D.Ed. / At present parents, learners and staff from various cultures, faiths, interests, language needs, learning and cognitive style needs have admission to the same schools. Apart from this, the manner in which a Christian principal manages the school and his management behaviour are to a large extent determined by his belief framework. This, however, presupposes that the Christian principal should be knowledgeable about the various cultural groups in order to display a positive attitude towards these groups. At the same time it is true that each child, regardless of race, colour, faith, culture, sex, age, belief and ethnic origin can be admitted to any school of his/her choice (Botha, 1990 : 41; Bouwer, 1995 : 48; Bray, 1998 : 18). The Christian principal should seriously consider the mission, code of conduct and ethos of his school for all learners to feel welcome. Living by one's beliefs has become a sensitive matter and should be approached with care within a new education system. Perhaps a principal should adapt his management strategy with a diversity of language, faith and culture in public schools in order not to give offense to people who are different-minded. This, however, does not imply that the Christian principal should remain silent about his faith, for he should rather act with wisdom and insight in order to proclaim the gospel of Jesus Christ (compare Romans 1 : 16). This is just one of the many problems confronting a Christian principal in public schools which gave rise to the motivation for this research. In an effort to overcome the above problems, the following aims were formulated for this study as an inquiry into ; the degree to which the management skills of the Christian principal are influenced by Scriptural principles (traditional management values); the attitude required to realise in practice the understanding of the will of God in order to display the personality traits which are given to the reborn Christian by the Spirit of God and which are related to traditional management values; specific personality traits required from a Christian principal in accordance with the will of God in order to manage effectively; and educators' experience and opinions of specific management values (moral values) in educational management, in order to determine whether principals whose management approach rests on Scriptural principles can indeed manage effectively in public schools.

M.Ed. (Educational Leadership and Management) / In post-apartheid South Africa, socio-economic and socio-political challenges coupled with serious lack of adequate physical resources in historically disadvantaged public schools are barriers to effective curriculum delivery and the provision of co-curricular activities. The National Norms and Standards for School Funding policy has been designed to address equity and social justice by providing substantial funding to public schools ranked as quintile 1 and 2. The State funding has been earmarked for, amongst others, the purchase of learning and teaching support materials and other phyiscal assets for educational purposes. This study determines the perceptions and experiences of teachers and school managers on the management of physical resources. Governing bodies have been empowered and are held accountable to manage physical assets at public schools. In the case of fee paying schools, the State provides limited funding and consequently, governing bodies are expected to raise funds in order to supplement the State’s funds so that additional physical resources that further the ends of effective education in every public school, may be procured. The management of physical resources is found to be ineffective and inefficient in many schools, paricularly historically disadvantaged schools. This study was framed using the quantitative research method. A structured questionnaire was distributed to a randomly stratified sample consisting mainly of post level one educators and members of the school management teams. This research was conducted at 30 public schools in the Gauteng East district. The questionnaire consisted of three sections: Section A required the respondents’ biograhical details; Section B comprised of 30 items on the management of physcial resources at public schools and Section C contained 11 items indicating the processes concerned with physical resources management. The analytical procedures applied in the empirical investigation revealed that physical resource management consists of three factors, namely, effective management of phyical resources; effective procurement of physical resources; and the provisioning of physical resources by the Provincial Education vi Department. The findings revealed that the educators agree that the governing body effectively manage and effectively procure resources for the school. There was only partial agreement that the Provincial Education Department provides physical resources adequately. It was found that governing bodies and school management teams need to be provided with continual training by the Provincial Education Department. Furthermore, it appears that whilst structures and processes are established to manage physical resources, there is need to constantly appraise and review their functionality.

This study focused on the identification of career paths that led to the Texas public school superintendency, including an examination of career path differences associated with gender, ethnicity, and district type, and on the identification of the career path positions superintendents perceived as being the most beneficial in preparing them for the superintendency. Additionally, the study examined place-bound versus career-bound superintendents. The most common career path to the Texas public school superintendency was secondary teacher, secondary principal, and superintendent. Female administrators and administrators who worked in large districts were more likely to take the director route to the superintendency. Additionally, most major urban superintendents took the director route to the superintendency. Ethnicity was not a significant factor in determining the career path to the superintendency. A significant correlation did exist between educational attainment and the secondary teacher, secondary assistant principal, secondary principal, assistant superintendent, superintendent career path. A higher representation of superintendent respondents who held earned doctorates existed in that career path than in any of the other career path groups. While educational attainment was important in higher paying districts, most Texas superintendents did not hold doctorates. Few held doctorates from the most prestigious, nationally recognized universities.

The purpose of the present study is to investigate the factors affecting the sale of the plate lunch in six of the one hundred twenty-nine Dallas Public School lunchrooms, two each of predominantly Mexican, white and Negro enrollment, when the time is extended to include the entire school year of one hundred eighty school days.

The problem of this study is to determine what constitutes adequate and desirable physical facilities for industrial arts laboratories in public schools.

The purpose of this study was to determine the availability of qualified industrial arts teachers in the twenty-four North Texas area school districts surveyed; and to ascertain the effects of industrial arts teacher availability upon the status of the industrial arts programs in the school districts surveyed.

Orientador: Sérgio Antônio da Silva Leite / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T21:56:17Z (GMT). No. of bitstreams: 1 Lima_CinthiaVieiraBrum_M.pdf: 3165018 bytes, checksum: b2fae90581cef5aca5640a181a127ae9 (MD5) Previous issue date: 2014 / Resumo: Este estudo investiga as representações sociais de escola em produções de alunos do Ensino Fundamental de uma escola pública municipal em Campinas, SP. Está ancorado na Teoria das Representações Sociais (TRS), do franco-romeno Serge Moscovici, que parte dos estudos sobre Representações Coletivas de Durkheim para elaborar o conceito de representações sociais. Moscovici elege a TRS como o cerne da Psicologia Social. Está relacionada ao conhecimento do/elaborado pelo senso comum, com a finalidade de comunicação e orientação de comportamentos. Sendo a escola uma das instituições marcantes na vida do sujeito social, investigar as representações ali formadas sobre a própria instituição torna-se relevante. Inúmeros são os trabalhos que abordam as representações sociais sobre a escola ou elementos do universo escolar, formadas por educadores, no exercício da profissão, ou por estudantes universitários. Porém, os trabalhos que versam sobre as ideias, concepções, discursos e representações das crianças, "usuárias" diretas desta instituição aqui problematizada, são em menor quantidade, conforme se constata na literatura; neste cenário, dar voz aos alunos torna-se relevante. Foram então analisadas produções "livres" e direcionadas de alunos do 5º ano do Ensino Fundamental. A análise foi baseada nos pressupostos da pesquisa de cunho qualitativo, nos quais a análise é o processo de busca e de organização sistemática dos dados coletados, com o objetivo de aumentar a compreensão desses materiais e permitir apresentar aos outros o que foi encontrado. Assim, a partir da leitura cuidadosa das produções das crianças, foi feita a seleção daquelas que possuem conteúdos que contribuem para este estudo. Em seguida, buscou-se identificar possíveis núcleos e subnúcleos de significação referentes às representações sociais que os alunos têm de escola, os quais foram posteriormente discutidos à luz da base teórica assumida. Esperou-se, com este estudo, identificar e analisar as representações que os alunos têm de escola e, a partir daí, inferir as possíveis relações que essas representações têm com o modo de participação dos sujeitos nesse ambiente. Os resultados sugerem que os alunos representam positivamente a escola, como lugar privilegiado para a aquisição do conhecimento, espaço das relações, das brincadeiras e também como preparatória para a inserção no mercado de trabalho. Através de suas expectativas e sugestões, foi possível acessar seus desejos sobre a escola: é um lugar que deve ser limpo e organizado, harmonioso e preocupado em oferecer educação integral através de uma reorganização das práticas e espaços/tempos escolares. Ressalta-se a importância de se legitimar a voz dos alunos e engajá-los junto aos outros atores da comunidade escolar para participar das decisões escolares, a fim de forjar um sujeito autônomo e participativo / Abstract: This study investigates the school¿s social representations among children of a municipal public school in Campinas, by focusing on their school activities. It is based on the Theory of Social Representations of the Franco-Romanian, Serge Moscovici, who was inspired by the notion of Collectives Representations of Émile Durkheim. The Theory of Social Representations was elected by Moscovici as the core of the Social Psychology and it gives us an insight into how knowledge is understood by the common sense with the purposes of stablishing communication and guiding behaviours. Schools are strong influences at the lives of social subjects; therefore it is relevant to investigate what are the created representations of these institutions by those who are inside them. Most of the papers about social representations of schools and their elements have as their subjects professionals in education and university students. Children, however, have not received the same attention, and only a lower number of papers about pupil¿s representations of their schools have been written. In order to gather information about the views of these children, who are the direct "users" of the Elementary School here in study, an analysis of their schoolworks was done. The students were all on 5th grade, and some of their works were produced with the guidance of the educator and others without it. A framework of qualitative research was used in the analyses, thus the process of searching data and its posterior systematic organization, aim to increase the comprehension of the gathered material and to enable the presentation of the findings. After a careful reading of the children¿s productions, a selection of what would contribute to this study was made. Next step was to identify possible significant nucleus and sub-nucleus related to the pupils¿ social representations about the school. These were discussed under the chosen theoretical framework. The study expects to identify and analyse the social representations that the children have about the school and infer the possible relations between these representations and the way the subjects participate in school environment. The outcome of it suggests a positive representation of the school by its pupils, who view the school as a privileged place where they can acquire knowledge, build relationships, have fun and also be prepared for the labour market. Through their expectations and suggestions it was possible to know that they idealize school as a place that should be organized, clean and harmonious. They also demonstrated a wish to have a more extensive type of education, in its scope and content, by reorganizing school practices, space and timetables. It is noteworthy the importance of legitimizing pupil¿s voice and engaging them with the others at the school community for the decision making, in order to create autonomous and participative beings / Mestrado / Psicologia Educacional / Mestra em Educação

The purpose of this study is to examine how the regular practice of Christmas music in the American public schools came to be. If we understand the historical evolution of this practice, we can better understand our conditions of possibility for the future. Christmas in America is both a religious and cultural holiday. The sacred/secular binary, often used as a lens for analysis, is problematic due to the multitude of religious and cultural meanings that constitute the American Christmas. I utilize genealogical methods to trace the relationships between elements that have conditioned and constrained the practice of Christmas music in the public schools. These elements include the lack of established Christmas traditions and music at the beginning of the eighteenth century, the development of a regular canon of Christmas music in the churches, Sabbath school Christmas exhibitions, and public examinations as a technology of eighteenth century education. I contextualize these elements amongst the cultural history of the American Christmas, which includes a focus on the family, children, gift giving, goodwill, and community. This cultural history is set against a backdrop of nostalgia and ritual that frames Christmas practices. From this perspective, I trace varied examples of Christmas music in the public schools, starting with the nineteenth century end-of-term exercises. Into the twentieth century, I describe different practices, including Christmas music as worship service, variations on the sacred/secular binary, and public school music in the community. Based on this inquiry, I suggest reflexive questions for music teachers when considering Christmas music in the public schools. I also recommend suggestions in place of the current NAfME position statement. I propose that Christmas music be considered a postsecular genre in America. Applying a postsecular lens allows for acknowledgement of the persistence of the sacred/secular divide, in relation to the wide array of other elements that results in a blurriness of the dichotomy. Through application of this lens, the practice of Christmas music in the American public schools becomes both more difficult and more thoughtful.

The purpose of this study is to show whether it will be more advantageous for the Geyserville Union High School District to join with the Healdsburg High School District sven miles to the south, or with the Cloverdale Union High School District nine miles to the north, distances being registered from the center of Geyserville.

The purpose of this study was to find for the fiscal year 1950-51 some characteristics of the variou sizes of California school districts as indicated by the average daily attendance for the fiscal year 1950-51 in relation to (1) the average current expenses per unit of average daily attendance, (2) the average state apportionment per unit of average daily attendance, (3) the average transportation costs per unit of average daily attendance, and (4) the average district tax rates.