Ikimokyklinio ugdymo įstaiga – institucija, kuri daro įtaką socialinei ir emocinei vaiko raidai, kur tėvų auklėjamąsias pareigas pratęsia kvalifikuoti ikimokyklinio ugdymo pedagogai. Ikimokyklinės institucijos yra atsakingos už vaiko socializaciją, kokybišką priežiūrą ir ugdymą, tačiau tėvai ir pedagogai ne visada atsižvelgia į vaiko gebėjimus, poreikius, nes tam pritrūksta laiko ir neretai žinių. Auklėtojai nesimoko tokių programų, kurios suteiktų tam tikrų gebėjimų tinkamam socialiniam ugdymui. Socialinis pedagogas - tai kompetentingas asmuo, kuris gali dirbti ikimokyklinėse institucijose bei sudaryti sąlygas vaiko socializacijai, ankstyvajai prevencijai bei socialinei pedagoginei reabilitacijai. / Pre-school education institution – an institution, which affects social and emotional development of the child, where educational responsibilities of parents are extended by qualified pre-school educators. Pre-school institutions are responsible for child's socialization, quality of care and education, but parents and educators do not always take into account child's abilities and needs, because of lack of time and knowledge. Educators do not learn from socialization programs, which could give them proper social skills development. Social educator - a competent person, who can work in pre-school education institutions and facilitate child's socialization, allow early prevention and social pedagogical rehabilitation.

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Text in Afrikaans / Die gesin word as die kemeenheid in die samelewing beskou en speel 'n belangrike rol in die opvoeding, versorging en sosialisering van die kind, asook in die instandhouding van die samelewing. In vele opsigte vertoon die eietydse gesinslewe tekens van disorganisasie, soos in die hoe egskeidingsyfer, gesinsverbrokkeling, gesinsmoord, hoe voorkoms van buite-egtelike verhoudinge en saamwonery weerspieel word, en bestaan daar tereg kommer oor die funksionering van en opvoedingsbegeleiding in die gesin. Eietydse samelewingsverskynsels oefen 'n wesenlike en belemmerende invloed op die opvoeding van die kind en jeugdige in die gesin uit en dra by tot die toenemende kwesbaarheid van die eietydse kemgesin. Vanwee die eise waaraan hedendaagse gesinsopvoeding onderwerp word, is dit nodig dat die erosie in die gesinslewe teegewerk moet word. Hierdie studie poog om die verband tussen gesinsopvoeding en eietydse samelewingsverskynsels so te interpreteer dat riglyne vir die instandhouding van 'n toereikende gesinslewe geformuleer kan word. / The family is regarded as the basic unit of society and it plays an important role in the education, care and socialisation of the child, and in the maintenance of society. In many instances, contemporary family life shows signs of disorganisation, such as the high divorce rate, family disintegration, family murders, high incidence of extramarital relationships and cohabitation, and arouse concern about the functioning of and educational guidance within family life. Modem-day societal phenomena have a detrimental effect on the education of the child and youth in the family and contribute to the vulnerability of the contemporary nuclear family. Given the stringent demands which face today's family education, it has become necessary to counteract the erosion of family life. This study attempts to determine the relation between family education and modern-day societal phenomena to such an extent that guidelines for the preservation of adequate family life can be formulated. / Educational Studies / M. Ed. (Sosio-Opvoedkunde)

M.Ed. / The transformasieproses in Suid-Afrika met die instelling van Uitkomsgebaseerde Onderwys, asook die implementering van die Nasionale Assesseringsbeleid tesame met snelle ontwikkeling in die onderrig en leer van wiskunde, het ‘n veranderde siening van die skoolhoof se rol, funksie en verantwoordelikhede teweeg gebring. Een omvattende verandering vir die skoolhoof is om te verseker dat ‘n skool gehalte onderrig en leer voorsien en in stand hou. Die tranformasie in die onderwys het daartoe aanleiding gegee dat die navorser ondersoek ingestel het na die persepsies van skoolhoofde ten opsigte van die assessering van leerderprestasie in wiskunde binne die Uitkomsgebaseerde Onderwysparadigma. Hierdie navorsig gee die verskillende persepsies wat laerskoolhoofde oor die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. ‘n Kwantitatiewe navorsingsmetode is gebruik om skoolhoofde se persepsies oor die assessering van leerderprestasie in wiskunde te identifiseer. Tesame hiermee het ‘n literatuuroorsig die raamwerk vir die ondersoek voorsien. Die doel van die navorsing was om die persepsies onderliggend aan skoolhoofde se bestuur van assesseringshandelinge te identifiseer. ‘n Gestruktureerde vraelys is as navorsingsinstrument gebruik. Die sleutelbevindings van hierdie navorsing was dat laerskoolhoofde uiteenlopende persepsies van die aard van wiskunde en die assessering van leerderprestasie in wiskunde het. Hulle persepsies van die aard van wiskunde spruit uit die manier waarop hulleself in wiskunde onderrig is, die manier waarop hulle geassesseer is, en hulle oortuigings en houdings oor wiskunde en assessering. Die volgende sleutelaspekte het uit hulle persepsies van die assessering van leerderprestasie in wiskunde en hulle rol om te verseker dat gehalte onderwys voorsien word, na vore gekom: • ‘n Gebrek aan begrip vir die aard van wiskundige kennis. • ‘n Gebrek aan begrip van die essensie van uitkomsgebaseerde assessering. • Beperkte kennis en begrip van hedendaagse sienings oor die onderrig en leer van wiskunde. Ten slotte is dit duidelik dat deur opleiding en ontwikkelingsprogramme en sterk ondersteuningstrukture, skoolhoofde ondersteun kan word om die assessering van leerderprestasie doeltreffend te bestuur en die voorsiening van gehalte onderrig en leer in wiskunde te verseker. / Mr. D.R. Mestry

This case study of four multi-campus colleges in New South Wales combines both qualitative and quantitative research instruments in a multiple-case study methodology to investigate the reasons why the DET restructured 34 of its comprehensive high schools into 11 multi-campus colleges and to study the interplay of the structural and cultural dynamics in those colleges. The study is situated in the literature on organisational behaviour whose perspective recognises the close interconnectedness between structure and culture but emphasises reculturing as the essence of effective organisational dynamism. In particular, special attention is given to Pace’s (2002) dynamics model which was redesigned into the Dynamics Paradigm that underpins the data analysis in this thesis. Using 16 structural-cultural dynamics criteria, themes and patterns were identified in the data and through iterative, inductive analysis, they were categorised into the different elements of the Dynamics Paradigm for analysis. Contextual contingency, curriculum, opportunity, economic rationalisation, politics and policies of the DET, plus demonstration effects from other Australian States and Territories were the reasons for the restructuring of the comprehensive high schools. The study identifies 12 areas for further research, recommends 32 policy options which could lead to improved outcomes for students and teachers in multi-campus colleges, and proposes 11 potential applications of this thesis. / Doctor of Philosophy (PhD)

Violence and bullying in schools have become major issues of concern to teachers, students and parents in the new millennium. As evidence mounts of the destructive, pervasive and sometimes lethal impact of these phenomena within the education milieu, it has become apparent that an approach which compromises a pragmatic intervention informed by innovative theoretical perspectives is urgently required. The body of work presented in this portfolio attempts to address this need by presenting a comprehensive model for intervention in violence and bullying in schools. Based upon the findings of a survey of four Sydney metropolitan schools, and drawing upon extant theory and research, a number of important theoretical perspectives were identified. The proposal that violence may be resolved through education is explored and perceptions about contemporary influences, including the impact of exposure to media violence, are challenged. The conceptualisation of peer abuse as a legislated child protection issue is initiated and discussed. The necessity for the development of resiliency as an individual attribute for victims is examined and the function of peers as formal advocates for victims is proposed. In summary, this portfolio presents a body of scholarly, professional work focused on addressing the issues of violence and bullying in schools through new perspectives and a comprehensive model for intervention that can readily be implemented by educators / Doctor of Education (Ed. D.)

The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groups / Doctor of Philosophy (PhD)

Little research is currently available on child care arrangements involving grandparents, at a time of significant change within the child care sector. This study explored the experiences of grandparents providing regular care of their grandchildren prior to school entry. It used narrative inquiry, a qualitative research methodology to investigate the nature of their care experiences from the perspective of grandparent carers. Narrative tests were gathered through semi-structured interviews with 17 grandparents from a range of socio-economic and cultural backgrounds across Sydney and in south-west NSW, Australia. The active engagement of grandparents in the preparation of interpretive tests enabled significant depth of meaning to be discovered within grandparents' stories. The study revealed the grandparents held contrasting views in relation to their care experience. They gained significant meaning from building strong bonds with grandchildren, while also experiencing loss of autonomy, physical tiredness, and in some cases, family tension. The study found grandparent careers were not a homogenous group and identified four carer clusters grouped around grandparents' perspectives on family contribution, care obligations and personal independence. The study points to the importance of grandparents having choice in care decisions and the need to establish arrangements with adult children that are true care partnerships. / Doctor of Philosphy (PhD)

This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested. / Doctor of Philosophy (PhD)

This portfolio presents a research continuum spanning the period of the author’s Ed.D. candidature (1998–2004) addressing the questions, What capabilities contribute to effective school leadership; Why do so few women become school principals and what strategies can be employed that will redress the current gender imbalance among school leaders? Findings are drawn from four research projects : Women as educational leaders; Leading change in NSW government secondary schools; The role of middle management in secondary schools and leadership capability – principals in NSW government schools. These findings suggest that structured opportunities for professional learning within different educational contexts need to be readily available, supported and accessible. The relative lack of disparity between the leadership practice of ‘effective’ female and male principals demonstrated in this research portfolio suggests a gender inclusive framework to be a viable way forward / Doctor of Education (Ed. D.)