Thesis (masters)--University of South Africa, 2001.

19世紀英格蘭社會，對於運動史研究來說是很重要的時期。本研究將從19世紀的英格蘭談起，藉由公學校在運動發展中的影響力，來討論與理解跑步運動在19世紀公學校內的發展脈絡以及現代化的過程為何？19世紀在有能力就讀公學校，還有劍橋、牛津大學等中上階級們的影響之下，促使了「現代運動」的形成。同時，這些在運動發展上握有權力的中上階級們，在運動發展的過程中，塑造出了「業餘精神」，藉此來強調運動的高尚和階級的優越性。本文將從19世紀初期討論到西元1908年倫敦奧運。從公學校早期具有娛樂和暴力性質的跑步運動談起，在19世紀中歷經校長改革和學生們投入後，跑步運動中娛樂與暴力性質越來越少，加入更多工業革命發展下所帶來的現代元素。19世紀後半葉，公學校內跑步運動發展逐漸成熟，討論規則制定的情況漸少，描述比賽舉辦情況漸多。在公學校外，許多田徑俱樂部和越野賽跑俱樂部在公學校或是大學校友們的支持下成立。1880年業餘田徑協會成立，統一各地俱樂部和規則紛亂的局面，負責掌管英格蘭地區有關田徑運動的一切事宜，這也是公學校內討論跑步運動規則情況減少的原因。1908年倫敦在畢業於公學校校友的牽線下舉辦奧運，並與美國在跑步賽場上因為「業餘精神」和規則發生了些紛爭。至此，我們可以看出19世紀英格蘭公學校跑步運動的發展狀況，以及了解公學校跑步運動發展與現代運動出現間，部份的互動關係和影響。 / The nineteenth cenry is an essential age for Sport history, especially in England. This research attempts to comprehend the revolutionary transformation of British sporting culture by studying running. During the Victorian era, running, as a sport category, includes hare and hounds, cross-country running, handicap, steeplechase and track events which is a little bit different from the modern Athletics. The research focuses on the public schools’ students, their relationship with athleticism, running sport and the society in the nineteenth-century England. As its main concern is the role of the public schools played in the the transformation of British sporting culture, the dissertation begins with the education system of the public schools and the running in the old times . Then, it turns to the transformation of athleticism and the renovation of running in the public schools by discussing what, why and how it happened? The third chapter moves to the modern running games held in the public schools, and the interaction between the public schools and the amateur clubs. The Amateur Athletic Association, established in 1880, played an important role in the history of running sports and had significant effects on Amateurism. Finally, the dissertation concludes with the 1908 London Summer Olympic to see the spread of public schools’ amateurism.

A review of the literature shows that there is much evidence to suggest the challenges facing Hispanic students in American public schools. Hispanic enrollment in K-12 public schools has increased from 6 to 19% in the last thirty years, yet schools have not made adequate adjustments to accommodate this changing population. Issues such as remedial tracking and cultural differences have led to low high school graduate rates for Hispanic students and inequities in schooling experiences (Gay, 2000). Particularly in the area of science, Hispanic students struggle with academic success (Cole & Espinoza, 2008). Despite these obstacles, some Hispanic students are academically successful (Rochin & Mello, 2007; Merisotis & Kee, 2006). This dissertation tells the stories of these Hispanic students who have been successful in science in secondary public schools. This study followed a grounded theory methodology and utilized individual interviews to collect data about Hispanics who have demonstrated achievement in the area of science. Through the analysis of these interviews, factors were identified which may have contributed to the success of these Hispanics in the field of science. Implications for future practice in public schools are also discussed.

Strategic planning practices and superintendents' opinions regarding the effectiveness of strategic planning are different among small, medium, and large Texas independent school districts. This study sought to find areas of agreement and areas of disagreement among school district superintendents relating to the practice and effectiveness of strategic planning. Strategic planning practices examined include the development of a mission statement, operating plan, and budget; involvement of stakeholders, and strategic planning logistics. A stratified random sample of 96 superintendents each from small, medium, and large school districts was selected from a population of 1,042 school districts. Data was also collected and reported from the 7 mega school districts. Questionnaires were sent to 295 superintendents and 246 (83.4%) were returned. The questionnaire contained nine questions relating to 19 strategic planning practices and a five-part question relating to the effectiveness of strategic planning. The data was analyzed using Crosstabs, Chi-square, and one-way ANOVA statistics. The level of significance was established a priori at .05. School district size was an independent variable for six strategic planning practices of small, medium, and large school districts. Significant differences were found regarding (a) whether outside consultants were employed to assist with the district's strategic planning, (b) whether central office administrators participated in the district's planning process, (c) whether a sequence of steps was followed with a time frame for each step in the district's planning process, (d) whether someone other than the superintendent was responsible for the district's planning, (e) whether school district support staff participated in the district's planning process, and (f) whether students participated in the district's planning process. Also, a significant difference was found between large school district superintendents' and small school district superintendents' ratings of the effectiveness of strategic planning for improving management effectiveness. Finally, a correlation was observed between superintendents' ratings of strategic planning effectiveness and professional skill sets.

Justifications for music education have been studied only by examining historical trends in statements of aesthetic versus utilitarian values, and not from the perspective of evaluating the justifications' usefulness. A number of prominent writers in the music education field, while supporting aesthetic values as important for music education, have expressed doubts about the effectiveness of aesthetic justifications when used for convincing outsiders of the importance of music in the public school curriculum. These doubts, along with a preponderance of aesthetic justifications in the recent music education literature, led to the present study, which conducted a theoretical examination of the usefulness of aesthetic justifications for music education. The study addressed three research problems, namely: (1) the attitudes of the clientele groups of the public schools in terms of their values toward music as a subject in the schools; (2) the attitudes of the groups within the music education profession in terms of their values for music in the public schools and for the profession itself; and 3) the likelihood that justifications based upon "aesthetics" as a system of values would be accepted by the groups both inside arid outside the music education profession. A philosophical-sociological perspective was chosen for the theoretical analysis because the problems of the study concern the manner in which values are accepted or rejected by groups of people. The particular sociological theory chosen combined the symbolic interaction theory of George Herbert Mead and the sociology of knowledge as described by Peter Berger and Thomas Luckmann. Conclusions: Problems arise in justifying music education using aesthetic theory because (1) the symbolic universe of aesthetic theory is complex and is not well-understood by music educators or the clientele of the public schools; and (2) aesthetic theory represents gestures of a reference group with norms and values not usually found in the music educator or clientele groups.

The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school districts in Texas were not in compliance with EEOC and THRCA regulations regarding application form pre-employment practices.

This case study describes one professional development approach to support technology integration at all public schools in one large county in central Virginia. Using data obtained from daily time logs, the frequency of Instructional Technology Resource Teacher (ITRT) use by classroom teachers was analyzed. Descriptive statistics were used to describe overall percentage of ITRT use, the various types of professional development requested by teachers, the consistency of those activities over time, and if the frequencies of activities varied as a function of school level, Title I status at the elementary level, or subject area taught by teachers at the secondary level. Qualitative data was collected via focus group interviews of the involved ITRTs, and an exploratory attempt to understand the reasons behind their use was made. Data indicated that ITRTs were used 52% of the time offered with 5% variation over 3 years. Across school levels, ITRT time was used more at the secondary level and use varied no more than 9% over time. Google Apps for Education and web-based programs represented 73% of the training requests. Over time, fluctuations in the number of requests for assistance with different applications were explained by contextual factors. Elementary schools classified as Title I accounted for 23% of the total time elementary ITRTs were used. At the secondary level, teachers of science and language arts requested ITRT assistance more often. ITRTs made sense of these results by identifying first order barriers as more influential than second order barriers. Of these, access barriers were the most frequently cited barrier by the ITRTs followed by subject culture, institution, assessment, attitude and beliefs, and knowledge and skills. Elementary ITRTs cited more instances of barriers than secondary. Recommendations for practice and future research were made.

The aim of this thesis is to investigate the current status of job descriptions at a Public School System, in [City], [State], USA, and to make recommendations for improvement in terms of job description content, format, and the creation and updated processes. This work covers job descriptions among classified employees and does not cover job descriptions for instructional staff (teachers, principals, etc.) or Executive Administrative Staff. The work begins by introducing the reader to the client and the current status of the client's job descriptions. The demographics of the subject population are discussed as well as the research methodologies. Findings are presented in light of research data and analyzed using Social Identity Theory, as well as business leadership principals. Finally deliverables are provided and recommendations are made. The thesis argues that application of Social Identity Theory and business leadership principals will support the ongoing job description processes by engaging employees in the process with supervisors leading the process

Orientador: Douglas Altamiro Consolo / Banca: Vera Lúcia Teixeira da Silva / Banca: Marilei Amadeu Sabino / Resumo:Esta pesquisa objetivou investigar como a teoria das Inteligências Múltiplas (IM), proposta por Howard Gardner, pode auxiliar na elaboração e implementação de práticas de ensino em língua inglesa na escola pública. Um aspecto importante dessa proposta é considerar as diferentes habilidades e capacidades dos alunos, e suas variadas manifestações como produtos valorizáveis, no contexto desses alunos. Foi realizada uma pesquisa-ação com uma classe do primeiro ano do ensino médio de uma escola pública estadual. Durante dois semestres foram adaptadas e desenvolvidas atividades didáticas baseadas na teoria das IM, nesse contexto. Os dados foram coletados por meio de um inventário de inteligências, questionários, diários e observações por parte do professor-pesquisador, e gravações de aulas. Apresentam-se as bases teóricas pertinentes às IM e à Abordagem Comunicativa, utilizada na condução das aulas, a metodologia de pesquisa, exemplos das atividades aplicadas, os resultados obtidos e as reflexões a partir dos dados coletados. No contexto investigado, este estudo se volta para possíveis soluções de problemas encontrados na prática do professor, na expectativa de, ao promover a discussão e reflexão sobre a prática pedagógica, criarem-se condições de aprimoramento e desenvolvimento de novas e melhores estratégias de ensino de língua estrangeira. / Abstract: This research study aimed at investigating how the Multiple Intelligences theory (MI), proposed by Howard Gardner, can help de design and implementation of teaching practices in English language teaching in public schools. An important aspect of this proposal is to consider the students' different skills and capacities, and their many manifestations as valuable products in the students' context. An action-research project was conducted with a first-year class of a state high school in Brazil, for two semesters. Didactic activities were adapted, on the basis of the MI theory, and used in that context. Data were collected by means of an inventory of intelligences, questionnaires, diaries and observations made by the teacher-researcher, and lessons were recorded. The theoretical bases of the MI theory and of the Communicative Approach, followed during the lessons, are presented here, as well as the research methodology, examples of the class activities, the results of the study and a reflection about the data. In the context investigated, this study focuses on possible solutions for the problems faced in the teacher's work and, by promoting reflection and discussion about pedagogical practices, expects to create conditions for better teaching conditions and the development of new and better strategies for the teaching of foreign languages. / Mestre

A pesquisa: \"Conselhos Tutelares e Escolas Públicas de São Paulo: O diálogo preciso teve por objetivo ampliar o debate entre as escolas públicas e os 35 Conselhos Tutelares implantados na cidade da São Paulo, conforme os preceitos do Estatuto da Criança e do Adolescente - ECA (Lei Federal 8069/90). Ao investigar as requisições que as escolas demandaram aos CTs de suas regiões, entre 2001 e 2006, procuramos analisar a resistência das escolas à legislação do ECA. Por que as escolas teriam somente uma relação burocrática com o CT e não seriam instituições parceiras na garantia dos direitos infanto-juvenis? Entre os nossos pressupostos e convicções, a construção histórica da escola pública brasileira concebida no ideário liberal traduziria em parte a resistência à universalização do ECA, pois o discurso liberal meritocrático defende direitos apenas para os que se esforçam e que cumprem com os seus deveres, portanto, merecedores dos direitos. Outro fator preponderante à recusa da vivência do ECA no cotidiano escolar seria a perpetuação de um modelo autoritário da gestão escolar, no qual, o exercício do poder ainda está centralizado na figura do diretor(a) da escola, o que dificulta a participação da comunidade no interior da escola, bem como, a possibilidade de ação de um agente externo, como o conselheiro tutelar. Nossa pesquisa tem por referencial teórico o pesquisador Antonio Gramsci, o que significa compreender os conselheiros tutelares enquanto intelectuais orgânicos da classe trabalhadora que pressionam o Estado à universalização dos direitos sociais, bem como compreender os Conselhos Tutelares e as escolas públicas enquanto espaços públicos com potencial transformador mediante o fortalecimento da democracia participativa no interior de tais órgãos. O diálogo preciso entre os organismos que compõe da Rede de Proteção Integral dos direitos das crianças e adolescentes significa consensuar o ECA como orientação mestra para a construção de uma sociedade mais justa e democrática. / The research: \"Protective Councils and Public Schools of São Paulo: The precise dialogue! Had as its goal objective the analysis of the correspondences dynamics between public schools and the thirty-five Protective Councils inserted in São Paulo City, according to the rules of \"ECA - Estatuto da Criança e do Adolescente\"[Infant and Juvenile Statute - Federal Law no. 8069/90]. The project emphasis lies over the contradiction between the new law\'s radicalism and the total complete protection Doctrine, besides the scholastic quotidian which still shares on the irregular situation Doctrine. The present study comprehended the investigation of the performance of the protective councils on the scope of requirements made by schools from 2001 to 2006. As well, the vision of teachers of 10 public schools in São Paulo City concerning to the performance of the protective counselors. Through the protective councils\' documents analysis questionnaires and interviews, we shall point questions that either make easy or make difficult the relations between public schools and the protective councils. This research has as its theorical system of references the researcher Antonio Gramsci; this, both protective councils and public schools were defended considered as public spaces of transforming potential over the strengthening of participative democracy inside these entities.