No description available.

No description available.

No description available.

The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format. / Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers. / The purpose of this study was to examine the perceptions and practices of children, their parents, and their teachers with regards to bullying at the grade school level. Eight children were interviewed; three that were identified by their teachers as victims, two identified as bullies and three identified as regular peers. Three parents, each taken from the victim, bully, peer groups were also interviewed, as was four teachers taken from the fifth and sixth grade, within the English and French language stream program. The subjects were interviewed using a semi-structured qualitative interview format. Victim children were generally perceived negatively by the bullies, their peers and by some teachers. The school used in this study did not adopt a formal bullying program and teachers received no bullying training. Parents of victims and bullies were seen to have had similar childhood experiences. Victims felt they did not receive enough support by their teachers.

No description available.

The chief argument of this study of major reforms within Maori schools is that while their curriculum was updated and morale restored, all educational developments were predicated upon the Maori people remaining a rural, dependent people. In the background to schooling changes were two expressions of nationalism within New Zealand: Attempts of the Dominion, at an official level, to assert its independence, moves made more urgent by the Depression, and secondly, the growing sense of the Maori people of their racial and cultural heritage. These significant changes were joined by a clutch of moves which propelled the Maori people into the national economy. The chief architects of schooling changes would have considered their work made a major break with the past. In reality it continued a tradition embedded in the nineteenth century in which education was regarded as a means of social control. As such, this paternalistic stance originated from British colonial theory, and from the purposes defined for education of the so-called lower classes. Partial reinterpretations of the tradition emerged in the growing practice of setting aside reserves for native education, from E G Wakefield�s theories, and the highly influential stance of John Thornton, Headmaster of Te Aute Collage. In a theory novel for the nineteenth century, Thornton held that Maoris should be so educated that they might fill any job or profession. Douglas Ball, appointed Inspector in 1928, was a domineering presence within Maori Schools. The substantial support of unique, creative government projects to make productive farms of Maori traditional lands were joined to Ball�s promotion of the tenets of Progrssive Education, and the then-novel introduction of Maoritanga in the curricululum. Education and social philosophies so espoused were derivative; the former from the �child-centredness� of Progressive Education, the latter, from the late colonial theory of adaptionism. Schooling renewal and land development attracted bi-partisan support. Ball received further support from international colleagues. It was the demise of the Proficiency Examinaton, however, that enabled education to be pressed into a vocational pattern, and with it, moves to link school and community. This renewal received limited challenge until officials pressed for reforms and expansion of secondary education on a vocational basis. Pressure on Denominational Schools to virtually abandon academic courses was exceedingly unpopular, as were the turns the development of the Native District High Schools took: Maori families had become aware that a good life on the land was not possible for all. They also felt the vocational slant was an insult to Maori aspiration for better jobs and recognized status within New Zealand. Maori opposition to this form of education was an appropriate response to its limitations. This study concludes, however, given the paucity of articulate critics a no-contest situation emerged in face of strongly-held stereotypes and the bureaucratic vigour of an Education Department bent on implementing �progressive� policies.

Thesis (PhDEducation)--University of South Australia, 2002.

Thesis (MEd) -- University of South Australia, 1994

Thesis (MEd) -- University of South Australia, 1998

This research is a single case study based on one successful Australian Christian school, Sandford Christian College. The research objectives were, firstly to quantify the degree of success of Sandford Christian College’s education by applying the School Development Review methodology of the Office of Review of the Victorian Department of Education. Secondly, to describe an exemplary Christian school and finally, to describe the impact of Sandford Christian College on the lives of the students. The significance of the research was to understand the central meaning and essence of one school community in the context of these three research objectives. (For complete abstract open document)