M.Ed. / Ondersoek na die behoefte aan Godsdiensonderrig in swart sekondere skole in die Vaaldriehoek, vorm die tema van hierdie verhandeling. Godsdiensonderrig is een van die verpligte vakke wat in skole onder die toesig van die vorige Departement van Onderwys en Opleiding onderrig word. Godsdiensonderrig is 'n verpligte vak vanaf graad 1 tot standerd 10. Die fokus van hierdie studie lig die aktualiteit van die probleem uit. Vorige wetgewing in Suid-Afrika het nie net die vak verpligtend gemaak nie, maar ook net aandag gegee aan die Christelike godsdiens in staatskole. Na die verkiesing in 1994, het daar 'n nuwe interim regering aan bewind gekom. Dit bring die verandering mee dat die klem nie langer alleen op die Christelike godsdiens val nie, maar dat alle godsdienste nou gelykelik in staatskole hanteer moet word. Die doel van hierdie studie was om vas te stel of: Daar enigsins 'n behoefte by studente bestaan om Godsdiensonderrig in sekondere skole te neem. Indien daar 'n behoefte bestaan, watter godsdiens Daar ook kennis verlang word van die ander godsdienste en gelowe wat in ons land voorkom. Uit die literatuurstudie blyk dit dat soortgelyke probleme ook in ander lande met 'n verskeidenheid godsdienste en gelowe voorgekom het. Daarom word daar verwys na die hantering van Godsdiensonderrig in Amerika en Engeland. Ook lande in Afrika waar daar telkens, na 'n verandering in regering, 'n herondersoek na die vak gedoen is. Die sluit lande in soos Nigerie, Malawi, Zimbabwe, Zambie en Namibie. In Suid-Afrika is die klem geld op die verlede, hede en toekoms van Godsdiensonderrig. Die navorsingsmetode behels vraelyste aan studente en onderhoude met belanghebbende persone in die onderwys. Al die data wat in die ondersoek verkry is, is geanaliseer en die resultate rekenaarmatig verwerk. Na 'n deeglike bestudering van die resultate, is tot die gevolgtrekking gekom dat respondente voel dat: Godsdiensonderrig 'n regmatige plek in die kurrikulum behoort te he. Die oorwegende godsdiens die Christelike godsdiens is. Daar beslis 'n behoefte bestaan om meer te wete te kom van die ander godsdienste en gelowe in ons land.

This study employed a quantitative research design using a mail survey to explore leadership style in Islamic schools in the United States. The purpose of the study was to describe levels of transformational and transactional leadership of American Muslim principals. Correlational analyses were used to determine the relationship between principal and teacher reports of principals' use of transformational leadership and the relationship of demographic variables to perceptions of transformational leadership. Multiple regression analyses showed that none of the six demographic variables were significant predictors of the variance in principal- or teacher-reported use of transformational leadership. Thirty-three principals responded to the MLQ 5X selfrating form and 143 teachers responded to the MLQ 5X otherrating form. Principals rated themselves higher than their teachers on transformational leadership and lower than their teachers on transactional leadership. Both principals and teachers ranked principals highest in Inspirational Motivation and lowest in Management-by-Exception Passive. Principals rated themselves as being more intellectually stimulating and less often using contingent reward. In schools where teachers were more congruent in their ratings of the principal, they tended to perceive the principals as more transformational than did teachers in schools where teachers were less congruent in their ratings. It appears that where principals are more consistent in their interactions with teachers, teachers have higher opinions of the principal as a transformational leader. Both teachers and principals rated principals of American Muslim schools as fairly high in the use of both transformational and transactional leadership. Comparisons of these findings to other research in the U.S. suggest that American Muslim principals exhibit leadership characteristics very similar to those of other U.S. principals.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The problem of this research was the development of a set of evaluative criteria by which the administrative practices of schools of business administration can be appraised according to the human behavior school of administrative theory. The findings of this study indicated that there are identifiable administrative principles, functions and roles presented in the literature that are applicable for developing a set of criteria for evaluating administrative practices in schools of business administration. Furthermore, the findings indicated that the deans were in general agreement as to the "appropriateness" of the items making up the evaluative criteria instrument. [TRUNCATED] / 2031-01-01

School-based speech-language therapists play a significant role in terms of education and rehabilitation in the lives of learners with multiple disabilities. Assessment forms a critical part of a speech-language therapist’s post description and is the cornerstone of any type of intervention. The assessment of learners with multiple disabilities poses as a great challenge to speech-language therapists. These challenges include a lack of guidelines, resources, appropriate standardized tests and the heterogeneity of the group of learners labelled as multiply disabled. This research project aimed at describing the methods of assessment that school-based speech-language therapists use when assessing learners with multiple disabilities. Additionally, these methods were compared to international best practice. The first phase of the study consisted of compiling a set of guidelines with the purpose of providing a framework for a proposed set of guidelines for the assessment of learners. These guidelines were based on the principles as recommended by the literature regarding best practice. Because a qualitative approach was adopted for this research project, the second phases consisted of data collection, utilising eight focus groups as well as document reviews. On average, each focus group consisted of two to four participants. The data was then analysed thematically and compared to a checklist. The results indicated that speech-language therapists encountered many obstacles when assessing learners with multiple disabilities. It was evident that the participating speech-language therapists assessed within a multidisciplinary team and that they used formal as well as informal methods of assessment with learners with multiple disabilities. Discrepancies were found between the collected data and the guidelines. The guidelines were then used to propose a way forward for speechlanguage therapists when assessing learners with multiple disabilities in schools in Gauteng.

Faculty of Humanities School of Education 0516698x georgemakubalo@yahoo.com / This research report explores the English language practices of six Grade 10 learners in a desegregated Johannesburg school as well as the ways in which the learners position themselves and others as users of English and other languages. The context of the study is desegregated schooling that is a consequence of the demise of apartheid with its policies of separation of people on racial and ethnic grounds. I draw on post-structuralist theorizing of language and identity in thinking about the relationship between language and identity (Hall, 1992a; Weedon, 1997; Zegeye, 2001) with an emphasis on the productive force of language in constituting identity (Pennycook, 2004). Also significant in this research report are the hybridity theories of Bhabha (1994) and Hall (1992b) and their critiques as well as the post-structuralist concepts of ‘positioning’ (Davis and Harrè, 1990) and ‘investment’ (Norton (Pierce), 1995; 1997). A further important strand in this study are the politics of English as a global language and language of power. The overall design of the project is qualitative, using ethnographic methods and drawing on the traditions of school ethnography. In analyzing the data, I argued that English constitutes and is experienced as a major part of the participants’ identities. I also state that through learners’ language practices and positioning of themselves and others as speakers of language, multiple and at times contradictory identities are continually being constructed and reconstructed. I also argue that the learners’ desire to be proficient in English and use of prestigious accents and varieties of English is not about a simple process of assimilation into dominant discourses. Assimilation as I contend, takes place under complex processes of contestation and appropriation that involves constant crossing of borders and authorization of hybridities. I have also argued that the post-apartheid youth find themselves in a situation where internalised racialised categories of apartheid ideology continue to be relevant in their understanding of issues but that they are not constrained by them in their lived experience of boundary crossing and fashioning of hybrid identities.

Urbanisation is a social phenomenon that is experienced in many cities all over the world. In Johannesburg, millions of people migrate into the city daily with hope for a better life, improved living conditions, work opportunities, sufficient public resources and facilities. The city is under pressure to provide adequate public resources to cope with the high influx of people moving into the city. As a result many resources and facilities, especially in the education sector, have experienced a decline in the quality of education and appropriate spaces for learning in the city. In trying to respond to the inclining population of the city, urban schools have been established in the Johannesburg. Urban schools are faced with many challenges such as: over-crowding, inadequate spaces for teaching and learning, lack of spaces for extracurricular activities and recreation, thus resulting in most learners performing poorly in their schooling careers. In most cases urban schools occupy old office buildings, which were not designed for the purpose of nurturing a young mind through education and recreation. These buildings serve as part of the problem with education and educating in the city. These buildings offer poor light quality, ventilation, and inadequate spaces critical for a well-functioning school and engaging with inquisitive young minds. The 21st century also presents a lot of opportunities and challenges for public education. The current South African public education system is still based on the early 19th century educational model, which was conceived and designed for the success of colonisation. Fix the next sentence about today... Though, the OBE system was recently introduced, but that has hasn’t had a great impact on the built environment of schools as it mainly continued using the old schools. Through re-conceptualising spatial environments that evoke the students’ engagement, enthusiasm and performance, the urban public school has the potential to make education more appealing and exciting to Johannesburg urban youth.

A research report submitted to the Faculty of Medicine, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Medicine in the branch of Community Health. / Tobacco is a major cause of morbidity and mortality world-wide. Smoking rates in South Africa have been increasing over the past decade. The promotion of health by targeting anti smoking campaigns at school going children is a common strategy throughout the world. The aim of this study was to examines the extent and nature of cigarette smoking in high schools in Greater Johannesburg in 1994, in order to inform health promotion programmes dealing with tobacco contro / IT2018

"The purpose of this study was to determine what is included in the second grade curriculum of the Leon County schools at the present time, what attitudes and ideals are being encouraged and developed, what skills are being developed and what guidance is given in the classroom. It was the writer's desire to get a picture of these second grades as they are taught day by day. To get this picture she used a survey in which the teachers evaluated their own procedures and practices"--Introduction. / Typescript. / "September, 1944." / "Presented to the Graduate Committee of Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: M. R. Hinson, Professor directing paper. / Includes bibliographical references (leaf 46).