Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 224-237).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Jack Mczirow. Includes bibliographical references (leaves 427-438).

Thesis (M.Ed. (Education)) - Rhodes University, 2009. / A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Education (M. Ed)

Thesis (M. Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 99-103.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 23, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Graham A. Jones, Albert D. Otto, Saad El-Zanati. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.

In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.

South African education has been going through a process of transformation: from a traditional, transmission system to one of a more progressive nature. In the new curriculum, Curriculum 2005 anchored on Outcomes-based Education (OBE), focus is laid on critical reflection, innovation and creativity by classroom participants. Learning situations are expected to promote flexibility, co-operation and relevance of teaching/learning materials. This research looks at these aspects in the English Second Language (ESL) situation where print media articles are used as resource. Other than being a rich resource for language, print media texts have been found to be appropriate for this exploration because of their potential to offer opportunities for critical reflection and interaction with authentic issues. Unlike uncritical reliance on textbooks, the proper use of media articles can give the teachers and learners the space to select relevant and exciting materials for their situations. In this study, the research was done through action research where I (the researcher) actually taught the lessons in collaboration with the English teacher. The teaching method was influenced by the Freirean style of Iiberatory teaching where critical reflection, socio-political relevance and co-operation are crucial elements. The action research was done in two cycles. Experiences in the first cycle pointed to, among other aspects, the fact that the learners could not work in a co-operative way as they were not used to it. Addressing this problem consequently became the basis of the second cycle where the skills of co-operative learning were taught before the learners engaged in further lessons. The conclusions drawn from this research point to the importance of the teacher as an agent in the learning process if the demands of progressive and liberatory teaching are to be met. It has thus been concluded that elements such as critical thinking, creativity, flexibility and selection/development of relevant materials presuppose the existence of a well-trained teacher who is skilled and able to make these possible. In the light of my findings, my major recommendation is that teacher development needs to be strengthened so that more emphasis is placed on enhancing the teacher's ability to critique texts and improve his or her own practice, acquiring the skills to teach in a critical way and achieving the learning competencies.

This study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were distributed electronically to school staff in elementary and middle schools in Sunshine County, Florida for input regarding their principal's behavior. Using one-way and two-way analysis of variance tests for the main and moderating factors, the survey results indicated that while the main effect of size has no direct impact on principal leadership behavior, contextual factors (socio-economics, principal gender, and principal experience) do moderate the relationship between specific transformational principal leadership behaviors and school size. / by Mark J. Kaplan. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education