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Reading Between the Lines and Against the Grain: English Language Arts and Social Reproduction in AlbertaVermeer, Leslie A. Unknown Date
No description available.
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Kultur och utbildning : – en tolkning av två grundskolors mångkulturella kontexterNilsson, Henrik January 2015 (has links)
This dissertation deals with the sort of culture that forms the organization of education and its contents of two multicultural nine-year compulsory schools. The analysis is based on ethnographic work on the municipal school Tallskolan and the free independent Muslim school Jibrilskolan. To illustrate the sorts of social integration offered by Tallskolan and Jibrilskolan and explain whence they came, I have used Alexander’s (2006) conception of incorporation and civilsphere. In relation to the concepts, landscapes of meaning and systems of meaning (Reed, 2011) I ask what they can tell us about the expectations which members of society direct towards themselves, and in particular pupils with an immigrant background and the multicultural schools which they expect to help them into society.The result shows that the prioritizing of Tallskolan's school heads and the municipality changes at the same rate as that of the social geography of the residential district. School politics have tried in different ways to desegregatethe pupils through closing down the intermediate school stage and offeringschool attendance at other schools, but have failed due to parental protest.Overall changes that have been realised during the latter period is a drive to give further educational training to teachers of Swedish as a second language. When looked at through the theoretic concepts of the dissertation these priorities mirror an adaptation to society's main cultural practice. The result for Jibrilskolan shows that the school prioritizes the development of the pupils' Muslim identity and their self-confidence. The school consists of teachers with both Swedish and Muslim backgrounds. The actual teaching activates different opinions as to the degree that religion influences the teaching. Divergent opinions are overruled, however, as teachers with a Swedish background see that Islam can also be used as a resource. The Muslim teachers help the teachers with a Swedish background to explain and convince the Muslim parents to let their children participate in activities which they otherwise would probably not have done. Based on the theoretic concepts of the dissertation the prioritizing mirrors a great variety of different perspectives on knowledge, values and norms.
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Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey UniversityHaworth, Penelope January 2004 (has links)
This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.
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School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New ZealandHawk, Kay January 2008 (has links)
The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the process of data collection and theory development. Three schools, labeled by agencies and the media as being in serious decline or “failing”, were selected for the study. Adults who were in significant roles in the schools during the decline periods were interviewed about their experiences. As part of the data analysis and interpretation a set of propositions was drafted and was sent to these interviewees and to fourteen educational advisors who work with schools at risk and in decline. The advisors’ feedback on the propositions, analysis of school related documents, Education Review Office reports and Ministry of Education file documents provided rich additional data. The factors associated with the lead up to school decline, and the process of decline, are multilayered, contextual and complex. Each study school’s experience of decline involved a unique combination and order of occurrence of common factors and influences. Many of the issues that predispose schools towards decline are associated with, and are exacerbated by, unethical or unprofessional attitudes or behaviour by individuals, and unprofessional practices within the schools and between neighbouring schools. Once decline begins it escalates and is difficult to stop. This thesis contributes towards the development of a theory of school decline by identifying potential predictors of school decline and by describing how decline begins and escalates. It also identifies factors that are associated with interventions being insufficient or ineffective. The theory of school decline provides insights for school leaders and educational agencies that may assist in the prediction and prevention of school decline in the future.
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Funding Australian Catholic schools in new times: Policy contexts, policy participants and theoretical perspectivesFurtado, M. Unknown Date (has links)
No description available.
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The challenge for tomorrow's schools: learning to be responsiveTimperley, Helen January 1994 (has links)
Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.
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The challenge for tomorrow's schools: learning to be responsiveTimperley, Helen January 1994 (has links)
Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.
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Governing preschool : producing and managing preschool education in Queensland government schoolsAilwood, Joanne Unknown Date (has links)
No description available.
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Governing preschool : producing and managing preschool education in Queensland government schoolsAilwood, Joanne Unknown Date (has links)
No description available.
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Governing preschool : producing and managing preschool education in Queensland government schoolsAilwood, Joanne Unknown Date (has links)
No description available.
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