abstract: In 1976 Florynce R. Kennedy, a United States lawyer, activist, speaker, and author famously stated that “anybody with the brains and energy to become a teacher ought to want to become something better.” With these stigmas surrounding the teaching profession, it becomes a wonder that anybody decides to become a teacher, or even more difficult, stay in the profession. The state of Arizona, specifically, has reached landmark attrition rates and dissatisfaction surrounding lack of education funding. The stories of those leaving have been well publicized over the last year, but what about those who choose to stay? This dissertation examines the counter narrative behind the teacher attrition crisis by focusing on the stories of the teachers in the secondary English Language Arts (ELA) classroom who have decided to remain in the profession. Through narrative inquiry, this study examines how teachers narrate their experiences as teachers and how those constructs may have contributed to their retention. This study collected data from four high school English teachers through two in-depth interviews, classroom observations, a self-made teacher journey concept map, and teaching artifacts in the form of a teaching experience “time capsule.” Through this data, the participants’ stories highlighting their journey to teaching, current careers, and insights on retention were re- storied then thematically coded and analyzed. Findings are in essence the stories themselves, but also reveal how these teachers narrate their career, societal impacts, quality of life, as well as what motivating factors inspire them to stay in the classroom and teach. / Dissertation/Thesis / Doctoral Dissertation English 2019

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / M Ed / unrestricted

This thesis provides a literature review on various topics related to the aims of the research project. In the process of sketching the rationale of this study, the language-in-education policy (LiEP) of South Africa is examined. The reasons why this policy is not successful, is discussed. Emanating from this discussion, the low literacy scores amongst young learners in South Africa are described and possible reasons for this occurrence are cited (Howie, Van Staden, Tshele, Dowse, & Zimmerman, 2012). The hypothesis that perceptual and articulation training of the vowels of English would enhance young English second language (Setswana first language-speaking) learners? awareness of English vowels, is posited and defended by referring to previous research (Moats, 2007; Trehearne, 2011; Seeff-Gabriel, 2003). In addition, it is stated that increased knowledge of the vowel system of English will improve English second language (EL2) learners? literacy skills (Moats, 2007). In order to explain and discuss the results of the investigations into the literacy skills of the EL2 learners participating in this study, the notions of literacy acquisition, phonological awareness skills, and language acquisition and language learning are examined. The main aim of this study is to assess the effects of intervention on the auditory perception and articulatory skills of English second language-speaking (EL2) (Setswana L1-speaking) learners in Grade 3, in the production of the monophthongs and diphthongs of the standard variety of South African English, namely White South African English (WSAfE) (Bekker, 2009). The effects are determined by acoustically comparing the vowel spaces of the participants before and after intervention. Therefore, a discussion of acoustic concepts such as the vowel space and the parameters thereof are provided. In addition, the vowels of WSAfE, those of Black South African English (BSAE), and the vowels of Setswana are discussed and compared according to their acoustic features. The results of this quasi-experimental, comparative study indicate that the vowel spaces of the EL1 and EL2 participants differ markedly before intervention, especially when comparing those of the short and long monophthongs of English. After intervention, the vowel spaces of especially the Experimental group are seen to approximate those of the EL1 participants in the Norm group. Interesting findings concerning the central schwa vowels and the diphthongs were made. These indicate that young EL2 (Setswana L1-speaking) learners do not use BSAE, but use a new? variety of English that is closer to WSAfE (Mesthrie, 2008). Pertaining to the measurable sub-aims of this study, the phonological awareness skills and literacy skills of the participants are assessed and compared, before and after intervention. The improvement of the phonological awareness skills and literacy skills of the Experimental group, as well as the changes in the vowel spaces that are noted for this group, prove the hypothesis that intervention in the form of additional input concerning the English vowels will enhance second language learners? perception and articulation. This strengthens the opinion that second language learners need quality teaching of the sound system of the language of learning and teaching. / Thesis (DPhil)--University of Pretoria, 2016. / African Languages / DPhil / Unrestricted

The South African Constitution promotes multilingualism while acknowledging the maintenance of home languages. Meanwhile the language-in-education policy (Department of National Education, 1994) declares that every learner has the right to receive education in the language that he/she understands best where this is practicable. According to programme requirements of the Intermediate Phase (Grades 4 6), two official languages must be selected by a learner of which one should be the home language and the other one used as a first additional language. One of these languages will serve as the language of learning (Department of Basic Education: Programme and Promotion Requirements, 2011) This study outlined the challenges that Grade 4 teachers in the monolingual rural area of Niani face when teaching through English. This case study was designed as a qualitative research underpinned by Krashen's theory of second language acquisition (1982), which underlines the importance of interaction. The literature reviewed showed how teachers developed strategies to cope when a second language is used as the medium of instruction in monolingual societies. The participants of the study include six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors of Niani in Limpopo province. Data were collected via classroom observations and interviews in order to establish the challenges teachers face when they switch from using Tshivenda to English once the learners move to Grade 4 and how these teachers cope. The findings indicate that teachers in rural monolingual communities in Niani find it difficult to meet the curriculum demands in terms of the medium of instruction. Grade 3 learners move to Grade 4 with little English vocabulary and this makes teaching problematic. Teachers spend most of their time translating the lessons into Tshivenda, a strategy which further limits both teachers' and learners' English exposure. Teachers too' were found not to be sufficiently proficient in English. The significance of the study relates to the educational issues of rural schools that are ignored by officialdom, including the fact that teachers are not adequately prepared to teach in English. In addition, learners transitioning to the medium of English are not sufficiently supported. Hence, policies need revision and interventions to address linguistic shortcomings of teachers and learners ought to be designed and implemented if English remains the medium of instruction. / Dissertation (MEd)--University of Pretoria, 2016. / Humanities Education / MEd / Unrestricted

With globalisation and the rise of the knowledge economy, there has been an increase in demand for higher education worldwide, which has resulted in the proliferation of private higher education institutions (PHEIs). Within this context, issues of quality and quality assurance processes, guided by national policies and frameworks, have become increasingly important. In South Africa, programme accreditation is one form of external quality assurance. Literature reveals several gaps in the understanding of the management of quality assurance in the private higher education sector, and the topic of programme accreditation in relation to PHEIs in South Africa has received scant attention. The research question for this study was: How do PHEIs manage quality assurance as they engage in the process of programme accreditation in South Africa? Exploratory, qualitative research methodology was deemed the most appropriate for this study and twelve semi-structured interviews were conducted with quality assurance managers at ten PHEIs in Gauteng. The conceptual framework, adapted from Zaki and Zaki Rashidi (2013), lists eight parameters relevant to the management of quality assurance within PHEIs in South Africa. The findings of this study indicate a general lack of sound governance and management structures at PHEIs, an absence of institutional capacity, and academic leadership that is often deficient. The availability of relevant higher education resources within PHEIs remains a challenge. Concerning external quality assurance, the complexity of quality assurance and higher education legislation and various process-based challenges are some of the most common barriers for South African PHEIs. Recommendations are presented. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Hillsborough County Public Schools embarked on an ambitious goal to improve the highest-need schools by restructuring how the district supports schools and their leaders in July 2018. As part of this effort, the superintendent reduced the span of control and assigned principal coaches to support principals in a more intentional way. The purpose of this study was to explore how a principal coach engages a principal in examining inequities in disciplinary practices and how the principal coach provides the supports to prompt and sustain the principal’s efforts to reduce the disproportionate number of students of color being suspended from school. Zero tolerance policies were enacted to protect students from violence and ensure schools remain safe. Unfortunately, those same policies resulted in a disparate impact that affected students of color more than any other subgroup. The unintended consequences of such actions have led to students of color being suspended at an alarming rate for minor violations of rules, affecting their regular access to a high-quality education and resulting in low proficiency rates in reading and math, high drop-out rates and low graduation rates. While extensive research exists on how this culture can be improved, there is no evidence of a school improving in the absence of talented leadership. Until a leader understands and believes that something should change in their school, no research can support them. This study used an autoethnographic approach, telling the story of the lived experiences of a principal coach during his first ‘rookie’ semester. Data for the study were coaching logs, call logs and a reflective journal. Data were analyzed using thematic analysis. Findings of the study concluded that the principal coach’s use of an inquiry cycle significantly assisted the principal in examining inequities by providing an avenue to thoroughly examine data, determine a clear priority and develop a theory of action to guide the work of the principal for the upcoming school year. To prompt and sustain the principal’s effort, the principal coach supports centered on various types of coaching visits from on-going data chats, to learning walks, to one-on-one coaching and occasional, random phone call coaching sessions. This study has implications for school districts exploring how to support principals and, more specifically, how to support principals who are tackling inequities in their schools. For school districts, it confirms the importance of a reduced span of control for district administrators assigned to coach and support a portfolio of schools. This study emphasizes the importance of job-embedded professional development for principals.

The Thesis focuses on opinions and attitudes of Czech primary and secondary school's headteachers and brings information about their perception of needs in fields of administrative and pedagogic matters. For this purpose, it was carried out a survey among 1 908 respondents. Theoretical part of Thesis finds content of the concept "pedagogical management" on the normative basis which assumes that headteacher is - firs of all - pedagogical leader. In accordance with the theoretical basis, the survey findings and practical knowledge there are headteacher support scenarios in the last part of the Thesis. The scenarios provide inspiration for the considered district support body competence and call for solutions outreach the educational policy framework.

The main thesis of this study is that access to education, important as it is in terms of the Millennium Development Goals (MDGs), is not enough. Education that is not of an acceptable quality may not serve the purpose or the intent of the MDGs, nor of the Education for All movement. The study aims to examine the Namibian education policies related to education equity and quality for nomadic pastoralist people living in the Kunene region where socio-economic and cultural factors mitigate the provision of education. The study takes a broad view in an effort to explore the phenomenon of education provision to nomadic people and its actual outcomes beyond the classroom perspective and beyond the limits of its expected results. The data were collected over a period of five weeks. In this regard, a qualitative research design with critically quasi-ethnographic elements using semi-structured interviews to gather data from participants was used. Purposive sampling was used to select mobile school units, educators, nomadic leaders and community members. Data were collected through document analysis, audio-taped interviews and transcribed for inductive analysis. The intent of this case study is to illuminate attempts, through various education policies and strategies used by the Namibian government, to address equity and quality in education to marginalised and nomadic pastoralist groups, and reflect the insufficiency of such efforts that are not compatible with the intended groups’ culture and lifestyle. In this study horizontal, vertical equity and equal opportunity were used as lenses in analysing the degree to which equity has been achieved in Namibia. It became evident that the policies developed in Namibia support the notion of horizontal equity, but do not differentiate on the distribution of resources to equalise and standardise the provisioning despite unequal social circumstances. It is argued that if equity and quality in education aimed at nomadic and pastoralist groups are to be achieved, policymakers have to be prepared to be more flexible in the kind of practices and organisational structures which they develop in order to provide education, especially for these marginalised groups. Mere expansion of formal education provision, based on a model of what works in urban situations, is not enough to ensure equity and quality education reaches all primary school age children, especially nomadic and pastoralist children. Added to this, education aimed at nomads and pastoralists should be flexible, multi-facetted and focused to target specific structural problems such as social and economic marginalisation, lack of political representation, and interacting successfully with the new challenges raised by globalisation. The research findings contribute to the debate and discussion concerning equity and quality in education aimed at nomadic and pastoralists in the larger context of education systems in developing nations with circumstances similar to those in Namibia. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

[pt] A expansão da requisição de assistentes sociais para a Política de Educação nas últimas décadas vem exigindo o repensar da ação profissional nesse campo. Cresce a demanda deste profissional na referida política para a realização de trabalhos de assessoria, consultoria, para o planejamento e acompanhamento de programas e projetos em nível de gestão ou nas unidades escolares, além de ações voltadas para outros trabalhadores. Diante disso, a proposta deste estudo foi analisar o trabalho realizado por assistentes sociais lotadas no nível central do Núcleo Interdisciplinar de Apoio às Unidades Escolares (NIAP), na Secretaria Municipal de Educação (SME/RJ) direcionado aos demais trabalhadores desta política, no intuito de perceber, segundo a visão dessas assistentes sociais, se há uma dimensão pedagógica em seu exercício profissional e como ela se constitui. Para tanto, foi realizada uma pesquisa bibliográfica sobre o debate acadêmico em torno do Serviço Social na Educação. Como fonte documental, foram utilizadas as produções sobre o planejamento e organização da SME/RJ e do NIAP, em especial o plano de ação da área. Além da realização de entrevistas com assistentes sociais lotadas no nível central deste Núcleo. No decorrer do estudo percebeu-se que, as extensões da atuação da categoria direcionada para este público perpassam principalmente a inserção e o estímulo à participação em espaços de reflexão e diálogo. No que se refere à dimensão pedagógica, a pesquisa revela que essas profissionais identificam impactos de sua intervenção nas maneiras de pensar e agir dos demais trabalhadores da política, visto que, no decorrer dos projetos, são capazes de contribuir para a conscientização e mobilização dos diferentes sujeitos presentes na comunidade escolar, incluindo os demais trabalhadores desta política. / [en] The expansion of the requisition of social workers for Education Policy in the last decades has required the rethinking of professional action in this field. The demand of this professional in this policy is growing for the accomplishment of advisory, consulting, for the planning and monitoring of programs and projects at the management level or at the school units, besides actions directed at other workers. Therefore, the purpose of this study was to analyze the work carried out by social workers at the central level of the Interdisciplinary Center for Support to School Units (NIAP), at the Municipal Department of Education (SME / RJ) To perceive, according to the vision of these social workers, if there is a pedagogical dimension in their professional exercise and how it is constituted. For that, a bibliographical research on the academic debate about Social Work in Education was carried out. As a documentary source, the productions on the planning and organization of SME / RJ and NIAP were used, especially the area action plan. In addition to conducting interviews with social workers crowded at the central level of this Nucleus. In the course of the study it was noticed that the extensions of the performance of the category directed to this public mainly pass the insertion and the stimulus to the participation in spaces of reflection and dialogue. Regarding the pedagogical dimension, the research reveals that these professionals identify the impacts of their intervention in the ways of thinking and acting of the other workers of the policy, since, in the course of the projects, they are able to contribute to the awareness and mobilization of the different Subjects in the school community, including the other workers in this policy.

In the last decades, the EU’s policy on education has become increasingly geared towards serving the economy. While some have been quick to label these changes as neoliberal, this is not such an obvious analysis considering that European education systems are still well-known for their welfare governance. This research attempts to clarify the relation between the EU educational policy and neoliberalism. Inspired by post-foundational discourse theory, we conducted a discourse analysis of three key European Union educational policy documents. Extending on a frame of 20 years, our analysis identifies an incremental neoliberalization of the policy as well as a number of conclusive similarities with neoliberal rationality. We contribute in showing how the economic dimension of the EU educational policy has not so much replaced the other objectives than it has incorporated them. We also show how contemporary educational policy continues the dynamic of neoliberalization, hinting a further dismantlement of the welfare states system in Europe. Our study stands to reinforce the conceptual link between European education and neoliberalism and as such contributes to the understudied ideational perspectives on the topic, complementing some shortcomings left by the mainstream theories, like neo-functionalism and liberal intergovernmentalism.