Thesis (Ph. D.)--Johns Hopkins University, 2005. / Vita. Includes bibliographical references (leaves 248-255).

Thesis (Ph. D.)--Catholic University, 1946. / "Constitutional provisions and state laws affecting private elementary and secondary schools in force in 1945": p. 241-341. Includes bibliographical references (225-240).

Thesis (Ph. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 16, 2006. Dissertation Committee: John R. McCarthy (chair), Larry Kennedy, David Tucker, Lemuel Watson. Includes bibliographical references (leaves 104-109) and abstract. Also available in print.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 237-244).

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

In order to compete in the 21st century, it is vital for policymakers and school leaders to create technology-based classrooms for teaching and learning. Teachers are of significant importance in implementing information and communication technology (ICT) in schools. The purpose of this study was to explore Grade 5 mathematics teachers’ experiences of using ICT in teaching and learning. Furthermore, this study explored how the available resources are used, as well as the challenges that teachers experience to implement ICT tools in their lessons. This study determined how teachers perceive the use of ICT in teaching and learning. Also, the researcher addressed the professional development, technical training, as well as support the teachers received at their respective schools. The primary research question for this study is: “How do Grade 5 mathematics teachers from well-resourced schools experience the use of ICT within their classrooms?” The qualitative approach was used, and a descriptive case study research design was selected to answer the research question. The technology acceptance model (TAM) was used as a basis to determine the themes of the study. The data collection strategies were questionnaires and semi-structured interviews to determine teachers’ experiences of using ICT in the mathematics classroom. Purposive and convenience sampling were used to select the participants for this study. The participants comprised six mathematics teachers from three well-resourced and independent schools located in Tshwane, South Africa. An overall conclusion is that this study reveals mixed feelings of both optimism and reluctance when using ICT in mathematics. The results prove differences in teachers’ perceived experiences of ICT in mathematics teaching and learning. The individual schools as well as the teachers received different levels of training, professional development and support from the institution, and also face external and internal barriers when integrating ICT into the classroom. However, despite these barriers, it is still clear that ICT is the future of learning. It is always important to understand that the responses of the participants represent their own perceptions. / Dissertation (MEd)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted

Includes bibliographies. / This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.

Agricultural literacy has been a topic of concern as most of the population have little to no understanding of agriculture, and the impact it has on society. Agricultural literacy can be defined as “having knowledge and understanding of agriculturally related scientific and technologically based concepts and processes required for personal decision making” (Meischen & Trexler, 2003, p.44). Numerous studies have been conducted to determine the significance of agricultural literacy beginning with elementary aged children and continuing through high school. The majority of studies conducted focus on public school students and teachers. This has led to a gap in the knowledge of students’ agricultural literacy in private schools. There are few studies that indicate if agriculture is being taught in private schools, subsequently there is little known about private school teachers’ willingness to incorporate agriculture into their classrooms. To improve agricultural literacy, it is necessary to place an emphasis on agricultural education.

While a significant body of literature exists on the career development of public school administrators, there is little research currently available on their counterparts in independent schools. In order to establish a base of empirical information on these independent school headmasters, this research sought answers to the following general questions: (1) What are their backgrounds?, (2) What career paths have they followed?, and (3) What relationships exist with regard to their mobility, their backgrounds, and types of schools they currently lead? The schools were categorized into three types: Day schools ending at grade 12, day schools ending at other grades, and boarding schools. In order to secure information relating to these research questions, a mail survey of all independent school headmasters belonging to the National Association of Independent Schools was conducted during the Fall of 1981. Questionnaires were distributed to the headmasters of the 780 member schools and a return rate of 76.3 percent was achieved. Three separate statistical analyses were conducted. Chi-square and analysis of variance were employed to determine whether differences in background variables existed when headmasters were categorized by type of school. Goodman's Linear Log Effect Parameters were used to establish the career paths. From the data examined, profiles of the independent school heads, categorized by school type, were developed. A significant relationship was found to exist between some headmaster background variables and the type of school led. In addition, distinctly different career paths were identified for the three categories of independent school headmasters. Mobility was found to have a significant relationship to some headmaster background variables, but no significant relationship was found regarding mobility and the type of school led. It is believed that the focus and results of this study will make a significant contribution to the aspiring independent school headmaster, to the selection committees screening applicants for the headmastership, and to the consultants who advise both the candidates and the schools. / Ed. D.

published_or_final_version / Education / Master / Master of Education