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1
Nyman, Jon. "Nature and Culture: Teaching Environmental Awareness Through Literature." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25701.
Full textAbstract:
Syftet med denna uppsats är att undersöka och tolka relationen mellan koncepten natur och kultur, så som de är hanterade i Henry David Thoreau’s Walden; or. Life in the Woods (1854) och Into the Wild (1996) av Jon Krakauer, med hjälp av en ekokritisk analys. Båda dessa böcker är baserade på verkliga händelser och upplevelser, och handlar om två individer som valde att lämna samhället bakom sig för att i stället leva ett enkelt liv i naturen. Några av motiven de hade för att göra detta innefattar ett missnöje med samhällena i vilka de levde, en längtan efter extraordinära upplevelser, och en önskan att hitta medel att förbättra jaget. Jag kommer föreslå att de båda huvudkaraktärerna delar åsikter och tankar om naturen och dess relation till deras respektive kulturer. Vidare kommer jag föreslå att några av dessa åsikter och tankar kan och bör implementeras i det svenska skolväsendet i syfte att åstadkomma en mer hållbar syn på naturen och dess relation till kultur och samhälle. Jag kommer föreslå en möjlig metod för att genomföra detta, vilken är inspirerad av Greg Garrard’s lektionsplan ”Three Hours to Save the Planet!”, som finns inkluderad i The Handbook of Sustainability Literacy: skills for a changing world (ed. Arran Stibbe, 2009).
2
Corish, Sylvia, and n/a. "The excellent principal - what do students think? : Perceptions of selected senior primary school students about the role of the principal in three New South Wales public primary schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060629.160710.
Full textAbstract:
The research outlined in this thesis explores the issue of the
effective principal through the perceptions of a sample of senior
primary aged school students. The study originated due to a concern
that too much of the current literature concerning effective schools
and effective principals relies on the views of significant adults.
Given that students are the focus of the school's and principal's
energy it is difficult to understand why their views have not been
sought more frequently. This study was initiated and conducted in an
effort to determine what is was that students expected of the
effective principal.
The research is based on content analysis of the written responses
from a sample of one hundred and ninety five senior primary aged
school students aged between ten and twelve years from an
education district in an education region of the New South Wales
Public School System and in addition one to one interviews with a
group of thirty students. The analysis resulted in the development of
two sets of descriptors. One set of descriptors outline the fourteen
most significant Behaviour Descriptors of the effective principal as
perceived by the senior primary aged students surveyed while the
other set outlines the eleven most significant Quality Descriptors of
the effective principal.
These two sets of descriptors of the effective principal have much
support in the effective schools research. One area notably different
however is the emphasis given by the students to the need for the
principal to develop positive, warm and caring relationships with
each student in the school. Although students were realistic in their
understanding of what this implied they were adamant and
consistent in their desire for such a relationship in order that the
principal be deemed effective.
The results of the study provide specific, clear, unambiguous
descriptions of behaviours and qualities expected of the effective
principal by the students surveyed. The descriptors are presented in
a manner useful to practitioners.
3
Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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4
Repetylo, Anna H., and n/a. "Factors influencing retention rates in secondary schools within the Wollongong region." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061107.122538.
Full textAbstract:
Throughout the 1980s, there was a trend in Australia towards increased
participation rates in post-compulsory education. This study examines factors that
influence Year 12 retention rates in four Government secondary schools within the
Wollongong Sub-Region. Factors that were thought to influence students to continue
to Year 12 and sit for the New South Wales Higher School Certificate Examination
included those related to Gender, Socio-economic (relating to occupation of parents,
government financial assistance, and language background), Educational and Career.
The study involved surveying over 400 Year 10 students in four schools by
questionnaires. These schools were chosen for their geographical location and to
include two schools with a history of high retention rates and two schools with low
retention rates.
The questions in the survey were incorporated with a larger survey conducted
in 1989 by the Faculty of Education at the University of Wollongong under the coordination
of Dr. Noeline Kyle ("Everyone expects you to know; A report on careers
advice and industry attitudes towards female students in non-traditional study and
work in the Illawarra", 1990). The questionnaire was piloted in 1988 and after
seeking recommendations from students, teachers and the NSW Department of School
Education Research Group, the survey was administered in 1989.
The study used descriptive research methodology, and Chi-square analysis
was used to establish significance levels in the data.
With regard to gender, the data clearly demonstrated that female students were
more inclined than male students to stay on to Year 12, and have positive reasons for
their decision.
Concerning Socio-Economic factors, the results of this study showed that
students whose parents have a professional background are more likely to stay on to
Year 12. In addition, the achievement of the Higher School Certificate as a preIV
requisite for further study was a strong motivating factor for students staying on to
Year 12. However, students in receipt of Austudy did not appear to relate in a
statistically significant manner with any of the factors that influence the student to stay
on to Year 12. As well, no statistical inference could be drawn from intention to sit for
the HSC and the language most used at home by parents.
With regard to educational factors, the responses from each of the four schools
surveyed showed a high percentage (82 to 85%) of students intending to stay on to
Year 12 and sit for the HSC examination. None of these schools had an appreciably
higher proportion of students intending to sit the HSC exam. However, it was found
that students from one particular school were more likely to undertake further study
and students from this school had a high percentage of both parents with a
professional occupation than any other school.
The findings relating to career factors showed that students who have a
professional career in mind are more likely to proceed to Year 12. It was also found
that students who had school work experience in a professional occupation were more
likely to proceed to Year 12.
The study relates the survey findings to the research literature in Australia, and
also includes a discussion of the limitations of the survey.
5
Saltmarsh, Sue. "Complicit institutions representation, consumption and the production of school violence /." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/47477.
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Thesis (PhD)--Macquarie University, Division of Society, Culture, Media & Philosophy, Department of Critical and Cultural Studies, 2004.Bibliography: leaves 310-325.
Introduction -- School violence: a brief overview -- What's in a name?: constructing an institutional identity in an educational market -- The discipline of gentlemen -- Parent consumers: tactical manoeuvres and institutional strategies -- Making the papers: Trinity in the news -- Games of truth: "everyone has their spin" -- Conclusions.
This study integrates sociological theories of social class with poststructuralist theories of subjectivity, representation and consumption, to consider the complex ways in which the representational practices of institutions and individuals are implicated in the production of violence in schools. This work draws particularly on a case study of incidents of sexual violence which occurred at an elite private school in Sydney during 2000, in which four students were charged with a range of offences committed against younger peers over a period of months. The assault incidents received widespread media coverage and sparked intense public debate, in response to which a media strategies consultant was engaged by the school to liaise with members of the press. This study demonstrates the extent to which the interrelationships between systems of signification (in particular, written and visual texts) and other social systems, (for example, families, schools, and political economy) function in the constitution of subjectivities and the production of meaning, and takes as its focus the interrelationship and functioning of texts, discursive practices and social practices which pertain specifically to the assault incidents described above. Data are derived from a range of sources and genres, including promotional materials, personal and general correspondence, media reports, and interviews, necessitating a variety of qualitative analytic methods. Informed by critical post-structuralist theory, in particular the work of Bourdieu, Foucault, and de Certeau, this work considers questions pertaining to the operation of power within social institutions, with particular emphasis on the constitutive function of discourse. The analysis extends current conceptualisations of school violence through a post-structuralist interrogation of, and linking of violence to, educational consumption, which has predominantly been theorised according to sociological or economic models. The argument is made that the market ideologies which pervade contemporary social and educative practice, together with the representational practices and disciplinary regimes of schools, function in the constitution of social subjects who occupy multiple ambiguous subject positions in the patriarchal hierarchies which characterise the power relations and institutions under consideration, thus implicating institutions in the production of violence.
Mode of access: World Wide Web.
vii, 325 leaves
6
Simons-Jones, David Hamilton. "Who Owns O. Perry Walker High School?: A Case Study of Contested Ownership and Survival in the New Orleans Public Schools after Hurricane Katrina." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/375.
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This ethnographic case study examines O. Perry Walker, a New Orleans high school the state of Louisiana had previously labeled "failing," during its closure from August 29, 2005 until December 14, 2005, due to the evacuation of New Orleans from Hurricane Katrina. This unprecedented evacuation of a major city closed the school, making its reopening the battleground for diverse actors seeking to shape the future of the school and the school system. This research includes interviews with the stakeholders who worked to control, reopen and reform this urban school: teachers, school administrators, elected officials, the California National Guard and staff with a private "turnaround" company, Alvarez and Marsal. It concerns the management of schools facing multiple disasters. The conversion of Walker from a traditional public school to a charter school provides insights into so-called urban school reforms, including ownership, privatization and control of public schools for numerous contentious stakeholders.
7
Sorby, Janet, and n/a. "ASCIS subject headings and student terminology : the relationship between the subject headings used in manual school library catalogues in New South Wales and the subject access terms generated by NSW Higher School Certificate syllabus documents, textbooks and examination questions." University of Canberra. Communication, 1989. http://erl.canberra.edu.au./public/adt-AUC20050516.152713.
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The present study was undertaken to investigate the concerns of secondary school teacher-librarians, that the subject headings set down by the Australian Schools Catalogue Information Service (ASCIS) do not cover topics in senior sourses of study. NSW HSC Economics was chosen to test this perception.
Terms were extracted from three textual sources (syllabus, textbook and examination papers) and checked against the subject headings in the ASCIS Subject Headings List. A comparison was made between terms which matched exactly, those which were only partially matched and those which had no match. The linguistic complexity of the term (single-word or multi-word) and the number of textual sources using the term were also taken into account.
The results showed a varying degree of match between textual terms and subject headings. Single-word terms found in more than one textual source were much more likely to be found in the subject headings than those from only one textual source. Multi-word terms were found less frequently than single-word terms, but were also more likely to be found when they came from more than one textual source. There was a large number of partial matches in this group, and these were found to be more general in concept than the textual terms.
Most of the terms were found, but the general nature of the partial matches and the lack of adequate cross references may cause problems in subject analysis and retrieval.
8
Millar, Nance Marie School of Sociology & Anthropology UNSW. "???Through the looking glass ?????? from comfort and conformity to challenge and collaboration: changing parent involvement in the catholic education of their children through the twentieth century." Awarded by:University of New South Wales. School of Sociology and Anthropology, 2006. http://handle.unsw.edu.au/1959.4/32262.
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This sociological investigation examines the changing role of parents in the education of their children in Catholic schools in New South Wales over the twentieth century. Catholic Church documents specifically state primary parental responsibility for their children???s religious education. Catholic schools were established to inculcate faith, and assist parents??? role. This thesis asks, to what extent that role has been realised? It unravels the processes that determined and defined the changing role of Catholic parents during this period, and identifies significant shifts in institutional thinking and practices related to parents and resultant shifts in cultural and social perceptions. After half a century of conformity and comfort, a significant era followed as the Australian Church responded to challenges, including financial crisis for Catholic schools, reform in the Australian education system, and the impact of the Second Vatican Council. Cohorts from three generations were selected. Interviews and focus groups elicited memories that were recorded and analysed, in terms of the integral questions; the role and involvement of parents in Catholic schools. Participants recalled their own childhood in Catholic schools and, where applicable, as parents educating their own children, or as religious teachers. The analysis was theoretically informed by the work of Durkheim, Greeley, Coleman and Bourdieu. A review of Church documents and commentaries through the twentieth century, bearing on the education of children, showed the official Church position. Despite numerous rhetorical statements issued by Catholic authorities, emphasising the role of parents as ???primary educators???, the practical responses ranged from active encouragement to dismissal. Teachers in Catholic schools and related bureaucracies were, seemingly, reluctant to initiate a more inclusive partnership role. Gradually, and in a piecemeal fashion, the Catholic Church and its schools have been responding to growing parental consciousness of their role and responsibilities. A significant shift was signalled by the New South Wales Bishops in establishing the Council of Catholic School Parents, to be supported by a full-time, salaried Executive Officer, in 2003. But any accommodation to new understandings of parent/teacher, or family/school relation is complex and not to be oversimplified as a simple sharing, or ceding of authority.
9
Pannuti, Daniela Viana. "As relações de semelhança e a experiência do sentido no universo escolar." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-12082015-152401/.
Full textAbstract:
As relações de semelhança estão por toda parte, elas surgem inesperadamente, participam de nossas vidas e nos determinam sem que tenhamos, muitas vezes, consciência ou controle sobre elas. São acontecimentos potentes, de criação e engendramento de mundos. Esta pesquisa buscou investigar e dar visibilidade às relações de semelhança emergentes em diversas situações do cotidiano escolar envolvendo estudantes, professores, professores-estudantes e outros participantes de um campo amplo e dinâmico. O estudo das semelhanças se inspira em Walter Benjamin cuja obra evidencia a importância da experiência e da mímesis como parte do processo de constituição do sujeito e acesso à cultura. A faculdade mimética possibilita o reconhecimento e a produção de relações de semelhança e, ao nos abrirmos a tais relações no universo escolar, criam-se oportunidades de transformação, trazendo vida e invenção a este espaço. Empreendeu-se o estudo da mimesis, dos tempos e dos habitantes do universo escolar sob o enfoque da percepção de semelhanças. Com o intuito de acolher o caráter inventivo e inesperado de tais processos, optou-se pela cartografia, método inspirado em Deleuze e Guatarri que se apresenta como possibilidade de caminhar em campo aberto, estar no mundo e habitar territórios existenciais a partir de referenciais que aproximam conhecimento e criação, sujeito e objeto, o eu e o outro. Os procedimentos de campo consistiram em observações, recolhidas de forma sensível, numa escola pública em São Paulo, e no estágio num programa de formação de professores em Vermont (EUA) que incluiu vivências na escola de aplicação e na residência pedagógica. Foi realizado diário de campo que abarcou todo este percurso e a partir do qual foram feitos recortes descritivos das situações mais intensas e significativas, analisadas em forma de platôs. Os platôs são entendidos como territórios de produção de acontecimentos que abrigam encontros de intensidades múltiplas que se proliferam em forma de rizoma, espaço entremeios que pode ser acessado em qualquer ponto. A análise indica a importância do tempo kairós, saturado de agoras (Jetztzeit), fundante da experiência, e que requer uma postura de abertura e disponibilidade para sua apreensão. As relações de semelhanças percebidas na escola se ofereceram de forma potente e intensa, e demandaram certa sintonia para acessá-las e torná-las visíveis, dado seu caráter fugidio. O desafio de formar professores sensíveis ao reconhecimento das semelhanças aponta a residência pedagógica como uma iniciativa que resgata a dimensão artesanal do ofício do professor, incluindo a escuta, a documentação pedagógica e autobiografia (história de vida) como elementos importantes deste processo. Tais achados evidenciam a importância de alimentar essas centelhas de sentido que lampejam no cotidiano escolar. Elas podem se apresentar como uma forma de superação da realidade de truculência que impera nas escolas, transformando-a num ambiente mais criativo, estimulante e acolhedor por meio de experiências realizadorasThe relations of similarity are everywhere, they come unexpectedly and take part in our lives determining us without our being aware or take control over them. They are powerful events that involve creation and enable engendering worlds. This research investigated the relations of similarity emerging in several situations of everyday school life involving students, teachers, professors, students and other participants of a broad and dynamic field. The study of the similarities is inspired by Walter Benjamin whose work highlights the importance of experience and mimesis as part of the process of constitution of self and access to culture. The mimetic faculty enables the identification and production of similarities and open ourselves to these relationships in the school environment, creating opportunities for transformation, bringing life and invention this place. Was undertaken the study of mimesis, of time and characters of the school universe under the emphasis of the perception of similarities. In order to accommodate the inventive and unexpected character of such processes, the cartography was chosen, method inspired in Deleuze and Guattari which presents itself as an opportunity to walk in the open and inhabit existential territories by narrowing the boundaries between knowledge and creation, subject and object, the self and the other. Field procedures consisted of observations collected in a sensitive way, in a public school in São Paulo, and in a internship in a teacher training program in Vermont (USA) that included experiences in the campus childrens school as well as in the teachers residency program. All the process was documented in field journals from which were made descriptive cutouts of the most intense and significant situations, analyzed in the form of plateaus. The plateaus are understood as territories of production of events that hosts multiple intensities that proliferate in the form of rhizome, a space that can be accessed anywhere. The analysis indicates the importance of kairos time, saturated of nows (Jetztzeit), standing as the founder of experience, and that requires an attitude of openness and readiness for his apprehension. The relations of similarities perceived in the school presents powerful and intense, and demanded certain tuning to access them and make them visible, given its elusive character. The challenge of training teachers sensitive to the recognition of similarities points the pedagogical residence as an initiative that rescues artisanal dimension teacher work, including listening, teaching materials and autobiography (life story) as important elements of this process. These findings highlight the importance of nourishing these sparks of meaning that blinks in everyday school life. They may present as a way of overcoming the harshness of reality that prevails in schools, turning it into a more creative, stimulating and supportive environment through fulfilling experiences
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Sousa, Daniel Marcolino Claudino de. "O cinema na escola: aspectos para uma (des)educação." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04072017-110341/.
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O projeto O cinema vai à escola, da SEE-SP/FDE(de 2008 a 2015), é objeto de estudo do presente trabalho, queoexamina aproximando as perspectivas do cinema e da educação. Para tanto, parteda questão benjaminiana doempobrecimento da experiênciae, de algum modo, da adorniana doempobrecimento do repertório de imagens,buscando identificar modos de uso do cinemana escolaeinvestigandose eem que medidao referido projeto provoca o empobrecimentoda experiênciaem razão dos meios aplicados naoficialização da entrada do cinema na escola. Em geral, o cinema na escola é sustentado por um discurso pedagógico oficial que especifica e atribui o lugar do cinema no universo escolar. Interessa a esta pesquisaidentificar eanalisar esseslugares.Cinematografias, tais como a de Godard,adoNeo-realismoitaliano eadoCinema Novobrasileiroconfrontame se colocam como referências aesse lugar atribuído ao cinemapela escola. Entende-se aqui que aperspectiva desses cinemas, bem como nossa concepção de escola, cuja função primordial tem a ver com o deslocamento das referênciasestabilizadasdos sujeitos,não se constituemde elucubraçõesdesconectadasda chamada realidadedo universo escolar atual.Ao contrário, entendem que o presente em que parece seconstituir o filmeopera aí encaminhamentos sem solução definitiva. Contudo, ao se utilizar de modo ilustrativo do cinema, o discurso pedagógicohegemôniconas escolas, a despeito da discussão sobrea diluição do sujeitoisto é,da perda da perspectiva histórica unitária-, fortalece esse lugar dosujeito, entendido como oposição ao objeto. Assim, promove um modo de aprendizagem que toma o conteúdo da obra, a mensagem do filme,comoobjeto central, moralizando-o. Dessa forma,não oconsideraobra de arteou mesmo objeto de vivência, reduzindo-oarecurso pedagógicoque pode facilitarosestudosde teor cientificizantes.Nesse sentido,faz-seimportante a investigaçãosobre aideia de currículo e o lugarque nele ocupaa arte e mais especificamenteo cinema, em virtude da urgência uníssona quanto ao tratamento das mídias e do cinema na escola.Para tanto,este trabalho analisatextos oficiais da SEE-SP(osCadernos de cinema doprofessor e os vídeos sobre o Projeto),que regulamentam a entrada do cinema na escola, dentrevários outros.Em tempo, tomamos como parâmetro a experiência francesa transposta em livro por Alain Bergala (2007), além de conceitosThe projectO cinema vai à escola (\"Cinema goes to school\"), from SEE-SP / FDE (2008 to 2015), is the subject of study of the present work, which examines it by approaching the perspectives of cinema and education. Thus,begins fromthe Benjaminian question of the impoverishment of experience and, in some way, of the embellishment of the impoverishment of the repertoire of images, seeking to identify ways of using cinema in school and investigating if and to what extent the said project causes the impoverishment of experiencethroughtheways ofthe entrance of the cinema in school. In general, cinema at school is supported by an official pedagogical discourse that specifies and attributes the place of cinema in the school universe.This work identifies and analyziesthese places. Cinematographies, such as Godard\'s, Italian Neo-realism and Brazilian Cinema Novo, confront and place themselves as references to this place attributed to cinema byschool. It is understood here that the perspective of these cinemas, as well as our conception of school, whose primary function has to do with the displacement of the stabilized references of the subjects, do not constitute of lucubrations disconnected from the socalled reality of the current school universe. On the contrary, they understand that the present in which the film appears to constitute the film operates there with no permanent solution. However, in using illustrative cinema, hegemonic pedagogical discourse in schools, in spite of the discussion about the dilution of the subject-that is, of the loss of the unitary historical perspective-strengthens this place of the subject. Thus, it promotes a mode of learning that takes the \"content\" of the work, the \"message of the film\", as the central object, moralizing it. In this way, it does not take it as a work of art or even as an object of experience, reducing it to a pedagogical resource that can \"facilitate\" scientific studies. In this sense, it is important to investigate the idea ofcurriculum and the place that art occupies in it, and more specifically the cinema, because of the unanimous urgency regarding the treatment of media and cinema in school. In order to do so, this work analyzes the official texts of the SEE-SP (Cadernos de Cinema do Professor-\"Teacher\'s Film Schedules\"-and the videos about the Project),among others,which regulate the entrance of cinema to school. In time, we took as a parameter the French experience transposed in book by Alain Bergala (2007), as well as parameter the French experience transposed in book by Alain Bergala (2007), as well asimportant
11
Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.
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Hawthorne, Wendy, and n/a. "Classroom encounters and mathematics curriculum change : a single-site school improvement study." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060720.152732.
Full textAbstract:
In November, 1986, Mrs Lorna Ireland; Principal of Junee Primary School in the
Riverina Region of New South Wales; approached a Senior Lecturer in Mathematics
Education at Riverina-Murray Institute of Higher Education in Wagga Wagga; seeking
his involvement in a project aimed to assist teachers at the school with their
mathematics teaching. In addition to the planned involvement in 1987 of this
mathematics educator, the school was also to be a pilot school for the trialling of a
strand of the New South Wales Education Department's Draft Mathematics Curriculum
and a participating school in the numeracy component of the federal government's
Basic Learning in Primary Schools program.
This study documents the mathematics education activities which involved Junee
Primary School teachers in 1987. It focuses on the RMIHE involvement in the school
but considers this in the context of broader mathematics curriculum activity. The
process of change is described within a theoretical framework derived from a review
of relevant literature.
The research methodology employed is fundamentally ethnographic and relies on the
collection of qualitative data to derive descriptions of people and events. The data
analysis relates to curriculum change, the role of the change agent and the role of
mathematics educators in school mathematics programs. A discussion of outcomes
highlights the strengths of an approach to curriculum change which had its genesis in
the school rather than in some external agency. The generation of problems and issues
and the resolution of these are features of the analysis which tracks the progress
towards professional development autonomy of one group of teachers.
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Egan, A. J. "An evaluation of the implementation of the principles of Catholic education in the Catholic comprehensive schools in Wales." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379279.
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Burridge, Nina. "The implementation of the policy of Reconciliation in NSW schools." Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/25954.
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"November 2003".Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2004.
Bibliography: leaves 243-267.
Introduction -- Literature review -- Meanings and perspectives of Reconciliation in the Australian socio-political context -- An explanation of the research method -- Meanings of Reconciliation in the school context -- Survey results -- The role of education in the Reconciliation process -- Obstacles and barriers to Reconciliation -- Teaching for Reconciliation: best practice in teaching resources -- Conclusion.
The research detailed in this thesis investigated how schools in NSW responded to the social and political project of Reconciliation at the end of the 1990s. -- The research used a multi-method research approach which included a survey instrument, focus group interviews and key informants interviews with Aboriginal and non Aboriginal teachers, elders and educators, to gather qualitative as well as quantitative data. Differing research methodologies, including Indigenous research paradigms, are presented and discussed within the context of this research. From the initial research questions a number of sub-questions emerged which included: -The exploration of meanings and perspectives of Reconciliation evident in both the school and wider communities contexts and the extent to which these meanings and perspectives were transposed from the community to the school sector. -The perceived level of support for Reconciliation in school communities and what factors impacted on this level of support. -Responses of school communities to Reconciliation in terms of school programs and teaching strategies including factors which enhanced the teaching of Reconciliation issues in the classroom and factors which acted as barriers. -- Firstly in order to provide the context for the research study, the thesis provides a brief historical overview of the creation of the Council for Aboriginal Reconciliation. It then builds a framework through which the discourses of Reconciliation are presented and deconstructed. These various meanings and perspectives of Reconciliation are placed within a linear spectrum of typologies, from 'hard', 'genuine' or 'substantive' Reconciliation advocated by the Left, comprising a strong social justice agenda, first nation rights and compensation for past injustices, to the assimiliationist typologies desired by members of the Right which suggest that Reconciliation is best achieved through the total integration of Aboriginal people into the mainstream community, with Aboriginal people accepting the reality of their dispossession. -- In between these two extremes lie degrees of interpretations of what constitutes Reconciliation, including John Howard's current Federal Government interpretation of 'practical' Reconciliation. In this context "Left" and "Right" are defined less by political ideological lines of the Labor and Liberal parties than by attitudes to human rights and social justice. Secondly, and within the socio-political context presented above, the thesis reports on research conducted with Indigenous and non Indigenous educators, students and elders in the context of the NSW school system to decipher meanings and perspectives on Reconciliation as reflected in that sector. It then makes comparisons with research conducted on behalf of the Council for Aboriginal Reconciliation during the 1990s on attitudes to Reconciliation in the community. Perceived differences are analysed and discussed.
The research further explores how schools approached the teaching of Reconciliation through a series of survey questions designed to document the types of activities undertaken by the schools with Reconciliation as the main aim. -- Research findings indicated that while both the community at large and the education community are overwhelmingly supportive of Reconciliation, both as a concept and as a government policy, when questioned further as to the depth and details of this commitment to Reconciliation and the extent to which they may be supportive of the 'hard' issues of Reconciliation, their views and level of support were more wide ranging and deflective. -- Findings indicated that, in general, educators have a more multi-layered understanding of the issues related to Reconciliation than the general community, and a proportion of them do articulate more clearly those harder, more controversial aspects of the Reconciliation process (eg just compensation, land and sea rights, customary laws). However, they are in the main, unsure of its meaning beyond the 'soft' symbolic acts and gatherings which occur in schools. In the late 1990s, when Reconciliation was at the forefront of the national agenda, research findings indicate that while schools were organising cultural and curriculum activities in their teaching of Indigenous history or Aboriginal studies - they did not specifically focus on Reconciliation in their teaching programs as an issue in the community. Teachers did not have a clearly defined view of what Reconciliation entailed and schools were not teaching about Reconciliation directly within their curriculum programs. -- The research also sought to identify facotrs which acted as enhancers of a Reconciliation program in schools and factors which were seen as barriers. Research findings clearly pointed to community and parental attitudes as important barriers with time and an overcrowded curriculum as further barriers to the implementation of teaching programs. Factors which promoted Reconciliation in schools often related to human agency and human relationships such as supportive executive leadership, the work of committed teachers and a responsive staff and community.
Mode of access: World Wide Web.
xvi, 286 leaves ill
15
Bubacz, Beryl M. "The Female and Male Orphan Schools in New South Wales, 1801-1850." University of Sydney, 2007. http://hdl.handle.net/2123/2474.
Full textAbstract:
Doctor of PhilosophyThis thesis is concerned with an examination and re-assessment of the establishment, operation and management of the Female and Male Orphan Schools, in the first half of the nineteenth century in New South Wales. The chaplains and governors in the early penal settlement were faced with a dilemma, as they beheld the number of children who were ‘orphaned’, neglected, abandoned and destitute. In order to understand the reasons why these children were in necessitous circumstances, the thesis seeks to examine the situations of the convict women, who were the mothers of these children. Governors Philip Gidley King and Lachlan Macquarie respectively in 1801 and 1819 established the Schools, which provided elementary education, training and residential care within a religious setting. Researching the motives underlying the actions of these men has been an important part of the thesis. An examination of the social backgrounds of some of the children admitted to these Schools has been undertaken, in order to provide a greater understanding of the conditions under which the children were living prior to their admissions. Information about family situations, and the social problems encountered by parents that led them to place their children in the Schools, have been explored. The avenues open to the girls and boys when they left the Schools, has formed part of the study. Some children were able to be reunited with family members, but the majority of them were apprenticed. A study of the nature of these apprenticeships, has led to a greater understanding of employment opportunities for girls and boys at that time. In 1850 the Schools were amalgamated into the Protestant Orphan School at Parramatta. By examining the governance and operation of the Schools during their last two decades as separate entities, we have more knowledge about and understanding of these two colonial institutions. It is the conclusion of this thesis that some of the harsher judgements of revisionist social historians need to be modified. It was the perception that more social disorder would occur if action was not taken to ‘rescue’ the ‘orphaned’ children, usually of convict parentage. However genuine charity, philanthropy and concern was displayed for the children in grave physical and moral danger. The goals of the founders were not always reached in the Orphan Schools, nevertheless they performed an invaluable service in the lives of many children.
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Necyk, Márcia Teresa Campos. "Sentimentos de professores e de alunos de duas escolas públicas de tempo integral no Estado de São Paulo." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16027.
Full textAbstract:
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This research s objective is to understand how the emotional dimension manifests itself in schools where children stay full time, by investigating feelings and their inducing situations. For this, we made observations in school classes of two public institutions that participate in the Full-Time School Project of the State of São Paulo. Identifying teacher s and student s feelings has proved to be a valuable instrument, since it has made possible reveal the research participant s needs in relation to the school environment and to the learning-teaching process. Given that the emotional dimension has been prioritized, the chosen theoretical reference was the development theory of Henri Wallon. In teachers we have identified feelings such as: pride for their profession, trust and respect for the students and contradictory feelings towards the school, like satisfaction/frustration and happiness/discouragement. Students revealed situations in which they feel interested and those that make them feel unmotivated. As result of the investigation, we have perceived a significant gap between what had been proposed by the Project s Curricular Policy and what is actually experienced in the schools. Interviews and observations suggest the need for changes in the Project, like: upgrading of school installations, teachers continuous learning, teachers exclusive dedication to the school, improvement in meals, teacher-student relationship enhancement, incentive to working in group, carrying out activities that promote the development of all human dimensions and basic curriculum activities integration with workshops. We have also found that, in spite of the present difficulties, the interviewed teachers keep hopeful that the Project will be improved and are looking forward to full-time schools being able to effectively provide a high quality education to the participant children
A presente pesquisa tem por objetivo compreender como se manifesta a dimensão afetiva nas escolas nas quais as crianças permanecem em tempo integral, investigando os sentimentos e suas situações indutoras. Para isso, fizemos observações em salas de aula de duas escolas públicas participantes do Projeto Escola de Tempo Integral do Estado de São Paulo. Realizamos também entrevistas com os professores dessas escolas e analisamos os documentos oficiais do Projeto. A identificação dos sentimentos desses professores e alunos revelou ser um instrumento valioso, pois propiciou desvelar as necessidades dos participantes da pesquisa em relação ao ambiente escolar e ao processo de ensino-aprendizagem. Por ter como prioridade a dimensão afetiva, o referencial teórico escolhido foi a teoria de desenvolvimento de Henri Wallon. Identificamos nos professores sentimentos, tais como: orgulho em relação à profissão, confiança e respeito pelos alunos e sentimentos contraditórios em relação à escola, como satisfação/frustração e felicidade/desânimo. Os alunos revelaram situações nas quais se sentem interessados e as que os fazem se sentir desmotivados. Como resultado da investigação empreendida, percebemos uma grande distância entre o que foi proposto pelas Diretrizes Curriculares do Projeto e o que é vivenciado nas escolas. As entrevistas e as observações sugerem a necessidade de mudanças no Projeto, como: melhoria nas instalações, formação continuada para os professores, dedicação exclusiva destes à escola, melhorias na alimentação, valorização da relação professor-aluno, incentivo à realização de trabalhos em grupos, realização de atividades que, promovam o desenvolvimento de todas as dimensões humanas e integração das atividades do currículo básico com as oficinas. Constatamos também que, apesar das dificuldades encontradas, os professores entrevistados continuam esperançosos na melhoria do Projeto e esperam que as escolas de tempo integral possam efetivamente oferecer para as crianças participantes do Projeto uma educação de qualidade
17
Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
Full textAbstract:
Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.Bibliography: p. 159-177.
This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.
Mode of access: World Wide Web.
266 p. ill
18
Gunn, Sheena, and n/a. "An exploratory study looking for factors that are related to the poor attendance of Aboriginal primary age children." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060713.132349.
Full textAbstract:
This is an exploratory study that tries to isolate those factors that specifically relate to the
poor attendance levels of Aboriginal primary age children. The study took place in the
North-West Region of the NSW Department of Education. It was conducted by a member
of the Home/School Liaison Team which had been set up to address the problem of
non-attendance in NSW schools.
After considering both overseas and Australian studies relating to non-attendance at
school individual, family and school-based factors were looked at. One school was
targeted as a case study and students from other schools in the North-West Region were
randomly chosen to participate to attempt to broaden the results.
The student and a care provider were interviewed individually and each student's teacher
completed a questionnaire and student profile sheet. Where possible, interviewing was
performed by an Aboriginal person to allow the interviewee to feel more comfortable.
To get further details of school-based factors, all Public Schools in the North-West Region
with Aboriginal enrolments were sent questionnaires to be filled in by a staff member
in a promotions position and classroom teachers within that school.
The major finding of the study was the significance of the previous attendance history of
the student, thus indicating the necessity for early intervention if prevention of poor
attendance patterns is to occur. The targeting of the beginning years of schooling and
the introduction of parent education programs about the importance of these early years
are recommended.
Other areas found in this study to be related significantly to poor attendance were a
competitive class climate, the socio-economic background of parents, parent employment
history, parent educational background, single parent families, overcrowding and peer
group influences.
The study confirmed what many researchers had found: that school absenteeism is a
problem with many contributory factors and each student needs to be looked at
individually. Each case needs to be dealt with on its own merits.
19
Kemp, Rosslyn J., and n/a. "Teachers' perceptions of the impact of inservice courses and their preferences for particular models of inservice." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060809.171422.
Full textAbstract:
The need for inservice training of teachers has increased as the
nature of schooling changes, and underlying philosophies,
structures and theories undergo revision. An understanding of
how teachers perceive inservice courses may assist in designing
inservice programs which best meet the needs of education
systems, schools and individual teachers.
This study examined teachers' perceptions of inservice as it
affects them in their schools, and their acceptance of different
content and structures of inservice models. It also examined
different groups within the teacher sample, to establish whether
differences in gender, the area of teaching they are involved in,
their years of teaching experience, or the number of inservice
courses they attend affect their perceptions.
The subjects for the study were a group of Kindergarten to Year
12 teachers from randomly sampled schools in the Western
Region of New South Wales Department of School Education.
The survey was completed by 304 respondents and a randomly
selected sub-sample participated in a semi-structured interview.
Results of the study shows generally that teachers do value the
impact of inservice courses, both in the classroom and on their
own sense of professional development, and that they have
preferences for particular content and models of inservice
courses.
20
Vice, President Research Office of the. "What Lies Beneath." Office of the Vice President Research, The University of British Columbia, 2007. http://hdl.handle.net/2429/2680.
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21
Tinsey, Wayne Maurice, and res cand@acu edu au. "Teachers, Clergy and Catholic Schools: A study of perceptions of the religious dimension of the mission of Catholic schools and relationships between teachers and clergy in the Lismore Diocese." Australian Catholic University. Department of Religious Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp218.04092009.
Full textAbstract:
The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church. Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.
22
Lawrence, Cleyo Lutice. "Factors Affecting the Adoption of Bring Your Own Device by Teachers in Caymanian Public High Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5217.
Full textAbstract:
At public high schools in Cayman, teachers need to improve their productivity and efficiency by using technologies that are simple and portable like their personal devices. Studies about bring your own device (BYOD) initiatives have revealed conflicting outcomes, and are lacking in the Caribbean and especially in Cayman. The purpose of this quantitative study was to determine the main factors related to teachers' willingness to adopt BYOD in public high schools in Cayman. The theoretical framework was the unified theory of acceptance and use of technology (UTAUT). This study employed a cross-sectional survey design using a modified UTAUT instrument, which captured quantitative data from 82 participants. The use of hierarchical multiple regression to analyze the data revealed that teachers' BYOD adoption could expand by increasing facilitating conditions, performance expectancy, effort expectancy, and decreasing perceived risk. This study reduces the gap in the literature about the unified theory of acceptance and use of technology and BYOD in the Caribbean and the Cayman Islands. It also provides evidence that perceived risk can increase its explanatory power of the unified theory of acceptance and use of technology. The study also contributes to a positive social change by revealing critical issues that administrators should address when devising BYOD policies and planning educational technology integration.
23
Mundzeck, Lisa. "Auf Vertrauenssuche : die Deutschlandpolitik der Regierung Brandt/Scheel in der bundesrepublikanischen Öffentlichkeit 1969 - 1973 /." Hamburg : Kovač, 2008. http://www.verlagdrkovac.de/978-3-8300-3391-2.htm.
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Foggett, Albert Colin Sydney, and n/a. "How children view schooling: a study of the views of schooling held by year 6 pupils in selected government schools in New South Wales." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20050711.160431.
Full textAbstract:
The purpose of this study was twofold. First,
it aimed to present an argument for the inclusion of
primary-age children's views in the decision-making
process in primary schools. Second, it aimed to
explore the potential of primary-age children to
contribute to better decisions about their own
schooling. The hypothesis is that primary-age
children have worthwhile views of schooling that
should be introduced into both classroom and school
decision-making processes. Authoritarianism, moral
development, childrenqs rights and active learning
were explored in relation to child participation in
decision-making.
This study attempted to explore children's views
of schooling from the viewpoints of the children
themselves. Children kept diaries of school for one
week and from these diaries an interview schedule
was constructed to allow the exploration of their
views.
The study shows that primary-age children have
views that can contribute legitimately and valuably
to decision-making at both the classroom and school
levels.
25
Sullivan, Ian W., and n/a. "Explanation in human geography : some implications for teaching." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.112319.
Full textAbstract:
As a teacher of the New South Wales Higher School Certificate
Geography Syllabus in the 1970s, I became aware of problems of
interpretation and implementation of syllabus documents dealing
with models and theories of human aggregate behaviour. A positivistic
underpinning allowed explanation in human geography to employ
deductive - nomological methodology. This field study investigates
a defined literature of academic geography including journals,
and both secondary and tertiary documents to identify the extent
and quality of nomothetic and idiographic traditions from the
late 19th century to the mid 1970s.
The literature prior to the late 1950s revealed a dominant
regional tradition and idiographic methodology with an emphasis
on description of uniqueness of areal phenomena. But underlying
currents of a nomothetic nature, running parallel to this regionalidiographic
tradition,exerted a noticeable challenge to gain acceptance
in geographic circles. This kind of nomothetism was in the
form of environmental determinism which held that physical laws
operating in nature were also at work to shape and direct human
societies. Environmental determinism contained generalised assertions,
enjoyed some appeal, but lacked rigorous justification. Even
within regional frameworks, authors used environmentally induced
determinants to explain the unique character of regions. Not until
the 1930s did environmental determinism lose its appeal, after which
time the regional - idiographic tradition strengthened as an
explanatory mode of human behaviour.
Nomothetism emerged in the late 1950s in Australia in the
application of models and theories explaining human behaviour.
Normative theory was supported by an increased use of quantification
and by the growing preference for systematic studies in
geography. Neither mode of explanation exists at the total exclusion
of the other; so that while nomothetism enjoyed widespread
appeal in academic geography from the late 1950s, significant
challenges were mounted against it because of its inadequacies
as a mode of explaining human aggregate behaviour.
Nomothetic explanation in human geography can be seen at the
research level and in education circles. Many normative models
and theories found their way into senior geography courses to the
extent they promoted a systems approach. Teachers would have been
aware of normative theory in geography from their university
studies and teacher training courses during the late 1950s and
throughout the 1960s.
The tension between associated explanatory modes in systematic
and regional geography becomes apparent in the analysis of the
N.S.W. H.S.C. Geography Syllabus in which confusing statements
raise problems for teachers interpreting and implementing this
prescriptive document.
Given these tensions and problems of explanation in human
geography, the adoption of a critical rationalist viewpoint as
propounded by Karl Popper is suggested as a possible solution
for geography teachers when interpreting a syllabus such as that
of the N.S.W. H.S.C. Falsification rather than verification
should be the node of inquiry towards explanation of human aggregate
behaviour.
26
Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
Full textAbstract:
This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
27
Barnes, Geoffrey R., of Western Sydney Macarthur University, and Faculty of Education and Languages. "A motivational model of enrolment intentions in senior secondary science courses in New South Wales (Australia) schools." THESIS_FEL_XXX_Barnes_G.xml, 1999. http://handle.uws.edu.au:8081/1959.7/53.
Full textAbstract:
This thesis presents a set of models of enrolment behaviour in senior secondary science courses in New South Wales (Australia) schools. The models have been developed out of concerns about declining enrolments and continued sex differences in enrolments in these courses. They use the framework of the Science enrolment Model (SEM), a framework which uses an expectancy/value approach to examine the relationships between the various influences and their combined effect on enrolment behaviour. The SEM was constructed by fitting the factors which have been shown to influence enrolment behaviour in the sciences to the structure of the General Model of Academic Choice, a model of achievement related behaviour developed by Eccles and colleagues. Models were constructed for enrolment behaviour in three specialist science courses; Biology, Chemistry and Physics and two non-specialist science courses; General Science and Science for Life. These five courses account for 97 percent of enrolments in senior secondary science in New South Wales. Measures of enrolment intentions were predicted by, measures of interest, perceived career value, TER value (value as a means gaining university entrance) and a combined measure of self-concept and performance expectations. These constructs were, in turn, predicted by measures of perceptions of parent and teacher attitudes, perceptions of past performance, attributions for past performance and personality measures. The enrolment models explained between 60% and 70% of the variance in enrolment intentions in the specialist science subjects. 'Career value' was found to be a major influence on enrolment behaviour in all five subjects. The expectancy and value variables explained approximately 80 percent of the sex difference in enrolment intentions in the specialist science subjects. Career considerations accounted for between 30 percent and 50 percent of this differenceDoctor of Philosophy (PhD)
28
Moraes, Regiane Rodrigues de. "A escola vivida por adolescentes: situações agradáveis e desagradáveis." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16381.
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Previous issue date: 2008-05-29Conselho Nacional de Desenvolvimento Científico e Tecnológico
The objective of this research is to identify situations that please or not students at school; feelings involved in these situations and the educational implications in the teach-learning process were taken into account. The research justifies itself by identifying pleasant and unpleasant situations that take place in school, from a student point of view. Allowing us to (understand/analyze) these situations and feelings involved. The psychogenetic theory of Henri Wallon was used as reference to analyze the data, where a qualitative research was conducted along with an essay question for 8th grade students during a Portuguese lecture in a São Paulo public school, in which 32 students were present. The study allowed to identify pleasant and unpleasant situations experienced by teenager students involving; the education being offered, evaluation and competition performances, interaction possibilities, peer importance, school moments involving families, championships, student questioning towards school situation, grêmio´s performance, directors and unexpected situations. Pleasant situations generated feelings of satisfaction, joy, pride, security, acceptance, relief and confidence. Unpleasant situations generated feelings of dissatisfaction, injustice, outrage, shame, sadness, frustration, anger, irritation, anxiety, tension and solidarity. The situations reported showed that students show interest in participating actively in the teaching-learning process, valuing the school where they study and therefore are critical of some aspects that could be improved. This research provided indicators that students would rather work in a school that serves their interests and their needs
Esta pesquisa tem como objetivo identificar situações que agradam e que desagradam ao aluno na escola, os sentimentos envolvidos nessas situações e as implicações educacionais no processo ensino-aprendizagem. O estudo se justifica por permitir a identificação de situações agradáveis e desagradáveis que acontecem na escola, a partir do ponto de vista do aluno, possibilitando assim conhecer essas situações e os sentimentos nelas envolvidos. A teoria psicogenética de Henri Wallon foi o referencial para analisar os dados. Adotou-se uma abordagem qualitativa e o instrumento para obtenção de informações foi a redação, realizada na aula de Língua Portuguesa, em uma classe de 8ª série do Ensino Fundamental de uma escola pública estadual em São Paulo, na qual estavam presentes 32 alunos. A pesquisa permitiu conhecer a escola vivida por alunos adolescentes que relataram situações agradáveis e desagradáveis envolvendo o ensino oferecido pela instituição, o desempenho nas avaliações e nas competições, as possibilidades de interação, a importância dos pares, os momentos de participação dos familiares na escola, os campeonatos, os questionamentos sobre a situação da escola, a atuação do grêmio e da direção e os inesperados que acontecem. As situações agradáveis geraram sentimentos de satisfação, alegria, orgulho, segurança, aceitação, alívio e confiança. As situações desagradáveis geraram sentimentos de insatisfação, injustiça, indignação, vergonha, tristeza, frustração, raiva, irritação, angústia, tensão e solidariedade. As situações relatadas revelaram que os alunos apresentam interesse em participar ativamente do processo ensino-aprendizagem, valorizam a escola onde estudam e por isso fazem críticas de alguns aspectos que poderiam ser melhorados. Os relatos dos estudantes forneceram indicadores para se trabalhar uma escola que atenda a seus interesses e suas necessidades
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Oliveira, Danielle Fontenele Martins de. "Sentimentos vividos na escola: o que dizem as crianças sobre o ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16195.
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Previous issue date: 2015-09-24Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The objective of this work was to understand the feelings involved in the school s experience of children attending primary school. Data collection was done through the technique of focal group, which was applied to eight students (4th and 5th grades) attending a private school located in a southern neighborhood of the city of São Paulo. The kids, whose ages varied from nine to eleven years, spoke freely about the feelings involved in their school s experiences in the initial phase of formal education. The data analysis and discussion were oriented by the ideas of Henri Wallon. The results indicated the presence of favorable and adverse feelings about the school routine, their social interactions with friends and teachers and their relation with the learning process. Positive feelings prevailed when it came to relationships in general, with emphasis on the essential role that peers and teachers occupy in the students lives. Negative feelings were linked mainly to some current practices of elementary school. However, if there are some requirements to be fulfilled at this level of education, others must be reconsidered and revised. Hear the children proved to be crucial for knowing the students' points of view and emotions concerning school
O objetivo deste estudo foi ouvir as crianças e conhecer os sentimentos vividos na escola no ensino fundamental. A coleta de dados foi feita por meio da técnica com grupo focal que, aplicada em oito crianças com idades variando entre nove e onze anos, permitiu-lhes falar livremente sobre os seus sentimentos em relação ao vivido no ensino fundamental. As crianças estudavam o 4º e o 5º ano de uma escola particular, localizada em um bairro da zona sul da cidade de São Paulo. Para a análise e discussão dos resultados seguiu-se a proposta de Henri Wallon, indicando a presença de sentimentos simultaneamente positivos e negativos a respeito da rotina escolar, das relações de amizade e dos vários aprendizados. Sentimentos positivos preponderaram quando se tratava de relações afetivas, particularmente do papel essencial que colegas e professoras ocupam na vida dos alunos. Sentimentos negativos também se fizeram presentes, vinculados, em especial, a algumas práticas atuais do ensino fundamental. Mas, se existem efetivamente exigências necessárias nesse nível de ensino, outras precisam ser repensadas e revistas. Ouvir as crianças mostrou-se crucial para conhecer seu ponto de vista a respeito dos sentimentos que a escola desperta em seus alunos
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Aland, Jenny, and n/a. "Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.
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This thesis focuses specifically on what was taught in schools in South
Australia in the context of art and design education. The period covered by the
study extends from the 1880s, when a Central Educational Authority was
established in South Australia, to the late 1920s, when significant changes to art
and design philosophies and course designs became identifiable.
The nature and content of the art and design courses designed and used in
South Australia is examined against an historical background of influences such as
the South Kensington System of drawing and that devised by Walter Smith for the
Massachusetts educational system in the United States of America.
The significant contribution of Harry Pelling Gill to the teaching of art and
design in schools is closely examined. It is posited that his single influence affected
the teaching of art and design in South Australian schools until well into the
twentieth century.
The process of the study looks in detail at the overall philosophies behind the
teaching of art and design, the methodologies employed and the classroom practice
which pupils and teachers undertook in the pursuit of courses outlined. Issues
such as methods of teacher training, correspondence courses, examinations and
exhibitions are considered as these relate to the central theme of the study.
The study concludes in the late 1920s, with the advent of a revised course of
instruction for public elementary schools, which heralded significant changes in
both the content and methodology of art and design teaching in South Australian
schools.
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Manghan, Philip. "Re-imagining the Catholic secondary school in Wales in the twenty-first century : the voice of the students." Thesis, Bangor University, 2005. https://research.bangor.ac.uk/portal/en/theses/reimagining-the-catholic-secondary-school-in-wales-in-the-twentyfirst-century--the-voice-of-the-students(ceb3a439-dff8-4f43-aae9-3b7306850fc1).html.
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The thesis underpinning this study is that Catholic schools in Wales may need fundamentally to re-imagine their vision and praxis in the light of significant changes to the staff and student populations of Catholic schools during the last decades of the twentieth century. The first patt of the study reflects upon some of those changes. Building on an analysis of the expectations of Catholic schools circumscribed in Vatican and national documents, there is an exploration of some of the social,educational and ecclesiological changes -of recent years. A proposal is suggested that Catholic schools in Wales may need to explore and respond to these changes if they are to fulfil the mandatee stablished for them. Tle second part of the study examines the attitudes and experiences of Catholic school students in Wales regarding their schooling. The premise is that the voices of the students are important and that they can inform the reflections that Catholic school educators must undertake if Catholic e ucationin Wales needs renewal. The analysis of student attitudes and experiences of Catholic schools in Wales is built upon a Likert-style questionnaire c mpleted by students of Year 11 in most of the Catholic secondary schools in Wales.
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Munhoz, Tânia Leão Tagliari. "Sentimentos e emoções, no contexto escolar: um estudo com professores e bons alunos de 8ª série." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/16284.
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Previous issue date: 2007-04-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This research had as an objective identifying and understanding what the feelings and emotions towards some school activities made from some 8th grade good students of Ensino Fundamental, from a private school in Sao Paulo are. The study is justified because this theme refers to a not usually discussed question, being able to bring some contributions to understand the pedagogical relations of these successful activities, focusing on the student that gets good results. The data have been collected from open questions that got some relevant information to their necessities. Categories were created, so that the collected data would be analyzed. All the data were analyzed based on the development theory of Henri Wallon. The results of this research show that the good adolescent student establishes a satisfactory relationship with teachers, friends and school activities; feels the necessity of having the responsibility, and the school as a place for developing relationships. The choice made for a kind of school activity is linked to the emerging necessities of these adolescents, due to their (cultural - environmental) context. The students have a feeling of well-being towards the school
A presente pesquisa teve por objetivo identificar e compreender quais os sentimentos e emoções em relação às atividades escolares de bons alunos da 8ª série do Ensino Fundamental, de uma escola da rede privada da cidade de São Paulo. O estudo se justifica porque este tema aborda uma questão pouco discutida, podendo trazer algumas contribuições para compreender as relações pedagógicas desses sucessos, voltando o foco para o aluno que obtém bons resultados. Os dados foram coletados a partir de questionários abertos que possibilitaram a obtenção de informações relevantes relativas às suas necessidades. Categorias foram levantadas, de modo a permitir a análise dos dados coletados. Os dados foram analisados à luz da teoria de desenvolvimento de Henri Wallon. Os resultados da pesquisa mostram que o bom aluno adolescente estabelece uma relação satisfatória com professores, colegas e atividades escolares; percebe a necessidade de ter responsabilidade e a escola como um espaço de inter-relações. A escolha por determinado tipo de atividade escolar está diretamente relacionada às necessidades emergentes da adolescência, em função de seu contexto sócio-cultural. Há por parte dos alunos, um sentimento de bem estar para com a escola em que estão inseridos
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Guardiano, Nicholas. "Transcendentalist Aesthetics in Emerson, Peirce, and Nineteenth-Century American Landscape Painting." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/914.
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My thesis is that there is an aesthetic dimension of nature that is metaphysically significant, qualitatively pluralistic, and artistically creative, and that this accounts for the sensuous complexity of experience, as well as the possibility of discovering new qualitative features about the world and expressing them in novel forms, as exemplified in art. I call the philosophy that endorses the reality of this dimension Transcendentalist Aesthetics. The term "Transcendentalist" recalls the philosophy of New England Transcendentalism with its core in Ralph Waldo Emerson, and which influenced the philosophical writings of Charles S. Peirce and the art of the nineteenth-century American landscape painters of the Hudson River School and Luminism. The primary overall goal is to present and argue for a Transcendentalist Aesthetics by making use of the philosophy of Emerson and Peirce, together with the writings and landscapes of the painters. More specifically, Emerson's claims about nature and art and the painters' representations of nature provide various poetic observations of nature that provide an empirical starting point concerning the rich aesthetic complexity of the world. This complexity finds a theoretical ground in Peirce's metaphysical cosmology, which presents a rationally coherent account of the greater structures and processes of the universe while possessing important aesthetic consequences for lived experience and art. The landscape paintings also have a role in that they are expressive of the Transcendentalist philosophy itself, serve as case studies for theoretical interpretation, and are concrete evidence that new qualitative features about the world may be discovered and realized in novel artistic ways.
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Young, Nia E. "The literacy and self-esteem of children attending Welsh-Medium and English-Medium schools in Wales." Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/the-literacy-and-selfesteem-of-children-attending-welshmedium-and-englishmedium-schools-in-wales(b02ef4d4-c499-4b62-a78f-a9770a5fdddd).html.
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McCormack-Colbert, Anna. "Perceptions of support for secondary school learners with dyslexia in France and in Wales : case study analyses." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/perceptions-of-support-for-secondary-school-learners-with-dyslexia-in-france-and-in-wales--case-study-analyses(3bc2e177-ef7a-4431-b148-731f259c740c).html.
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The lack of consensus over the origins of dyslexia (Caroll & Snowling, 2004; Elliott & Grigorenko, 2014; Frith, 1999; Grigorenko, 2001; Hulme et al. 2005; Ramus, 2005; Ramus et al. 2013; Simos et al., 2002; Uppstad & Tønnessen, 2007; Ziegler et al. 2008), assessment practices (Backhouse & Morris, 2005; Habib, 2008; Simpson and Everatt, 2005; Smythe et al. 2005) and the impact on learners across languages (Caravolas et al. 2005; Goswami, 2002; Hu et al. 2010; Landerl et al. 2013; Ziegler et al. 2003; Ziegler & Goswami 2005; Ziegler et Montant 2005; Ziegler & Goswami, 2006; Ziegler et al. 2010) has led to different approaches to support being adopted across Europe (Smythe et al. 2005). This study aims at gaining an understanding of learners with dyslexic tendencies’ experiences and perceptions of the Welsh and French support systems. The cross-cultural dimension of the study makes the analysis pivot around some cultural differences which provide new insights. An interpretative approach lent itself to a “simple” multiple case study design. The convergence of multiple sources of evidence and thematic data analysis found existing similarities between learners’ experiences in the two countries: all learners first experienced difficulties associated to their learning difference in primary school and have experienced further difficulties ever since. Most learners are making slow or satisfactory academic progress and are not confident in class situations. Indeed, learners’ behaviour in school suggested that neither French nor Welsh support systems facilitated progress in learning in the mainstream classroom. Another commonality between participants was their perception of a poor working partnership between families and professionals involved in supporting learners. This research project highlights the importance of a learner centred approach and the need for families and professionals to work together. The analysis of existing similarities and differences between learners’ experiences support Bronfenbrenner’s work (1979): while the traits and characteristics of the individual learners are important, the relationships within their immediate family or school environment and the external cultural influences that affect that environment are equally as important. Adopting a well-coordinated approach to supporting children with a learning difference such as dyslexia could help them develop coping strategies which involve building on their own strengths.
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Monteiro, Shirlei Nadaluti. "Concepções de professores sobre crianças de seis anos no ensino fundamental: contribuições de Henri Wallon." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21233.
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This dissertation was developed with the purpose of investigating the conception of six - year - old children based on the performance of teachers who work in the first year of elementary school and how this conception interferes with their pedagogical practices. To give theoretical support, Henri Wallon's theory of development, which fully understands the human being, was used. The research had a qualitative approach requirig interviews carried out with teachers who work in the first year of a elementary school in the municipal of São Paulo ciy, with the intention was identifying in their discourse what they think on the six-year-old child and implement situations and/or work proposals that consider the characteristics of children in this age group. Tables and summaries were prepared to assist in the analysis and discussion of information This research revealed that although teachers know the characteristcs of six-year-old children and the importance of playing for their development, they don’t provide opportunities for this play to happen and understand playing as a tool for learning content rather than as a possibility for integral development of child
Essa dissertação foi desenvolvida com o objetivo de investigar qual a concepção de criança de seis anos embasa a atuação de professores que atuam no 1º ano do ensino fundamental e como tal concepção interfere em suas práticas pedagógicas. Para dar sustentação teórica, foi utilizada a teoria de desenvolvimento de Henri Wallon, que entende o ser humano de forma completa e integrada. A pesquisa teve uma abordagem qualitativa e para a produção de informações foram realizadas entrevistas com professoras que atuam no 1º ano do ensino fundamental em uma unidade escolar da rede municipal da cidade de São Paulo, com o intuito de identificar no discurso das mesmas o que pensam sobre a criança de seis anos e se implementam situações e /ou propostas de trabalho que considerem as características das crianças nessa faixa etária. Quadros e sínteses foram elaborados para auxiliar na análise e discussão das informações produzidas. Essa pesquisa revelou que embora os professores conheçam as características da criança de seis anos e a importância do brincar para o seu desenvolvimento, não propiciam oportunidades para que essa brincadeira aconteça e entendem o brincar apenas como instrumento de aprendizagem de conteúdos e não como possibilidade de desenvolvimento integral da criança
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Bower, Matthew S. "Catastrophe in Permanence: Benjamin's Natural History of Environmental Crisis." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984263/.
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Walter Benjamin warned in 1940 of a certain inconspicuous threat to political thinking, not least of all to materialism, that takes progress as an historical norm. Implicit in this conception is what he describes as an empty continuum of time along which the prevailing tradition chronicles its own mythic development and drains everyday life of genuine historical experience. The myth of progressive history advances insidiously today in consumeristic and technocratic attempts at reconciling cultural imagery with organic nature. In this dissertation, I pursue the contradictions of such images as they crystallize around the natural history of twenty-first century commodity society, where promises of ecological remediation, sustainable urban development, and climate change mitigation have yet to introduce a true crisis of historical experience to the ongoing environmental crisis of capitalism. A more radical way of seeing the cultural representation of nature would, I argue, penetrate its mythic determination by market forces and bear witness to the natural-historical ruins and traces that constitute, in Benjamin's terms, a single "catastrophe" where others perceive historical continuity. I argue that Benjamin's critique of progress is instructive to interpreting those utopian dreams, ablaze in consumer life and technological fantasy, that recent decades of growing environmental concern have channeled into the recovery of an experience of the natural world. His dialectics of nature and alienated history confront the wish-image of organic abundance with the transience of its appropriated expression in the commodity-form. Drawing together this confrontation with a varied literature on collective memory, nature, and the city, I suggest that our poverty of experience is more than simply a technical, economic, or even ecological problem, but rather follows from the commodification of history itself. The goal of this work is to reflect upon the potentiality of communal politics that subsist not in rushing headlong into a progressive future but, as Benjamin urges, in reaching for the emergency brake on the runaway train of progress.
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Tarlazzi, Caterina. "Le deuxième réalisme du XIIe siècle : Gauthier de Mortagne et la théorie de l’indiuiduum." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040094.
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La recherche comporte deux aspects principaux. Premièrement, la thèse analyse une solution réaliste au problème des universaux datant du début du XIIe siècle et que l’on nomme ici ‘théorie de l’indiuiduum’ (= ThI; aussi connue sous les noms de ‘théorie de l’indifférence’, ‘théorie du status’, ‘deuxième théorie de la collectio’ etc.). Selon ThI, l’universel est l’individu lui-même dans l’un de ses status. ThI utilise en outre des éléments abélardiens pour une solution tout à fait opposée à celle d’Abélard. ThI est ici étudiée dans le cadre d’une analyse des solutions réalistes au problème des universaux présentées par cinq sources : la Logica ‘Ingredientibus’ d’Abélard, la Logica ‘Nostrorum’, le ‘De generibus et speciebus’ (qu’on cite à partir d’une transcription directe du ms. Orléans, BM, 266, pp. 154b-163a), le traité ‘Quoniam de generali’ et le commentaire inédit ‘P17’ à l’Isagoge du ms. Paris, BnF, lat. 3237, ff. 123ra–124va et 125ra–130rb. Cette recherche prend en compte non seulement ThI, mais aussi les autres théories réalistes (la théorie de l’essence matérielle, une variante de celle-ci, la théorie de la collectio et une troisième solution réaliste de la ‘Nostrorum’) qui sont décrites avec ThI, ainsi que les 78 arguments contre le réalisme cités par les textes, ici catalogués et analysés en détail. Deuxièmement, la thèse examine la question de l’attribution de ThI à Gauthier de Mortagne, qui fut maître à Reims et à Laon dans les premières décennies du siècle et dont la vie et les œuvres font ici l’objet d’une présentation. L’attribution se fonde sur le témoignage du Metalogicon (II, 17) de Jean de Salisbury qu’il convient de comparer aux données du PolicraticusThis research project has two main objectives. First, its aim is to study a realist solution to the problem of universals from the early 12th century. This is called the indiuiduum-theory (=IndT; previous denominations include: indifference-theory, status-theory, second collectio-theory, etc.). IndT claims the universal to be a thing (res); in fact, it claims the universal to be the individual thing itself in one of its states (status). It makes use of some key notions of Abelard’s philosophy to produce a remarkably non-Abelardian sort of solution. The thesis subjects IndT to scrutiny by taking into consideration five main sources (which either describe IndT in order to criticise it, or in order to support it): Abelard’s Logica ‘Ingredientibus’, Logica ‘Nostrorum’, ‘De generibus et speciebus’ (transcribed directly from ms. Orléans, BM, 266, pp. 154b-163a), ‘Quoniam de generali’ and the Isagoge Commentary ‘P17’ (from ms. Paris, BnF, lat. 3237, ff. 123ra–124va, 125ra–130rb). Not only IndT, but the whole description of realism found in these texts is investigated. This includes an analysis of other realist views (different versions of material essence realism; the collectio-theory; a third realist solution in the Logica ‘Nostrorum’) together with a catalogue and detailed analysis of the 78 arguments presented against such realist views to be found in the five sources. A second aim of this work is to investigate whether IndT can be attributed to Walter of Mortagne, who was a master in Reims and Laon in the first decades of the 12th century. The attribution, which is based on John of Salisbury’s testimony in Metalogicon II, 17, is to be compared with John’s Policraticus
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Phipps, Kathy, and n/a. "Comparative study of teachers in N.S.W. Department of Education support units (South Coast Region) and teachers in N.S.W. Department of Education special schools (South Coast Region) relating to the implementation of curriculum document for students with severe intellectual disability." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061112.124101.
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The following research project was a comparative study of
teachers in Support Units and teachers in Special Schools. They were
teachers currently involved with the implementation of the 1989 NSW
Department of Education Mandatory Curriculum Change for the
education of students with severe intellectual disability.
The purpose of the research was to present a comparative
study on teachers' responses, in both educational settings, examining
their understanding of the curriculum change, the concerns of
individuals and the levels of curriculum usage in relation to the factors
affecting implementation.
The application of the Concerns-Based Adoption Model of
Change (Hall and Loucks, 1987), enabled the study to focus on the
various forms of the innovation, including the innovation configuration,
stages of concern, and the levels of use from the two given
perspectives, teachers in Support Units and teachers in Special
Schools, in relation to the major factors affecting implementation.
The study findings highlighted that in both educational
settings, change is accomplished by individuals and is a highly personal
experience, demanding adequate support by facilitators of the change
through appropriate actions, in order to assist effective and successful
implementation of the change.
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Hegan, Rose. "A comparative analysis of the management of pupil assessment data in schools in the United States and the United Kingdom - Wales." Thesis, University of South Wales, 2006. https://pure.southwales.ac.uk/en/studentthesis/a-comparative-analysis-of-the-management-of-pupil-assessment-data-in-schools-in-the-united-states-and-the-united-kingdom--wales(bffebca3-7fe7-48c1-8a89-f54f68676964).html.
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This thesis has been written as a result of a research study undertaken to investigate the management of pupil assessment data in schools in the US and the UK. There is a good case for arguing that the effective management of knowledge can play a significant role in enhancing the effectiveness of schools as it does in other organisations. Many would argue that pupil assessment data is a key element in ensuring effective pupil learning and in improving pupil learning (Black et al, 2004; DfES, 2002a; Hopkins et al, 1994, 1987; James and Connolly, 2000). I developed an interest in how schools collect and use pupil assessment data during my work as an Assistant Head of a secondary comprehensive school in South Wales. Whilst working closely with educational colleagues in my own and neighbouring schools and Local Education Authorities, I experienced first hand the limited knowledge and understanding of current assessment practice. Through my own observations of the need to develop an understanding of current practice and from an increasing awareness of opportunities for sharing best practice both within the UK and further a field, I decided to undertake an inter-national comparative analysis of the management of pupil assessment data. The decision was influenced in part by opportunity but mainly by the increasingly global nature of educational policy and practice development including assessment policy and practice (Olson, 2004).
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Emery, Carl John. "The New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales as a universal intervention : a critical discourse analysis." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/the-new-labour-discourse-of-social-and-emotional-learning-sel-across-schools-in-england-and-wales-as-a-universal-intervention-a-critical-discourse-analysis(ba24b8e8-b15f-4b25-99a1-ed1abf4aa8df).html.
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This thesis reports on a critical discourse analysis (CDA) of the SEL policy makers’ conversations taking place in England and Wales during the New Labour period. The research sets out to offer a critical explanation of Welsh and English SEL policy thinking and doing and how the SEL policy discourse worked to privilege certain ideas and topics and speakers and exclude others. Thinking with theory and building on the work of Apple (2007) and Ball (2012) I draw on the contemporary tenets of critical theory to examine the (dominant) English and (often subjugated) Welsh discourse(s) to historically locate and contextualise the mainstream SEL literature within the ideological discourse of neoliberalism (Harvey, 2005). This neoliberalism is one which unequivocally drives policy in the direction of markets and propounds a thorough marketization of educational provisions and practices (Lynch, 2006).Drawing on data from a series of eight semi structured interviews with key national level policymakers, alongside documentary analysis, I argue that New Labour in England, particularly in its second term, through a particular policy network and the SEAL programme, adopted SEL as a tool of managerialism designed to shape and govern a self-managing, entrepreneurial, placid subject in the service of the neoliberal economic model. Alternatively I contend that the Welsh assembly adopted SEL as a practical and progressive tool for developing a more equal society and a more egalitarian and democratic modus operandi of social justice (rooted in normative precepts of the collective and of community cohesion). This “Welsh” approach was powerfully intertwined with the devolution programme and notions of the child as a democratic citizen with agency and rights. In both England and Wales this understanding and application of SEL was intimately connected with national identity and notions of nationhood. This work was undertaken using a CDA approach. It employed Fairclough’s Three Dimensional Model (1992) of Critical Discourse Analysis and engaged with the subject and data through the three lenses of text (the written and spoken word), discursive practice (the production, distribution and consumption of the text) and social practice (the wider social, political and economic forces shaping the discourse). By illuminating through CDA the ideologically infused discursive claims to truth and value, which underpinned the rhetoric and substance of the UK (Anglo-centric) Government’s version of SEL in schools and that of the devolved Welsh Government, my findings reveal the broader scale ideas and political-ontological truth claims which drove the development of SEL across England and Wales during the New Labour period; the research therein unveils the implicit but reified notions of childhood and children’s wellbeing which were central to SEL development at both the national and devolved levels; it identifies the unspoken and latent ideological projects which were core to the production of divergent SEL discourses in each of the countries; and finally, it reveals the influence which national tradition, domestic power structures, cross-societal inequities and the subjugation of certain identities have had on the conceptualisation and practical delivery of SEL in England and Wales. The study concludes that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse. In England the result of this was a thin version of SEL co-opted into the service of the neoliberal marketplace. In Wales a similar outcome occurred but only after a very different contextualised and transformative version of SEL was relinquished due to the invasive neoliberal forces attacking Welsh education.
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Cording, James. "A study of educational psychologists' use of consultation and users' views on what a service should deliver." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3294.
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Paper 1 - Consultation is a widely used model of practice amongst Educational Psychology Services (EPS) in the United Kingdom (UK) as evidenced in the amount of research carried out on this practice (Leadbetter, 2006, p. 246). This paper attempts to supplement the limited evidence on how and why consultation is used. This paper provides an account of Educational Psychologists (EPs) perceptions of using consultation in a Welsh Educational Psychology Service (EPS). The study uses a thematic analysis of interviews with EPs and 3 accounts of the practice of consultation are provided as examples of how consultation is used. Data analysis revealed that EPs’ practice is dominated by the influence of Wagner’s model of consultation, which is a result of both university, and service based training and not because they feel it is necessarily the best way of working and were vague about their reasons for using this approach. Evidence emerged to suggest EPs were only aware of one model of consultation, which is the Wagner model. Evidence also emerged to suggest that EPs confused service delivery models with models of consultation and that EPs are unclear about their unique skills and role when using consultation and feel that schools do not understand the work they are trying to achieve when working in this way. EPs also considered that schools want more time with them, but burdensome bureaucracy hinders this. These findings are discussed in more detail at the end of Paper 2 where the overall findings suggest there is a systemic problem in Pantysgawn EPS, where the dominance of the EP role to provide statutory assessments prevents EPs from working in a truly consultative way. The paper ends by discussing the key element of the EP’s role, whether a consistent and rigid adherence to one practice model is practicable or desirable, and the various ways that EP services can monitor outcomes to alleviate some of the bureaucratic processes. Paper 2 - Paper 1 of this study looked at EPs’ perceptions of using consultation. Very few studies have looked at service users experiences in consultation based EP services. Paper 2 therefore looks at schools’ perceptions of the EP service and considers the benefits and barriers to effective service delivery using a thematic analysis of interviews with staff from 5 primary and 3 secondary schools. Findings suggest that schools continue to regard the expertise of the EP as being a provider of individual assessments, but they also revealed an awareness of the wider systemic role that EPs can provide. This traditional view of the role of the EP is discussed in terms of a wider systemic pressure for schools to seek this kind of EP intervention due to the Local Authority’s (LA) focus on statutory assessments. Schools appreciated a greater continuity of EPS staff as this helped them to develop more productive working relationships and they wanted more time with the EP. The findings suggest that the level of bureaucracy and the statutory assessment requirements to gain access to targeted resources were a barrier to working more effectively with schools. The paper ends by integrating these findings with the paper 1 findings and discussing the key element of the EP’s role, whether a consistent and rigid adherence to one practice model is practicable or desirable, and the various ways that EP services can monitor outcomes to alleviate some of the bureaucratic processes.
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Garcia, Yuska Natasha Bezerra Felício. "Uma criança pequena em uma escola de grandes: sentimentos e emoções no ingresso do ensino fundamental de nove anos." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16046.
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Previous issue date: 2012-06-05Conselho Nacional de Desenvolvimento Científico e Tecnológico
This present research had as main problem to investigate the feelings and emotions of the educators in their work with the students of six years old that are into the nine years High School, as well the six years old students feelings and emotions into this period of admission that represents to them a transition between Pre-School and High School, so giving subsidies to the student and teacher s comprehension, so their interaction and the place of affection in teaching-learning process. For having as priority to investigate the affect dimension, the theoretical framework chosen was the Henri Wallon s development theory. This research had a qualitative approach and, for the information production, were first done interviews with two High School s teachers that have been teaching from the past years in old eight years High School first grade period that the students had seven years old followed by a continuous observation of two classes with 45 students at all, witch in the first one were 24 students and in the second one 22 and their teachers with their daily school dynamics. From the observations done, it was created episodes and boards to help analysis and information discussion. The main results founded were: 1) The most of the feelings and student s inducing situations were related to the teacher; 2) the pleasant students feelings referent to the first grade s experience were preponderant, which was the opposite of the unpleasant feelings; 3) the new High School s system adaptation wasn t only for the kids, but for families, teachers and for the educational institutions, as well; 4) the students expectations of reading and writing outperforms all the existing gaps inside High School. It is concluded there is the necessity of adaptation into the school, as a physical place, to receive those children as better they can and minimize the differences in this period of basic education to pre-school transition process, so the necessity of the teachers - no matter what year they teach - to demonstrate affection, comprehension and flexibility with their students, to favor the teaching-learning process and to remain success on the fulfillment of school s functions
A presente pesquisa teve como objetivo central investigar, compreender e analisar os sentimentos e emoções dos educadores no trabalho com crianças de seis anos no Ensino Fundamental de nove anos, bem como os sentimentos e emoções dos educandos de seis anos de idade neste ano de ingresso que representa para eles a transição entre a Educação Infantil e o Ensino Fundamental e assim, dar subsídios à compreensão do aluno e do professor, da interação entre eles e do papel da afetividade no processo ensino-aprendizagem. Por ter prioridade investigar a dimensão afetiva, o referencial teórico escolhido foi da teoria de desenvolvimento de Henri Wallon. A pesquisa teve uma abordagem qualitativa e, para a produção de informações, foram realizadas, inicialmente, entrevistas com duas professoras com exercício da docência no Ensino Fundamental de nove anos que atuaram, em anos anteriores, como docentes na antiga 1ª série do Ensino Fundamental de oito anos em que regularmente os educandos tinham 7 anos de idade seguidas da observação contínua de duas turmas de 45 alunos ao total, sendo 24 alunos em uma e 22 em outra e seus professores em suas dinâmicas escolares cotidianas. A partir das observações realizadas, episódios e quadros foram elaborados para auxiliar na análise e discussão dos dados. Os principais resultados encontrados foram: 1) a maioria dos sentimentos e as situações indutoras dos alunos estão relacionados à professora; 2) os sentimentos dos educandos de tonalidades agradáveis referentes às suas vivências no contexto do 1º ano foram preponderantes, em oposição aos sentimentos de tonalidades desagradáveis; 3) a adaptação ao novo sistema de Ensino Fundamental não é somente das crianças, mas também das famílias, dos professores e das próprias instituições de ensino; 4) o anseio em aprender a ler e a escrever dos alunos supera todos as lacunas existentes na escola de Ensino Fundamental. Conclui-se que há a necessidade de adaptação do meio físico da escola, a fim de receber melhor as crianças de seis anos no Ensino Fundamental minimizando as diferenças no processo de transição entre essa fase da educação básica e a Educação Infantil, assim como, pela também necessidade de todos os professores independentes do ano em que atuem demonstrarem afetividade, compreensão e flexibilidade com seus alunos, no sentido de favorecer o processo de ensino-aprendizagem e o sucesso no cumprimento das funções da escola
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Rodrigues, Cristiane Aparecida Lopes. "O retorno à escola: um estudo com alunos da educação de jovens e adultos." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/16279.
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Previous issue date: 2006-11-10Secretaria da Educação do Estado de São Paulo
The intent of this research was to analyze adult and young student s feelings and emotions on their first day back to school. This research took place in a public school located in São Paulo and analyzed a group of 15 pupils in the 4th grade of Fundamental Education. Questionnaires to the characterization of the pupils, and writing compositions were utilized to gather the data on natural situations in the classroom. This study leans on Henri Wallon s Theory, which reveals remarkable classroom emotions on the first day of school, such as: fear, shyness, shame, happiness, calmness, nervousness, wellbeing, and sadness. This research points out that the students that are returning to school need to find a tender place to make them feel welcome and secure at this important moment in their life
Este estudo procurou analisar os sentimentos e emoções dos alunos da Educação de Jovens e Adultos no seu primeiro dia de aula, ao retornar à escola para reiniciar os estudos. A pesquisa foi desenvolvida em uma escola da rede pública municipal de São Paulo, com um grupo de 15 alunos que freqüentam o 4. termo do Ciclo I. Os dados foram coletados através de questionário de caracterização e redações, em situação natural de sala de aula. A análise dos dados foi realizada à luz da teoria de Henri Wallon e revelou, no primeiro dia de aula, situações marcantes em sala de aula, provocadoras de sentimentos como: medo, timidez, vergonha, alegria, calma, nervosismo, bem-estar e tristeza. A pesquisa aponta a necessidade que tem o aluno de um olhar acolhedor da escola, nesse momento importante de sua trajetória de vida
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John, Angela. "Provision of academic support to children who have a prolonged absence due to a physical condition in mainstream primary schools in Wales and England." Thesis, Bangor University, 2019. https://research.bangor.ac.uk/portal/en/theses/provision-of-academic-support-to-children-who-have-a-prolonged-absence-due-to-a-physical-condition-in-mainstream-primary-schools-in-wales-and-england(02f0af70-3278-4aa3-97dd-e88fd5644408).html.
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Being a child and going to school is taken as a parcel of the same thing by most people but this is not the same for children with physical conditions, who cannot avoid absence from school for significant periods of time rather prolonged or recurrent/intermittent. What matters in this context is not primarily the seriousness of the child's condition but how much and in what way schooling affects his or her ability to fully benefit from the provided opportunities. Participation in school activities promotes children's interaction and collaboration educationally and socially. Their involvement and sense of belonging can be affected considerably owing to a physical condition, not least because of prolonged absence. Staying connected to school contributes to their sense of normality towards daily life routine, increase hope and distract their attention from the invasion of medical treatment (Wilkie & Jones, 2010). Additionally, keeping children connected to school and learning during absence from school is very important to ensure that these children do not prematurely disengage from their expected educational journeys (Hopkins et al., 2014). These children may have many individual requirements but like their healthy peers, they share the desire for equal access to the same educational outcomes, both academically and socially. If their needs are not timely taken care of, the school can become a place of failure, both academically and socially, in no time. Considering mainstream primary schools, my research has studied the opinions of teachers and other educators about the provision available for children who miss more than 50% of school over a 3 months' period due to a physical condition. The research question for this proposal originated from my own experience as a mother of a precious child with a physical condition. The current research has 52 research participants, 45 questionnaire respondents and 7 interviewees, having different roles as educational professionals. Using a mixed methods approach, this research aims to provide a more comprehensive description of the ways in which teachers and educational professionals in Wales and England provide academic continuity to the children in Key Stage 2 (age 7-11) with physical conditions during their prolonged absence. Since similar themes cut across the two sets of data, I have combined the findings from questionnaires and semi-structured interviews that suggest that teachers and other professionals are aware of the impact of physical conditions on children's school life. Also, ii they focus on the main barriers in Wales and England which hinder the appropriate academic continuity of this group of children, including issues such as: muddled understanding of accepting roles and responsibility among professionals, limited awareness and professional training for teachers, compromised quality education at home and in mainstream schools and the absence of clear guidelines on medication, first aid procedures and prolonged absence in schools. The findings also suggest that the four means of supporting academic continuity, considered in this research i.e. using technology, individualized instruction, bed-side teaching in hospital and home tutoring for children's academic continuity are not regularly practiced in the schools in Wales and England. Based on the findings of my research, it is recommended that teachers should be provided regular trainings to support the academic continuity of these children. Further, it is important for every primary school to develop a personalized policy statement for this group of children that is accessible to every staff member and is referred in full when dealing with issues in this area.
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Sugahara, Leila Yuri. "Música na escola: um estudo a partir da psicogenética walloniana." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/16378.
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Previous issue date: 2008-05-30This project had as an objective to study the role of music at school, from the conception teachers and pedagogic coordinators have of music in the total development of the child. As development presupposes learning and the school is the privileged place of this process, being the teacher the mediatory agent and the pedagogic coordinator having as duty teachers formation, it is by teachers and pedagogic coordinators speech that this project intends to discuss the proposed theme. As we understood the teacher s reflection about music in the child s development, in continuous formation programmes, a way to the effectiveness of musical practice at school, we chose to interview teachers who had participated in a continuous formation programme in an urban community in São Paulo country-side. To obtain a broad spectrum of the data collected for the survey, we interviewed: a kinder-garten and nursery school teacher, a multi-disciplinary elementary and junior high school teacher, a Physical Education teacher, an Art teacher, a kindergarten and nursery pedagogic coordinator and an elementary and junior high school coordinator. Henry Wallon s psychogenetics theory guided the data collection and analysis of information. The analysis was carried out from 3 pivotal angles: the constitution of the teacher and the pedagogic coordinator as people, the music in the total development of the child and the music at school. The interviewed people noticed from their daily school practice, that music induces movement, it develops the sense of rhythm, the coordinated motor activity, the memory and it promotes an interaction among people favouring socialization. The continuous music formation courses make it possible for the student to have a better improvement of the musical language potential, in order to improve his development as a complete, entire person in all of his dimensions: affective, cognitive and motor
Este trabalho teve como objetivo estudar o papel da música na escola, a partir da concepção que professoras e coordenadoras pedagógicas têm da música no desenvolvimento integral da criança. Como desenvolvimento pressupõe aprendizagem e a escola é o lócus privilegiado desse processo, sendo o professor o agente mediador e o coordenador pedagógico tendo como atribuição a formação de professores, é pelo discurso de professoras e coordenadoras pedagógicas que este trabalho pretende discutir o tema proposto. Ao entender que a reflexão por parte do professor, sobre a música no desenvolvimento da criança, em programas de formação continuada, pode ser um caminho para a efetivação da prática musical na escola, optou-se por entrevistar educadores que haviam participado de um programa de formação continuada em município do interior paulista. Para se obter uma maior abrangência na coleta dos dados para a pesquisa, foram entrevistadas: 1 professora de educação infantil, 1 professora polivalente de ensino fundamental I, 1 professora de educação física, 1 professora de arte, 1 coordenadora pedagógica de educação infantil e 1 coordenadora de ensino fundamental. A teoria psicogenética de Henri Wallon norteou a coleta e a análise dos dados. A análise foi feita a partir de 3 eixos: a constituição da pessoa do professor e do coordenador pedagógico; a música no desenvolvimento integral da criança e a música na escola. As entrevistadas perceberam a partir de sua prática cotidiana escolar, que a música induz ao movimento, desenvolve o senso rítmico, a coordenação motora, a memória, e promove a interação entre as pessoas, favorecendo a socialização. Os cursos de formação continuada em música possibilitam um melhor aproveitamento do potencial da linguagem musical, para o desenvolvimento da pessoa completa e integrada do aluno em todas as suas dimensões: afetiva, cognitiva e motora
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Gunster, Shane. "Back to Frankfurt rethinking culture as commodity /." 2001. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67912.
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Thesis (Ph. D.)--York University, 2001. Graduate Programme in Political Science.Typescript. Includes bibliographical references (leaves 444-465). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ67912.
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Kelly, Ron, University of Western Sydney, College of Business, and School of Management. "Career management in the NSW Public Service : the experience of secondary school careers advisers." 2009. http://handle.uws.edu.au:8081/1959.7/42087.
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This research sets out to identify (i) the perceptions of careers advisers and other relevant stakeholders about current career management practices provided for secondary school careers advisers by the NSWDET and (ii) the current and future career issues faced by NSWDET careers advisers in view of social political and economic changes in the last decade in so far as they impact upon their careers. In this thesis, career management is conceptualised as a process which involves employees becoming aware of their own interests, values, strengths and weaknesses, obtaining information about job opportunities within their organisation (and by implication, with other potential employers), identifying career goals and creating plans to achieve such goals. As such, the process is not exclusively driven by the employer, but is rather a joint responsibility. However to discover what the career management stakeholders viewed about the career management received by NSWDET secondary careers advisers, it was necessary to focus on what this employer had provided. To establish a set of criteria to discover the types and support for such career management, the schema of career management interventions provided by Arnold’s (1997) see Table 1.1, was used as an investigative tool. The conclusions reached are that there remain unmet challenges for the career management of secondary school careers advisers and indeed to the careers of these practitioners in NSWDET schools. An important outcome of this thesis will be to create a set of recommendations to guide the future course of managing the careers of these secondary school careers advisers.M. Commerce (Hons.)
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Turnbull, Jeffrey John. "The Architecture of Newman College." 2004. http://repository.unimelb.edu.au/10187/4871.
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This study engaged with the architecture of the ‘Initial Structure’ at Newman College, 1915-1918, so as to establish this building’s place in the oeuvre of Walter Burley Griffin (1876-1937). Griffin’s architecture at Newman College was unparalleled in Melbourne yet it has never been the subject of a comprehensive study. Further, a measure for Griffin’s creative method and architectural style has not been developed to date although much scholarship has been devoted to the identification of events and works in Griffin’s career. Furthermore a substantive analysis of the architecture of Walter Burley Griffin was lacking that defined and distinguished his work from that of the so-called ‘Prairie School’, and of Frank Lloyd Wright.Walter Burley Griffin was the conceptual designer of Newman College, while Marion Mahony Griffin (1871-1961), his wife and architectural practice partner was its facilitator. An evaluation of Griffin’s university education, 1895-1899, drew out the compositional concepts of parti, types and architectonics, as his own preferred means of working. Griffin’s mature style in the college design was also indebted to his architectural practice and experiences in Chicago, 1899-1914. An initial assumption in this study was that Griffin was eclectic, as were the American predecessors he admired, Thomas Jefferson and Henry Hobson Richardson, as were Griffin’s contemporaries, Louis Henri Sullivan and Frank Lloyd Wright. Thus the sources of Griffin’s architectural ideas, elements, and methods of composition, have been traced in this study.
American campus designs were surveyed and comparisons made with the other three late 19th Century college buildings at the University of Melbourne to distinguish Griffins’ innovations in college planning, construction and form at Newman College. The description of the commissioning, committee-work and program for the Newman College building revealed the social and political idealism that linked Griffin with his supporters among Melbourne’s Roman Catholic community. Griffin worked with ‘structure’ in mind, both compositional and constructional. Particular partis, typologies and architectonic patterns have been 3 identified in the compositional structures of the college building design. Similarly Griffin’s adaptations of new and exploratory building techniques were investigated.
Griffin’s sources were not only American. He derived inspiration equally from seminal European and Asian precedents, which provided instances of an underlying compositional structure. In the architecture of Newman College the composite plans, mixed construction techniques and materials, and richly layered forms allowed Griffin scope to express ideal college purposes, spiritual universality, and organic wholeness.
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Blom, Nathan. "Multimodal Hermeneutics: Aesthetic Response to Literature in the English Language Arts Classroom." Thesis, 2020. https://doi.org/10.7916/d8-zy81-8d80.
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This narrative inquiry explores the implementation of multimodal, aesthetic responses to literature in my 12th grade English Language Arts classroom during the spring of 2018. Specifically, the study examines a unit of study for the novel The Color Purple, in which student received arts-based instruction from three different guest teaching artists and were asked to create multimodal final projects that expressed their understanding of the novel.
Informed by social semiotic multimodality, the aesthetic theories of Dewey and Rosenblatt, and Bakhtin’s dialogism, this dissertation investigates the ways in which multimodal response to literature serves as a mechanism for making meaning and relevance for students. In light of the dominance of verbocentric modalities of constructing and expressing meaning within institutional schooling, this study explores the possibilities of non-verbocentric modalities and their potential role within the ELA classroom.
Examining my data – field notes, audio recordings, video recordings, student surveys and student artifacts – through the lenses of the creation-reflection semiotic cycle (Dewey), and of modal affordances and modal fixing (Kress), I conclude that multimodal response can provide students with important mechanisms for understanding and engaging with literature. Specifically, I lay forth guiding principles for anchoring multimodal response to literary meaning, and for using multimodal response to invite students into the discourse community of the classroom.