there any objective measurement standard for public benefit in view of the examples from international organizations and overseas legislation? On legislation, is it necessary to discriminate the strikes between generic laborers and teachers? Should the standard strictness be different? These issues are to be discussed one by one. Finally, in compliance with the will that the Constitution protects the basic human rights and via strict and deliberate examination over the reasons of depriving teachers’ three basic labor rights, it is hoped that the scope of teachers’ three basic labor rights and the implementation should have proper regulation legally in order to establish a wholly sound legal system and organize a timely and Constitution-complied labor system for teachers. Key words: teachers’ strike right, three basic labor rights, students’ learning right, basic human rights.

M.A. Faculty of Humanities, University of the Witwatersrand, 2011<br>This study investigates conflict and conflict resolution in the 2009 SADTU strike in SOWETO public schools. It is an attempt to contribute to the understanding of the phenomenon of wildcat strike which presents itself as a significant problem in industrial relations. The study showed that a wildcat strike is characterized by underlying factors which tend to be the long term causes of the strike, the immediate causes of the strike and the strike trigger. These are followed by other processes such as violence during the strike, mediation, conciliation and finally the conclusion of the conflict. This study was conducted in SOWETO where the wildcat strike under investigation took place. This was a qualitative study using one-on-one interviews and semi-structured questions. The respondents composed of SADTU site stewards, School Principals, Officials from the Gauteng Department of education, the Gauteng Department of Labour, Officials from COSATU and union leaders from SADTU, NEHAWU, NACTU and NUM. The involvement of the union in the decision making process is characterized by a lot of controversy especially when it comes to filling of promotional posts for deserving educators. Unions abdicate their observer status and demand to be key decision makers despite this being the sole responsibility of the Department of education officials. This research illuminates the realities of using schools as places where the broader social, economic and political conflicts are often played out. The study revealed that having access to union power gives one an opportunity to be promoted. Those who are promoted do end up as government officials within the education department, resulting in virtually every current government official in the education department having been a SADTU official in the past.

碩士<br>逢甲大學<br>公共政策所<br>96<br>The purpose of this study is to survey the public and private elementary school teachers’ opinion about strike right in Taichung City. I want to realize teachers’ self-concept of their labor status and the understanding of strike right. Furthermore, I explore their attitude to the SWOT evaluation, subjective expectation, objective prediction, regulating ways and alternative programs of teacher’s right to strike. According to the statistics analysis of the 556 valid questionnaires, the conclusions obtained are as the followings: 1. Most teachers self-identify themselves as a professional. 2. Teachers’ relevant knowledge about the strike right still needs to be reinforced. 3. Most teachers approve the existence of teacher’s right to strike. 4. The strike right can serve positively to check and balance the government’s policy as well as to fight for the better working guarantee for teachers. 5. Teachers believe that the strike right would has a great impact on the right of student. 6. Teachers believe that the strike right is hard to be carried out at the present stage. 7. The objection from parents and the education authority is the most serious obstacle to teachers’ fighting for the strike right. 8. Teachers believe that the teacher’s right to strike should be rigidly regulated. 9. There should be alternative or transitional programs if the strike right could not be carried out. Based on the findings, this study suggests: 1. The government should legislate to assert the labor role of teacher as a professional. 2. The government should establish and regularize strictly the teacher’s right to strike. 3. The government should listen to the opinion of teachers in the field regularly. 4. The government should publicize the positive meaning of the teacher’s right to strike. 5. The government should provide alternative programs to act as the substitute, supplement or transition for the strike right.

碩士<br>國立政治大學<br>法學院碩士在職專班<br>107<br>There is no difference between public and private elementary schools in terms of the right to work under the legal guarantee. The "Teacher’s Act" was promulgated and implemented in 1995 to guarantee private elementary school teachers’ right to work. “Labor Union Act” lifted a ban for teachers since June 1st, 2010; the new regulations came to effect on May 1st, 2011 to confirm and guarantee the extraordinary labor status as well as private school teachers’ basic labor rights so that the collective labor relations between private schools and teachers have entered a new milestone. There are several regulations restricted the exercise of the basic labor rights of teachers despite the Amendment of Three Labor Laws has been implemented. Hence, only the name of the Three Labor Laws exists, but the real power of them does not. Influenced by traditional cultural values in our country, teachers’ right to strike was deprived. The quality of education would deteriorate when the highly volunteering private elementary school teachers are regarded as superhuman or robots for endless requests. Because of the lack of reasonable negotiation and dispute resolution system, there is often an unreasonable labor-management relationship in private elementary schools, which leads to the inefficiency of teachers’ work and the inability to improve teaching quality. The author believes that the quality of educational services could be enhanced when private elementary schools have reasonable labor relations and working conditions. On the contrary, depriving private elementary school teachers’ right to strike may make labor-management relationship more unequal, and thus affect the public interest. Private elementary school teachers would hold positive attitude toward the changing education policies and declining working conditions since they are able to exercise the right to strike. Private elementary school teachers could cultivate students with sound personality and comprehensive development when they possess the full three labor rights with dignity as human beings. Students’ right to education is complementary to teachers’ right to strike. This study explored the legitimacy of private elementary school teachers’ right to strike, and further investigated the possible dilemmas and solutions to implement teachers’ right to strike.

碩士<br>國立臺南大學<br>教育經營與管理研究所<br>94<br>The main purpose of this study is to explore the opinion of the teachers’ strike of public elementary school and junior high school in Tainan city. In order to achieve the purpose, this study had methodologically adopted questionnaire survey. The survey was adopted a self-designed questionnaire named “The Opinion of the Teachers’ Strike of Public Elementary School and Junior High School in Tainan City”. The samples were from the teachers and principals of public elementary school and junior high school in Tainan city, and 748 valid samples were received. The data was analyzed by descriptive statistics, Chi-square test, t-test and one-way ANOVA. The conclusions of this study could be as follows: 1. Most teachers and principals advocated teachers to have the right to strike, but didn’t agree they were labors. 2. Principals, teachers dealing with administrative affairs and seniorities didn’t advocate teachers to have the right to strike. 3. Teachers considered striking is the last implement they would like to adopt more than principals, teachers dealing with administrative affairs and seniorities. 4. Most teachers and principals considered it’s important to legislate the norm of the right to strike, and limiting it strictly. 5. Most teachers and principals agreed that the right to strike is a fundamental right, and approved it might bring new vision. 6. Teachers and principals didn’t think teachers’ strike would devalue self-esteem and ruin the relationships, but they attach importance to the influence of the right to accept education from teachers’ strike.

Text in Afrikaans, summary in Afrikaans and English<br>Die navorsingsondersoek is toegespits op arbeidsverhoudinge in die opvoedingspraktyk van die Republiek van Suid-Afrika. Arbeidsregsterme is aan die lig gebring wat onderwysers sal moet ken. Enkele menseregte en daarvan afgeleide regte van onderwysers word bespreek. Die diensverhouding tussen die onderwyser en sy werkgewer met betrekking tot individuele en kollektiewe verhoudinge, word bespreek. Arbeidsverhoudinge is onlosmaaklik van die juridiese en daarom word na verskeie regsaspekte, soos die dienskontrak van openbare en onafhanklike skole verwys. Raakpunte ten opsigte van wetgewing en hofsake voortspruitend daaruit, word aangedui. Implikasies van stakings deur onderwysers ingevolge arbeidswetgewing en hoe dit onderwysers se professionalisme raak, word deurgaans bespreek. Arbeidswetgewing reel die verhouding tussen werknemer en werkgewer. Wanneer die werknemer-werkgewer-verhouding vertroebel word, kan geskille besleg word deur middele soos arbitrasie en versoening. Huidige onderwysvakbonde het verteenwoordiging op die Raad vir Arbeidsverhoudinge in die Onderwys (RAVO) wat op 'n kollektiewe basis namens onderwysers beding. Onderwysers by onafhanklike skole (privaatskole) kan egter individueel beter beding vir byvoorbeeld diensvoorwaardes. Verskeie sagte vakbonde en harde vakbonde bestaan vir die onderwys. Redes waarom onderwysers by vakbonde aansluit word aangedui. Daar is eerstens die behoefte aan 'n bestaanswaardige salaris om basiese behoeftes te bevredig; tweedens om die sekuriteit van reels en prosedures wat fisiese veiligheid in die werkplek bevorder, te kan ervaar; derdens om deur vakbondlidmaatskap 'n spreekbuis te he waardeur 'n gemeenskaplike gevoel van magteloosheid teenoor die oorheersing van bestuur en eienaarskap (van die staat of provinsiale owerheid) uitgedruk kan word. Vierdens is daar 'n behoefte aan betekenisvolle werk wat uitdagings en werkbevrediging bied. Vyfdens word 'n ondersteuningsl iggaam verlang in geskille wat kan ontstaan as gevolg van 'n behoefte aan werksekerheid, veral om waarborge teen arbitrere ontslag te verseker. Laastens kan die bevordering van politieke oogmerke moontlik deur 'n vakbond se voorspraak bereik word. Arbeidsverhoudinge in die onderwys verander voortdurend met nuwe wetgewing. Die werknemer-werkgewer-verhouding moet deeglik geken word in die veranderende omstandighede in die Republiek van SuidAfrika ten opsigte van wetgewing en die bepaling van regte en verpligtinge van al die belanghebbende partye. Kennis van arbeidsverhoudinge in die onderwys sal hopelik tot beter begrip van arbeidsverhoudings in die onderwysstelsel lei.<br>This research focused on labour relations in education practice in the Republic of South Africa. Legal terms concerning labour relations are brought to the attention of teachers. Some human rights and subsequent rights of teachers, as well as labour relations between teacher and employer, both individual and collective, are discussed. Labour relations are connected to laws, therefore various legal aspects such as the service contract of teachers employed at public and independent schools are discussed. Connections with existing laws and relevant lawsuits are discussed. Legal implications of strikes by teachers and the effect on their professionalism are dealt with throughout. Labour laws regulate the relations between employer and employee. When these relations are troubled, differences can be resolved by arbitration and reconciliation. Existing teacher unions are represented in the Education Labour Relations Council (ELRC) that acts collectively on behalf of teachers. However, teachers at independent schools (private schools) are in a more favourable position to negotiate more easily for better conditions of service. Various "soft" and "hard" unions exist in education. Reasons for desiring membership of labour unions are given. Firstly, there is a need to negotiate a reasonable salary to provide for basic needs; secondly, to experience security of rules and procedures ensuring physical safety in the work-place; thirdly, through membership to have a voice to express a shared feeling of helplessness against the domination of governance and ownership (of the state or provincial governments). Fourthly, there is the need for meaningful, challenging and satisfying work. Fifthly, support is necessary in settling differences arising from a need to experience job-security and to counteract arbitrary dismissal. Lastly, political goals might be attainable through a voice provided by the unions. Labour relations in education change continually, subject to new laws. The employer-employee relation should be mastered in changing circumstances in the Republic of South Africa in accordance with new laws and degrees of the rights and responsibilities of all parties concerned. Knowledge of labour relations in education will hopefully ensure better professional relations in education generally.<br>Educational Studies<br>D. Ed. (Philosophy of Education)

Em 2009, o Ministério da Ciência Tecnologia e Ensino Superior negociou com os sindicatos, a revisão dos Estatutos da Carreira Docente do Ensino Superior Politécnico e Universitário. Através da alteração dos regimes, o XVII Governo Constitucional (2005-2009) completou uma profunda reforma engendrada no ensino superior, em Portugal. Nestas instituições, tal como nos restantes organismos da administração pública foram implementadas, nas últimas décadas, um conjunto de reformas estruturais que fomentaram a transformação das relações de trabalho. Durante o processo de revisão dos Estatutos despoletou um conflito sindical e profissional, no subsistema Politécnico, que colocou em oposição o Sindicato Nacional do Ensino Superior e o Ministério. As divergências entre as partes, nomeadamente a questão do regime transitório originou um conflito profissional singular, com contornos radicais. Neste estudo será dado enfoque, à produção e materialização do conflito emergente, do contexto complexo de alteração do Estatuto. Efetuar-se-á a análise do conflito em si, com o propósito de clarificar os problemas que estiveram na sua base, os procedimentos e dinâmicas sociais que produziram a greve às avaliações e a forma como foi resolvido. Pretende-se também, compreender a importância assumida pelos fatores de contexto na singularidade do conflito e em que medida estes influíram nas opções táticas dos atores intervenientes. Em síntese, trata-se de uma abordagem do ponto de vista sindical, uma vez que a análise empírica está eminentemente sustentada nas revivescências e perceções dos dirigentes sindicais, em relação ao conflito e à própria carreira.<br>In 2009 the Ministério da Ciência, Tecnologia e Ensino Superior (Ministry of Science, Technology and Tertiary Education) has negotiated, with the labour unions, the revision of the Estatutos da Carreira Docente (Teaching Career Statutes) in Tertiary Education, for both the university and polytechnic systems. Throughout the change of regimes the XVII Constitutional Government (2005-2009) has made a profound reform engendered in Higher Education in Portugal. In the last decades a set of structural reforms was implemented in these institutions, so as for the remaining public administration bodies, that encouraged the transformation in labour relations. During the process of amending the Statutes, a professional and union conflict was triggered into the polytechnic system opposing the Sindicato Nacional do Ensino Superior (National Union of Higher Education) and the Ministério (Ministry of Education). The different views among both parties, mainly regarding the transitional regime issue, have originated a unique professional conflict with unforeseen and radical outcomes. In this study, focus will be given to the production and embodiment of the complicated context of the emerging conflict caused by the amendment of the Teaching Career Statues. An analysis of the conflict itself will be made in order to clarify the problems which have caused the conflict, as well as the procedures and social dynamics which have led to strikes against the teacher’s evaluation system and describe the way the conflict was resolved. This study also intends to get acquainted with the importance of the factors of context in the singularity of the conflict and to enlighten the readers as to the way these factors have affected the tactical options of the people involved in it. To sum up, it is an approach to the unions’ point of view, given the fact that the empirical analysis is eminently supported by the revivals and perceptions of the union leaders regarding the conflict and their own career.

This dissertation is comprised of three stand-alone articles, two of them co-authored, and one solo. The solo article, "Increases in Victim Mortality Rates in the Aftermath of Mandatory Arrest Laws: A Study in Unintended Effects" is in Part I. The first co-authored article "Teachers' Strikes and Standardized Test Scores: Impact on Performance & Participation", is in Part II. The last chapter, Part III, is already published in the journal "Information Economics and Policy" (ISSN: 0167-6245), accessible under the title "The Value of Online Scarcity Signals".<br>Graduate<br>2021-08-26

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.<br>Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.<br>Educational Management and Leadership<br>Ph. D. (Education Management)

The phenomenon of conflict is the problem that principals are faced with in their respective schools. The aim of this study was to explore the role that innovative leadership could play in managing conflict at the selected schools in Botswana. For the purpose of this study, a qualitative research approach was adopted. It included interviews, during which the informants responded to open-ended questions; observations, where the researcher visited the schools and interacted with the informants; and document analysis. These methods were employed to determine the perceptions of participants regarding the nature, extent, and causes of conflict at the selected schools. The study indicated that a number of factors could significantly contribute in managing conflict. Employing innovative educational leaders, benchmarking, using bottom-up communication skills, and the engagement of policy analysts, are some of the key recommendations made for avoiding further conflict within schools and between schools and the Ministry of Education.<br>Educational Leadership and Management<br>D. Ed. (Educational Management)