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The purpose of this study was to make an analysis of the program of health, physical education, and recreation for girls in the Gainesville High School, Gainesville, Texas. The aim was to develop a program that will function in the lives of the pupils. In order to provide a basis for the improvement of the existing program, an effort was made to evaluate the program for the purpose of improving the health of the pupils and the quality of the services rendered by the school in the areas of health, physical education, and recreation. Finally, the program was evaluated in the light of certain criteria that were set up as guiding principles.

This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice. This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae’s young adult life.

Yes / Universities are increasingly being seen as key sites for transformation around sustainability. However, much of the literature in this area uses the terms transformation and transformative learning rather uncritically. Moreover, there is little extant research which has investigated the links between transformative learning theories and Education for Sustainability (EfS). This paper reports on a research project which explored academic and student perceptions of the opportunities for transformation around sustainability in two UK universities. The findings suggest that, despite shared understanding about the nature of pedagogic approaches that promote deep learning, academics are wary about promoting transformation beyond the professional sphere and students are more likely to have transformative experiences outside the formal curriculum. There are indications that although universities have significant potential as sites for transformation around sustainability, at present, this is not being achieved.

The purposes of the study were: (1) To determine the relation of the ratings of the students in activities in the physical education program by physical education instructors and the General Motor Capacity Scores made by the students; (2) To determine the relation of the physical education grades and the General Motor Capacity Scores of the students; (3) To determine the relation of the physical education grades and the academic grades of the students; (4) To determine the relation of the Intelligence Quotients and the General Motor Capacity Scores of the students; (5) To determine the relation of the academic grades and the General Motor Capacity Scores of the students.

The provision of environmental education towards sustainability with reference to the Inner City Enviro Centre in Tshwane is a comprehensive research project that describes the establishment and development of the Inner City Environmental Centre over a six-year period. This research focuses on the informal education sector and the methods used by centres, both locally and internationally to provide environmental education and / or education for sustainability. The Inner City Enviro Centre is used as a case study. The development of the ICEC is investigated in terms of the objectives it was to fulfil. The achievements and difficulties that the ICEC experienced are examined. This was done using document analysis and by interviewing those involved. This information was then assimilated and helped the researcher to make informed, objective judgements concerning the ICEC. Educators working on a project with the ICEC were given questionnaires which asked questions relating to environmental education and excursions. The data collected from findings is used to provide guidelines for future development of the ICEC and for others who might want to embark on similar projects. / Further Teacher Education / M.Ed. (Environmental Education)

In this thesis I advocate and evidence ESD through understanding and analysing the ecology of change in educational organisations, in particular Tertiary Education (TE), during the Decade of Education for Sustainable Development (UNDESD, 2005-2014). I draw on my portfolio of research that examined various aspects of the efforts to mainstream ESD during this decade. My publications, which are referred to in this thesis, are based on experience of my own practice as lecturer, educational development manager and advocate of ESD at local, national and global level. My research approach is broadly based on action research principles. I argue that, to fully understand this complex change process, it is necessary to appreciate the role of the underpinning, and often conflicting, values in TE and how they influence the adoption of ESD. I further discuss the influence of both ‘top-down’ approaches, that are expressed in policies and frameworks, and ‘bottom-up’ approaches that are instigated by communities and individuals with special interests. The influence of the learning environment itself is also examined. Lastly, I make the case that the employment of appropriate action research methodologies can help with gaining a better understanding of this process as well as play a part in the process itself.

Thesis (MScSportSc)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: Physical activity is an integral part of children's lives. It makes an essential contribution to their physical, psychological and social well-being. Often, it is through movement and active play that children learn to discover themselves. This movement and play sometimes serves as a medium for communication. Unfortunately, various research studies show that children are not active enough and lead ever increasing sedentary lifestyles and these lifestyles lead to various types of hypo-kinetic diseases. Technology, as well as the phasing out of structured physical education in schools, are aspects that are responsible for the decrease in activity levels of children. The primary aim of this study was to determine if present-day children's (Grades 1 - 3) physical abilities have improved or worsened over the years. Movement tests from Katzenellenbogen (1976) were used to test movement abilities of these children. Adapted questionnaires from Van Deventer (1999) were used to construct the lifestyle patterns of learners and to get information concerning movement programmes from teachers at schools. The sample population (N=372) was selected from four schools (two previously disadvantaged and two former Model C schools) in the Stellenbosch area. The tests evaluated, inter alia the following, velocity, velocity and power, power, velocity and accuracy, accuracy and precision. Children from the previously disadvantaged and former Model C schools, as well as age and sex were compared. A comparison with the 1976 study of Katzenellebogen was also done. The latter study only involved girls and was undertaken only at White schools. The coding of the variable data was done in a computer format, coded and statistically analysed. Averages are compared through the Analyses of Variance (ANOVA). From the results of the study, it can be concluded that children at the former Model C schools fared better in most of the tests and it is evident that boys generally are more active than girls. As far as the comparison with the 1976 study is concerned, present-day girls fared worse in almost all the tests. The weight of the 9 year old girls increased by as much as 7.2 kg. This study can therefore be a starting point for further study attempting to combat the tendency of inactivity amongst the youth of today. / AFRIKAANSE OPSOMMING: Fisieke aktiwiteit is 'n integrale deel van kinders se lewens. Dit maak 'n essensiële bydrae tot hul fisieke, psigologiese en sosiale welstand. Dit is dikwels deur beweging en aktiewe spel wat kinders leer om hulself te ontdek. Hierdie beweging en spel dien ook soms as 'n medium vir kommunikasie. Ongelukkig toon verskeie navorsing dat kinders nie aktief genoeg is nie en al hoe meer sedentêre leefstyle handhaaf, wat lei tot allerhande hipokinetiese siektetoestande. Tegnologie, asook die uitfassering van gestruktureerde Liggaamlike Opvoeding in skole is aspekte wat verantwoordelik gehou word vir die afname in aktiwiteitsvlakke van kinders. Die primêre doel van hierdie studie was om te bepaal of hedendaagse kinders (Graad 1 tot 3) se bewegingsvermoëns oor die jare heen verbeter of verswak het. Bewegingstoetse uit Katzenellenbogen (1976) is gebruik om bewegingsvermoëns van die kinders te toets. Aangepaste vraelyste uit Van Deventer (1999) is gebruik om die leefstylpatrone van leerders vas te stel en om inligting aangaande bewegingsprogramme in die skole by onderwysers te bekom. Die proefpersone (N=372) is uit vier skole (twee voorheenbenadeelde [VB]- en twee voormalige Model-C [VMC]-skole) in die Stellenbosch omgewing geselekteer. Die toetse het die volgende veranderlikes gemeet: snelheid; snelheid en dryfkrag; dryfkrag; snelheid en akkuraatheid; akkuraatheid en presiesheid; getoets. Kinders van VB- en VMC-skole, ouderdomme en geslagte is met mekaar vergelyk. Daar is ook 'n vergelyking met die 1976-studie van Katzenellenbogen getref. Die 1976-studie van Katzenellenbogen het slegs dogters ingesluit en is slegs by Blanke skole onderneem. Die veranderlikes se datametings is in rekenaarformaat gekodeer en statisties verwerk. Gemiddeldes is vergelyk deur middel van analise van variansie (ANOVA). Uit die resultate van die studie kan tot die gevolgtrekking gekom word dat kinders by die VMC-skole beter in meeste van die toetse gevaar het en dit blyk ook dat seuns oor die algemeen meer aktief is as dogters. Wat die vergelyking met die 1976-studie betref, het hedendaagse dogters swakker gevaar in byna al die toetse. Die 9-jarige dogters het ook met soveel as 7.2 kg in gewig vermeerder. Hierdie studie kan dus as 'n beginpunt dien vir verdere studie in 'n poging om die tendens van onaktiwiteit onder vandag se jongmense te bekamp.

The purpose of this study is to examine how teachers at secondary special school, national programs describe their work to get students to understand and reach the curriculum requirements and grades in theoretical knowledge. The study shows teacher's description to help students to fulfill the theoretical goals, how teachers perceive “understanding of requirements and grades” within the theoretical knowledge as well as the teachers' conception of theoretical knowledge requirements. The study analysis is based on curriculum theory. The study is based on interviews with six teachers, at three schools in upper secondary schools national programs. Qualitative approach with interviews is used. Analysis of the study, based on a curriculum theory perspective, gives a picture of how the curriculum shape what and how theoretical knowledge are to be taught. A curriculum is always intelligible within its written contexts - a historical document. In the curriculum perspective the frame factor theory is prominent. The frame factor theory describes the outer limits which affect the conditions for the student to be able to reach the skills the curriculum requires. One finding is that upper secondary school is perceived to be as similar to ordinary secondary schools as possible. That curriculum and grading criteria are formed within equivalence perspective. Further results show that teachers find difficulty of teaching students in theoretical subjects. Partly because it is perceived difficult for students to understand the theoretical knowledge, and because the student groups are showing variation in levels of understanding. Further findings show how teacher´s creates opportunities for students to perform. The teachers show an image of being flexible and inventive. Teachers also expresses that students need more time to solve their tasks and do not always perform on the level of the subjects’ requirements. Teachers present the experience of the student not showing greater understanding of their grades or of their implications. Regarding the theoretical knowledge, the teachers' perception is that it is not the most primary skills for the student to reach or to get use from. Students described more use from substances or from parts directly useful in life. The teachers believe that it is important that the student feel self-confident in ones own identity, and not always have to be like everyone else. The teachers perceive difference as something positive. / Syftet med studien är att undersöka hur lärare på gymnasiesärskolans nationella program beskriver sitt arbete med att få eleven att förstå och nå upp till läroplanens teoretiska kunskapskrav och betyg. Studien visar lärares beskrivning av hur de skapar förutsättning för elevens väg mot måluppfyllnad, hur lärarna uppfattar elevens förståelse för de teoretiska kunskapskraven och betyg samt lärarnas föreställning om teoretiska kunskapskrav. Studien analyseras utifrån läroplansteorin. Studien är en intervjustudie med sex lärare på tre olika skolor där nationella program inom gymnasiesärskolan finns. Den metod jag använt mig av i studien är kvalitativ metod i form av intervjuer.  Analys av studien utifrån ett läroplansteoretiskt perspektiv ger en bild av lärarens föreställning kring läroplanens vad och hur inom undervisning och teoretiska kunskapskrav. En läroplan är alltid tolkningsbar utifrån sitt upphovssammanhang – ett tidsdokument. Ramfaktorteorin är framträdande inom läroplansperspektivet. Ramfaktorteorin beskriver de yttre ramar som påverkar förutsättningar för eleven att möjliggöra läroplanens kunskapskrav. Resultat ur studien är att gymnasiesärskolan uppfattas sträva efter att vara så lik vanliga gymnasieskolan så möjligt. Att läroplan och betygskriterier formats utifrån likvärdighets-perspektiv. Ytterligare resultat visar att läraren upplever det som en svårighet i att undervisa eleven i teoretiska ämnen. Dels för att det uppfattas svårt för eleven att förstå teoretiska kunskaper och dels för att det inom elevgrupperna är en sådan skillnad i förkunskapsnivå.  Fler slutsatser visar hur läraren skapar möjligheter för eleven att nå kunskapskraven. Lärarna visar en bild av att vara flexibla och uppfinningsrika. Samtidigt uttrycker läraren att eleven behöver mycket tid på sig för att lösa sina uppgifter och inte alltid hinner de moment kunskapskraven uttrycker. Lärarna menar att eleven inte visar större förståelse inför sina betyg eller vad de används till. Angående de teoretiska kunskaperna är lärarnas föreställning att det inte är de mest primära kunskaper för eleven att tillgodogöra sig eller ha användning för. Eleven beskrivs ha mer nytta av ämnen eller moment vilka är direkt användbara i livet. Lärarna anser att det är viktigt att eleven får vara den person den är och att man inte alltid måste vara så lik alla andra. Olikhet ser de som något positivt.