The purpose of this study was to determine the relationship of preschoolers' perceptions of parental attributes to the behaviors exhibited in nursery school. The study was designed to test the following hypotheses:I. Preschool children who perceive their parents as controlling and accepting exhibit positive socializing and independent behaviors in nursery school.II. Preschool children who perceive their parents as punitive and/or overindulgent exhibit negative socializing and dependent behaviors in nursery school.A pilot study, using a semi-structured doll play instrument constructed by the researcher, was conducted to determine significant scenes which would evoke necessary information for the categories of the research study. Twelve scenes were selected on the basis of highest scoring averages as the most reliable scenes. Instructions to the child and order of the scenes to coincide with normal home activity were established.Forty-two preschool children, ages four and five, were administered The Doll Play Technique to determine their perceptions of parental attributes. The attributes measured were categorized as 1) control, 2) acceptance, 3) punitiveness, and 4) overindulgence. The subjects were thirty-two males and ten females of normal intelligence. They were Caucasian, from nuclear type family structure, and represented lower middle class socio-economic status.The subjects were tested and observed in two east central Indiana nursery schools during the Fall of 1969. Twelve three-minute behavioral observations on each subject were gathered and coded into the following basic categories: a) positive socializing, b) independent behavior, c) negative behavior, and d) dependent behavior.The Pearson product-moment correlation statistic was used to test the hypotheses. The level of significance was determined by use of the t test. Inter correlations of the variables were determined along with multiple regression correlations indicating greater variable significance.Findings on the hypotheses indicated a significant relationship between preschoolers' perceptions of their parents as controlling and accepting and their exhibition of positive socializing and independent behaviors in nursery school. There was a probable relationship between preschoolers' perceptions of their parents as punitive and/or overindulgent and their exhibition of negative socializing and dependent behaviors in nursery school. Other findings indicated that: control and acceptance, which were posited as positively related, had an inverse relationshipcontrol and overindulgence, which were posited diversely, had an inverse relationshipacceptance and punitiveness, which were posited diversely, had an inverse relationshipoverindulgence and independent behavior, which were posited diversely, had an inverse relationshipacceptance and independent behavior, which were posited as positively related, had a positive relationshipacceptance and dependent behavior, which were posited diversely, had an inverse relationshippunitiveness and negative socializing, which were posited as positively related, had a positive relationshippositive socializing and dependent behavior, which were posited diversely, had an inverse relationshipindependent behavior and dependent behavior, which were posited diversely, had an inverse relationshipnegative socializing and dependent behavior, which were posited as positively related, had a positive relationship.Greater predictability of the dependent variables in the hypotheses occurred when the independent variables were considered in combination rather than separately.Beyond support for the hypotheses, the study indicated that preschool children's perceptions of parental attributes appear to be antecedent to socializing and independent behaviors in nursery school. The Doll Play Technique gave indication of effectively obtaining preschoolers' perceptions of parental attributes in the rearing process.

The purpose of the study was to determine the opinions of Indiana middle level principals as to what criteria are most essential for middle level schools. Another purpose of the study was to determine the principals' opinions of middle level teacher certification requirements, current state curriculum requirements, length of school day requirements, and length of school year requirements. The final purpose of the study was to determine any significant relationship between the principals' opinions and the size, setting, and grade level arrangement of the schools in which the respondents worked.A review of the literature revealed a number of criteria deemed essential to middle level schools which became the basis for the study. Fifty-five such criteria were submitted to a panel of experts in middle level education. The validation process produced forty-four criteria considered essential for middle level schools.This list of criteria was included in a questionnaire sent to the principal of each school In Indiana housing some combination of grades five through eight. The principals were asked to select the five criteria from the list they considered most essential and the five least essential to an effective middle level school.Questions were also included dealing with a separate licensing pattern for middle school teachers,''difficulty finding qualified middle school teachers, curriculum requirements, length of school day and length of school year requirements.Respondents were considered as a total sample and also grouped according to school size, school setting (metropolitan, suburban, town and rural), and grade levelarrangement. The demographic data were determine any statistically significant analyzed to relationship between the factors and the principals' opinions. Conclusions1. In identifying criteria most essential for middle level schools, Indiana middle level principals tend to emphasize student discipline, teaching techniques appropriate to student need, a core academic curriculum, recognition of the unique characteristics of middle level students, and opportunities for teachers to work together on curriculum and problem solving.2. In general, Indiana middle level principals do not favor a separate licensing pattern for middle level teachers.3. In general, Indiana middle level principals find the current requirements for middle level school curriculum, length of school day, and length of school year to be adequate. / Department of Educational Administration and Supervision

There is no abstract available for this dissertation.

There is no abstract available for this dissertation.

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

This research investigated the correlation between the principal's leadership style and the school organisational climate. The literature study established the importance of leadership in the context of an open and positive school organisational climate. In this regard, it was found that a supportive principal leadership style is positively related to an open and positive school climate, where educators are engaged and enjoy high collegiality and intimate relationships. The school organisational climate as variously defined, relates to educator perceptions of principals or school management behaviour and refers to how educators experience, especially the management aspects that influence the climate in the school. Thus, organisational climate is related to the quality of experiences an educator has in the school, which is expressed in how he or she experiences the school life. The Organizational Climate Descriptive Questionnaire for Elementary Schools, consisting of six organisational climate descriptive dimensions was used for data collection. The dimensions describe the behavioural aspects of principal leadership namely, supportive, directive and restrictive and educators' behavioural aspects namely, collegial, intimate and disengaged. The behavioural interactions of principals and educators provided the basis for the analysis of the correlation between the principal's leadership style and the school organisational climate. It was established that there was a correlation between principals' leadership styles and school organisational climates. It was found that the organisational climates of the surveyed schools are characterised by principal leadership behaviour that is high on directive behaviour, slightly below average on supportive and restrictive. Educator behaviour was found to be slightly below average on collegial behaviours. Educator behaviour scored below average on intimate behaviour and scored slightly above average on disengaged behaviour. Principal openness behaviour was found to be below average while educator openness behaviour was found to be average which translate to school organisational climates that are relatively closed, which actually indicates a relationship between principal leadership style and school organisational climate. This research therefore draws a conclusion that there indeed is a correlation between school principals' leadership styles and school organisational climates. / Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.

This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educator and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there rol within change. / This study focuses on change in schools and the role played by principals as agents of change. An extensive literature study was done to determine the role of the principal. The principal cannot function without educators, parents and learners. Management tasks are some duties delegated to staff in order to develop them. The cornerstone of education change is the transformation of the curriculum, which determines the type of education South Africa needs for her people. The task of management is to provide an environment that is conducive for learning and teaching at schools. A well-functioning school is judged by performance. Classroom management is a shared responsibility between all educators and the principal. Policy provides guidelines and allows the executor to make decisions within a certain framework. Change in the context of education means that principals are exposed to new controls and regulations, growth-increasing competition, technological developments and changes in the work force. Characteristics of change can be that the principals lead, rather than instruct. The decision-making hierarchy becomes flatter and the roles played in schools become more flexible. The principals need skills in order to implement change. Principals hold the crucial position in schools. They act as a buffer, balancing the competing needs and contributions of educators with those of other stakeholders outside of the school. Change is a process, not an event. The major feature of change is to impart an increased authority to principals and gear them to democratize schools through renewal plans and collegial relationships. Principals should themselves change in order to make sense change and there role within change. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2008.

Vandalism is a complex phenomenon with no easy or single solution. A definition of vandalism underscores this complexity. It is defined as, inter alia, the intentional damaging or destroying of objects belonging to others, the voluntary degrading of environments with no profit motive, acts of which the results are considered as damage by the actors as well as the victim in relation to the norms that govern the situation, and the wilful or malicious destruction, injury, disfigurement, or defacement of property without the consent of the owner. Such social anti-behavioural acts are, however, both internationally and nationally spreading like a virus. Since schools are increasingly being regarded as soft targets for vandalism, which turns them into dangerous and unsafe places for teaching and learning, this study focused on a programme for dealing with vandalism in schools. The aim was to determine the effects of school vandalism on the education system, investigate the effects thereof on effective teaching and learning and to - on the basis of the findings obtained from both an in-depth literature study and empirical research design - make suggestions for an inclusive programme which schools can use to assist learners to develop responsible attitudes and behavioural patterns. An ecosystemic programme was selected as it allowed for a more holistic approach to assess vandalism, as a societal phenomenon, and to provide support/solutions to overcome such a phenomenon. Using Bronfenbrenner’s ecosystemic model of child development, in addition, enabled the researcher to examine the multiple effects and interrelatedness of vandalism, holistically in school environments. The family, community and school as environmental systems children experience during their development were, accordingly, addressed by employing a systems way of thinking. The nature and scope of the study are outlined in chapter one. Background information on the prevalence of vandalism in South African schools, which lead to the statement of the research problem, is presented.. In line herewith, the research aims and objectives are highlighted in this chapter. Within the parameters of an ecosystemic approach, the research methodology, incorporating the research paradigm, design, sampling methods as well as the data collection, analysing and interpretation strategies, are addressed. In order to redefine the research questions, chapter two consists of a discussion of the data obtained through an in-depth literature study on an ecosystemic model and theory as well as a systemic way of thinking. Whilst referring to Bronfenbrenner’s ecological model of child development, this chapter also outlines the dynamic processes of child development. Chapter three elaborates on the information set forward in chapter two, by explaining the different environmental systems children experience. By outlining their different elements and referring to the interdependence between them, the family, community and school as systems are discussed. The application of an ecosystemic theory to school and community interventions are, in addition, discussed. Within the parameters of an ecosystemic framework, acts of vandalism are scrutinized. By demonstrating the social contents and the underlying assumptions regarding school vandalism, the latter is defined and its causes, impact and effect on teaching and learning in South Africa are addressed with the aim of guiding the study in an explanatory way. After applying an ecosystemic theory to school and community interventions, chapter three also outlines the historical background and origin of vandalism, the vandal, the characteristics of vandals, specific motivational factors behind vandalism as well as the negative effects thereof. Following the latter, the causes of vandalism and possible prevention strategies are also identified. Chapter four, in addition to chapter one, deals with the research design and methodology as well as the issues of measurement in more detail. Flowing from this chapter, chapter five includes the responses obtained from the participants followed by a discussion of the findings according to the data obtained from the interviews and field notes. An interpretation of the findings is provided, recommendations are made and specific limitations of the study are, moreover, identified. The study ends with a summary of the research conducted and by presenting the final findings which, in turn, lead to proposing various recommendations / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The purpose of the study was to evaluate a six weeks pilot summer elementary school program as a basis for making decisions and modifications regarding future elementary summer programs in the Marion (Indiana) Community Schools. As a related part of the research, the study attempted to determine if pupils enrolled in improvement classes designed especially to strengthen skill areas made more gain in basic skills than did students enrolled in summer enrichment classes organized to provide supplementary educational experiences without stress on skills.The dissertation consisted of two major parts--a subjective evaluation of the program by students, parents, and teachers and a statistical study designed to determine effects of the program on achievement of third, fourth, and fifth grade pupils in reading, vocabulary, and arithmetic. Subjective data were provided by parent questionnaires, teacher evaluations, and by pupil opinionnaire surveys administered at the beginning and close of the summer program.For the statistical study related to pupil achievement, experimental and control groups were selected on a stratified random basis and matched according to sex, grade level, and school district. Effects of the experimental conditions were judged in relation to scores on the Iowa Tests of Basic Skills administered prior to summer school, in September following the program, and again in the subsequent spring. The analysis of covariance with pretest scores and intelligence quotients as covariates was utilized to test the four null hypotheses. The F test was then applied to determine if there were any statistically significant differences between the adjusted posttest means of experimental groups of summer school students and control groups of nonsummer school students.The experimental population was divided into two subgroups on the basis of enrollment in enrichment or improvement classes. This was done to compare the achievement of enrichment class students and improvement class students to that of nonsummer school students. Comparisons were also made between the enrichment and improvement subgroups of the experimental population. The following general conclusions seem justified on the basis of data and information described in the dissertation:1. The elementary summer school was a worthwhile program and should be continued and expanded in the future.2. The stated objectives of the summer school were achieved to a high degree.3. Children in the summer program showed growth in social and emotional development in addition to learning many new things.4. The enrichment classes seemed more likely to satisfy the objectives of the program and facilitate growth in the basic skills than did improvement classes.5. The improvement classes of the program need further while for students enrolled. To subject students to more experiences similar to the ones with which they had difficulty during the regular school year, as was done in this program, seems a questionable practice. An enrichment program for students needing remedial help could possibly result in a better program for these pupils.6. The summer school appeared to be a significant factor in facilitating change and professional growth among teachers.7. Modifications, as recommended by students, parents, and teachers, of the summer program should be considered by.8. The summer program seemed to permit or encourage teachers to do more experimentation than did the regular year program.9. A six weeks summer program in remedial reading and arithmetic when emphasis is directly upon skill development cannot be expected to show demonstrable results in achievement the following autumn or spring.

This thesis is a phenomenological, qualitative study of student resistance and seeks to contribute to an understanding of the relationship between community, communication, and resistance by exploring the social contexts that provide meaning to the resistant behaviours of six graduates of an independent Christian school. In doing so, this thesis takes a transactional perspective of resistance – a perspective that recognises students as having multiple and shifting identities, and schools as being complex, social settings which contextualises student resistant behaviours. Integral to this perspective is a communicative potential of resistance that can be used as a means of signalling, generating, and building dialogue among the various groups of people who make up the school community. This study suggest that school need to go beyond seeing resistance as purely an expression of political statements or an engagement in power struggles and consider how resistance can be a potential communicative act. Specifically, resistance signals a need for reflection and dialogue on the ways in which the ideals of that community are both intended and experienced.