A dissertation submitted in fulfillment ofthe requirements for the degree of: MASTER OF EDUCATION (Education Management) in the DEPARTMENT OF EDUCATIONAL PLANNING AND ADMlNINISTRATION: UNIVERSITY OF ZULULAND, 2007. / The objective of this research was to determine the role of educators in the creation, development, and maintenance of classroom culture in secondary schools .The study was conducted in the Pongola Circuit of the Vryheid District of the Zululand Region of the Department of Education in the Province of KwaZulu-Natal. Indeed educators play a leading role in the creation and maintenance of classroom culture .The focus of this research was only on secondary schools in the above-stated circuit. In order for teaching and learning to take place effectively, educators must organize educational situations that facilitate teaching and learning. The question here is how educators go about carrying out this task and how effective are they. A questionnaire was administered to educators. The main aim was to determine the educators' role in creating, developing and maintaining a classroom culture in their schools. The educators responded by giving their views. It was on the basis of these views that the study concluded that a greater number of educators in the area that was studied play an important role in the creation of classroom culture. It was also discovered that there are some educators who are not clear on their roles as facilitators of classroom culture. They do not properly understand their roles as facilitators of teaching and learning. Such educators need capacity building workshops and training. This makes recommendations inevitable as far as the development and the maintenance of classroom culture is concerned. Such recommendations are made for use by a variety of stakeholders in education, mainly educators and other officials in education.

This qualitative study was conducted to examine the phenomenon of conflict as a relational process as it is played out in the natural settings of two classrooms. The researcher sought to explore the developmental potential that conflict affords children as they try to make meaning of their relationships within the peer culture. It breaks away from the cyclical and linear models of conflict interactions as it tries to understand the reciprocal role of individual and culture in the initiation, sustenance, and resolution of peer conflicts. The study was also designed to explore the researcher role as participator and observer on a continuum with participant at one extreme and observer on the other. Data for the study were collected through participant observations over a period of two semesters for the first study and five weeks for the second. The purpose was to examine disputes, particularly verbal exchanges made during these disputes, for insights of the child's understanding of the peer dynamics and culture that prevailed in the classrooms. Interpretive analysis of these disputes helped to embed the interactive events in their historical and sociocultural contexts. The results of this study increase our understanding of the developmental aspects of conflict and give us a glimpse of the meaning children make of their disputes. It reinforces the view that (a) children are capable of managing their conflicts without much adult intervention, (b) that the larger peer culture often dictates the initiation and outcome of conflicts, and (c) that conflicts provide an ideal opportunity for children to develop perspective taking and for testing the terms of their relationship with peers. / Ph. D.

The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable. / A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

Esta pesquisa tem como objetivo discutir algumas maneiras de compreendermos a educação em Física como uma aprendizagem cultural, no ponto de vista das pesquisas em educação e no ponto de vista dos estudantes, com base em uma investigação da compreensão dos alunos sobre o que é um conhecimento cultural e como este conhecimento pode ser relacionado à Física e à aula de Física. Na área de pesquisa em Educação Científica, trabalhos voltados à relação Ciência, Educação Científica e Cultura ainda são minoritários, entretanto existe um reconhecimento crescente da importância deste tipo de discussão, onde o termo cultura tem ganhado diversos significados. Podemos identificar algumas linhas possíveis de trabalho com questões culturais, como a questão da identidade (Gurgel, 2014), ponte cultura e arte (Zanetic, 2006; Piassi, 2007) e a questão dos diálogos e práticas culturais em sala de aula (Tobin, 2011), sendo que estes possuem distintos embasamentos teóricos e procedimentos práticos em sala de aula. Para o debate entre como os alunos compreendem o conhecimento cultural e a relação das diferentes maneiras de trabalhar com perspectivas culturais no ensino, apresentamos uma discussão sobre uma proposta de entendimento para o conceito de cultura, realizada a partir de uma análise de discussões dos autores Willian Sewell (1999) e Terry Eagleton (2005). Como base metodológica para investigação do entendimento dos estudantes sobre cultura, apresentamos uma discussão sobre identidade cultural, representações sociais e a metodologia de investigação escolar COGEN (diálogo gerado pelo coletivo). A investigação e análise, realizada em uma escola de educação básica da rede pública de ensino, se deu em dois momentos, a utilização de questionários e entrevista em grupo no formato COGEN grupos focais, onde identificamos particularidades na existência de representações distintas para cultura, acessadas independentemente para cada assunto de debate (sala de aula/escola; Física/Ciência), que permitiram uma discussão sobre a importância de levar em consideração a maneira como os estudantes entendem o conceito de cultura e posturas na sala de aula para a eficácia de um ensino de ciências em uma perspectiva cultural. / This research aims to discuss the some of the ways of comprehending education in physics as cultural, from the point of view of educational research and from the point of view of students, based on an investigation of students\' understanding of cultural knowledge and how this knowledge can be related to physics and the physics classroom. In research in science education, investigations focused on Science, Science Education and Culture are still a minority, however there is a growing recognition of the importance of this kind of discussion, where the term culture has got several meanings. We can identify some possible branches of work with cultural subjects such as identity (Gurgel, 2014), bridge between art and culture (Zanetic, 2006; Piassi, 2007) and the matter of dialogue and cultural practices in the classroom (Tobin, 2011), and these works have different theoretical bases and practical procedures in the classroom. For the debate between how students understand cultural knowledge and the different ways of working with cultural perspectives in education, it is presented a discussion of a understanding of the concept of culture, from an analysis of discussions of the authors Willian Sewell (1999) and Terry Eagleton (2005). As a methodological basis for investigation of students\' understanding of culture, it is presented a discussion of cultural identity, social representations and the methodology of educational research COGEN (dialogue generated by the collective). The research conducted in a a school of the public basic education system, and its analysis, took place in two stages, using questionnaires and group interviews in the format of COGEN methodology and focal groups, where we identify peculiarities in the existence of distinct representations for culture, accessed independently for each subject of debate (classroom / school; Physics / Science), which allowed a discussion on the importance of taking into consideration how the students understand the concept of culture and attitudes in the classroom to the effectiveness of teaching science from a cultural perspective.

The case study examines the outcomes of a process of re-structuring, renewal and cultural change in a school undergoing transformation from a senior high school to a middle school. The research investigates the impact of school improvement initiatives on the school and classroom culture and learning environment after 12 to 18 months of reform implementation.The research approach is a developmental mixed method investigation utilising quantitative and qualitative data collection procedures. The study proceeded through two stages: Quantitative surveying of students and parents prior to the implementation of school improvement initiatives; and quantitative and qualitative surveying of students and parents after 12 and 18 months, respectively, of reform implementation and application of the treatment.Evidence of change in the college and classroom culture and learning environment was evident after twelve months. The case study identified that students and parents identified changes in a number of elements of the classroom culture and learning environment. These included improvements in home-school communications, involvement in classroom planning and organization, relationships between teachers and students, school culture and evidence of pedagogical change. The research also identified that change had not occurred in the attainment of student learning outcomes, educational values and parent confidence to assist students in their learning.It became apparent that change in the organisational culture had occurred within the first 12 to 18 months. However, change to the deeper cultural dimensions of educational values and student learning outcomes were less in evidence.

Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

Esta pesquisa tem como objetivo discutir algumas maneiras de compreendermos a educação em Física como uma aprendizagem cultural, no ponto de vista das pesquisas em educação e no ponto de vista dos estudantes, com base em uma investigação da compreensão dos alunos sobre o que é um conhecimento cultural e como este conhecimento pode ser relacionado à Física e à aula de Física. Na área de pesquisa em Educação Científica, trabalhos voltados à relação Ciência, Educação Científica e Cultura ainda são minoritários, entretanto existe um reconhecimento crescente da importância deste tipo de discussão, onde o termo cultura tem ganhado diversos significados. Podemos identificar algumas linhas possíveis de trabalho com questões culturais, como a questão da identidade (Gurgel, 2014), ponte cultura e arte (Zanetic, 2006; Piassi, 2007) e a questão dos diálogos e práticas culturais em sala de aula (Tobin, 2011), sendo que estes possuem distintos embasamentos teóricos e procedimentos práticos em sala de aula. Para o debate entre como os alunos compreendem o conhecimento cultural e a relação das diferentes maneiras de trabalhar com perspectivas culturais no ensino, apresentamos uma discussão sobre uma proposta de entendimento para o conceito de cultura, realizada a partir de uma análise de discussões dos autores Willian Sewell (1999) e Terry Eagleton (2005). Como base metodológica para investigação do entendimento dos estudantes sobre cultura, apresentamos uma discussão sobre identidade cultural, representações sociais e a metodologia de investigação escolar COGEN (diálogo gerado pelo coletivo). A investigação e análise, realizada em uma escola de educação básica da rede pública de ensino, se deu em dois momentos, a utilização de questionários e entrevista em grupo no formato COGEN grupos focais, onde identificamos particularidades na existência de representações distintas para cultura, acessadas independentemente para cada assunto de debate (sala de aula/escola; Física/Ciência), que permitiram uma discussão sobre a importância de levar em consideração a maneira como os estudantes entendem o conceito de cultura e posturas na sala de aula para a eficácia de um ensino de ciências em uma perspectiva cultural. / This research aims to discuss the some of the ways of comprehending education in physics as cultural, from the point of view of educational research and from the point of view of students, based on an investigation of students\' understanding of cultural knowledge and how this knowledge can be related to physics and the physics classroom. In research in science education, investigations focused on Science, Science Education and Culture are still a minority, however there is a growing recognition of the importance of this kind of discussion, where the term culture has got several meanings. We can identify some possible branches of work with cultural subjects such as identity (Gurgel, 2014), bridge between art and culture (Zanetic, 2006; Piassi, 2007) and the matter of dialogue and cultural practices in the classroom (Tobin, 2011), and these works have different theoretical bases and practical procedures in the classroom. For the debate between how students understand cultural knowledge and the different ways of working with cultural perspectives in education, it is presented a discussion of a understanding of the concept of culture, from an analysis of discussions of the authors Willian Sewell (1999) and Terry Eagleton (2005). As a methodological basis for investigation of students\' understanding of culture, it is presented a discussion of cultural identity, social representations and the methodology of educational research COGEN (dialogue generated by the collective). The research conducted in a a school of the public basic education system, and its analysis, took place in two stages, using questionnaires and group interviews in the format of COGEN methodology and focal groups, where we identify peculiarities in the existence of distinct representations for culture, accessed independently for each subject of debate (classroom / school; Physics / Science), which allowed a discussion on the importance of taking into consideration how the students understand the concept of culture and attitudes in the classroom to the effectiveness of teaching science from a cultural perspective.

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This study investigated the salient cultural variables in play in an adult TESOL classroom. Two instructors paired students and offered their rationales for having done so. They created 71 dyads, which were examined and categorized according to Storch's four patterns of interaction. Results showed that the instructor who created pairs according to certain student cultural variables had a 12% higher rate of acquisition-enhancing patterns than did the instructor who did not pair in this same fashion. Instructor rationales were then analyzed to determine which cultural variables were found to be most salient in the creation of each of the four interaction patterns. Among them were issues of facework, trust, cultural norm remaking, and role ascription or achievement. By extension, the findings showed that using cultural variables when pairing learners in the TESOL classroom might significantly enhance second language acquisition.