Thesis (Ed.D.)--Teachers College, Columbia University, 1941. / Typescript; issued also on microfilm. Type C project. Includes bibliographical references.

Thesis--Catholic University of America. / Bibliography: p. 207-236.

Thesis (Ph. D.)--Open University. BLDSC no. DX208465.

M. Tech. Education / The purpose of this study was to determine how delegation, as a management tool, is being used in primary schools in the Tshwane West District. There are indications in Tshwane West District primary schools which suggest that delegation is improperly employed or not used at all. In some cases, workloads become so unbearable that many people even at management level resign their posts. Many of the primary schools in Tshwane West District have been identified as underperforming primary schools by the GDE through the Gauteng Province Literacy Strategy. The study therefore endeavoured to determine the use of this most important tool in the daily duties of school managers.

Thesis (Ph. D.)--University of Hong Kong, 1995. / Photocopy of the original. Includes bibliographical references (leaf 416-427).

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.

Tendo como objeto a perda progressiva da autoridade do professor, esta pesquisa foca-se sobre suas condições de possibilidade e emergência no discurso pedagógico brasileiro. Por meio da análise de artigos da Revista Brasileira de Estudos Pedagógicos, publicados entre as décadas de 1940 e 1960, investiga-se o tecido discursivo que deu suporte às teorias da Escola Nova no Brasil, e suas contribuições para que uma nova imagem docente se instaurasse. A peculiaridade do contexto brasileiro, carente de um sistema nacional de educação consolidado, fez com que se aliasse aqui o velho prestígio do ofício docente, com as novas exigências da escola renovada. Progressivamente, teorias e procedimentos de cunho psicológico foram incorporadas ao discurso, transferindo a centralidade do ensino para os alunos, e reclamando ao professor uma atitude investigativa capaz de perscrutar suas personalidades. O papel docente foi então reformulado, calcado em atributos mais íntimos e pessoais, a serem cultivados via formação contínua e por uma atitude reflexiva própria. A dimensão pessoal adentrou então o coração do ensino, fazendo da interioridade a força motriz do trabalho ali realizado. Tanto o professor, como seus alunos, deveriam submeter-se às novas regulações e controles de um governo da interioridade; capaz de transferir ao domínio de si e ao auto-governo a autoridade institucional que outrora reconhecíamos por sua externalidade e intermédio do professor. / This research studies the progressive loss of the teacher´s authority, focusing on its manifestations throughout the Brazilian educational discourse. Based on the analyses of the articles from the journal Revista Brasileira de Estudos Pedagógicos, published between 1940 and 1960, we investigate the discursive scenario that supported the theories of The New School in Brazil, as well as its contributions to the rise of a new image of the teachers. In this unique context, that lacked a consolidated national education system, the reputation of the old teachers was made compatible with the new demands of the reformed school. Progressively, theories and psychological procedures were incorporated to the discourse, transferring the aim of the studies to the students, proclaiming that teachers should investigate their personalities. The teacher´s role was then reformulated, based on intimate and personal attributes, cultivated by continuous educational training as well as a reflexive attitude towards life. This personal dimension became the heart of education, transforming interiority into the driving force of the work that is carried out. Both the teacher and the students are submitted to new regulations and restraints of a government of interiority, which is capable of transferring to self-control and self-government the institutional authority that was once recognized by its exterior form and had the teacher as its mediator.

Tendo como objeto a perda progressiva da autoridade do professor, esta pesquisa foca-se sobre suas condições de possibilidade e emergência no discurso pedagógico brasileiro. Por meio da análise de artigos da Revista Brasileira de Estudos Pedagógicos, publicados entre as décadas de 1940 e 1960, investiga-se o tecido discursivo que deu suporte às teorias da Escola Nova no Brasil, e suas contribuições para que uma nova imagem docente se instaurasse. A peculiaridade do contexto brasileiro, carente de um sistema nacional de educação consolidado, fez com que se aliasse aqui o velho prestígio do ofício docente, com as novas exigências da escola renovada. Progressivamente, teorias e procedimentos de cunho psicológico foram incorporadas ao discurso, transferindo a centralidade do ensino para os alunos, e reclamando ao professor uma atitude investigativa capaz de perscrutar suas personalidades. O papel docente foi então reformulado, calcado em atributos mais íntimos e pessoais, a serem cultivados via formação contínua e por uma atitude reflexiva própria. A dimensão pessoal adentrou então o coração do ensino, fazendo da interioridade a força motriz do trabalho ali realizado. Tanto o professor, como seus alunos, deveriam submeter-se às novas regulações e controles de um governo da interioridade; capaz de transferir ao domínio de si e ao auto-governo a autoridade institucional que outrora reconhecíamos por sua externalidade e intermédio do professor. / This research studies the progressive loss of the teacher´s authority, focusing on its manifestations throughout the Brazilian educational discourse. Based on the analyses of the articles from the journal Revista Brasileira de Estudos Pedagógicos, published between 1940 and 1960, we investigate the discursive scenario that supported the theories of The New School in Brazil, as well as its contributions to the rise of a new image of the teachers. In this unique context, that lacked a consolidated national education system, the reputation of the old teachers was made compatible with the new demands of the reformed school. Progressively, theories and psychological procedures were incorporated to the discourse, transferring the aim of the studies to the students, proclaiming that teachers should investigate their personalities. The teacher´s role was then reformulated, based on intimate and personal attributes, cultivated by continuous educational training as well as a reflexive attitude towards life. This personal dimension became the heart of education, transforming interiority into the driving force of the work that is carried out. Both the teacher and the students are submitted to new regulations and restraints of a government of interiority, which is capable of transferring to self-control and self-government the institutional authority that was once recognized by its exterior form and had the teacher as its mediator.