Thesis (Ph. D. (Education))--Rhodes University, 2005.

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Connie Horton (chair), Adena Meyers, Dan Greybill, Susan Smith. Includes bibliographical references (leaves 134-139) and abstract. Also available in print.

Educational Studies / MED (EDUC MANAGEMENT)

The aim of this research is to establish the extent to which principals of schools in Gauteng are implementing co-operative school governance. The shift to co-operative governance is a result of new legislation, and in particular the South African Schools Act 84 of 1996, which aims at redressing the inequalities of past legislation. To determine the extent, to which principals are engaged in co-operative governance, a questionnaire was designed to elicit essential information as to how co-operative governance has been practically implemented. The research attempted to evaluate the commitment and dedication of principals to the process of shared decision-making; decentralisation and accountability; to engendering healthy relations with governors; to ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training. / Educational Studies / M.Ed. (Education Management)

Rural education in South Africa, particularly within the black communities, has suffered neglect under Apartheid education policies. This has resulted in an array of problems which continue to beset the country's education system. The community, through its various institutions, has a major role to play in the whole education renewal process. The business sector is one such a community institution, which is directly affected by the quality of school education. Countries such as Britain and the U.S. provide excellent examples of close co-operation between business and schools in an effort to prepare pupils in accordance with the needs of the workplace. The qualitative study conducted in schools, within the Dzumeri community, showed that there is a dire need for business involvement with schools in order to address important areas of mutual concern. It is finally recommended that the government must formulate enabling policies, which will promote business education partnership activities and ensure proper coordination at all administrative levels / Educational Studies / M.Ed. (Comparative Education)

Esta dissertação teve como objeto de estudo a concepção de Território Educativo e se desenvolveu a partir da proposta de investigação e descrição do mapeamento do entorno da EMEF Ruben Bento Alves, protagonizado pelos jovens estudantes da escola, em busca de possibilidades de aprendizagens ‘além-muros’. A questão central da investigação objetivou compreender “como as oportunidades educativas do território em que a escola está inserida podem possibilitar a aprendizagem por meio da integração entre os saberes escolares e os comunitários”. O referencial teórico, no que diz respeito à dimensão histórico-política do objeto de estudo, em diálogo com a concepção de Educação Integral, sustentou-se nas contribuições dos autores Jaqueline Moll (2004; 2011; 2012; 2014) e Stephen Ball (1994, 1998, 2006, 2012), além de documentos produzidos pelo Ministério da Educação e Cultura (MEC) no ano de 2009. A dimensão que relacionou o conceito de Território Educativo a espaços e tempos em redes de fortalecimento comunitário, na dimensão da prática vivenciada no campo de investigação, juntamente com os estudantes, ancorou-se nos aportes de Elias (1994); Certeau (1994); e no diálogo com Freire (2004; 2011; 2013; 2014; 2015a; 2015b; 2016a; 2016b). A metodologia que amparou a construção dos dados considerou, além da pesquisa-ação, apoiada em Brandão e Borges (2007), Streck e Adams (2014) e Thiollent (2014), a inspiração acerca da Sociologia do Cotidiano de Pais (2006; 2015a; 2015b) e a análise textual discursiva de Moraes e Galiazzi (2011), a partir das narrativas que emergiram do grupo focal e rodas de conversas realizadas antes e depois da experiência. As principais contribuições desse processo de decifração, envolvendo teoria e prática, território e aprendizagem, e, que dispararam a construção do Mapa das Aprendizagens ‘além-muros’, conduziram-nos às categorias que identificaram a metáfora das três chaves de acesso representativas da potencialidade do objeto de estudo em relação à aprendizagem: a chave da rua (a dimensão do território articulador de relações), a chave de si (os processos identitários e de pertença favorecidos pela atividade) e, a chave do mundo (a dimensão política, a partir do estimulo à participação social dos jovens). Os resultados evidenciaram que Territórios Educativos convertem-se em territórios de participação social, à medida que as redes localizadas se organizam ora como saberes comunitários (manifestações de enfrentamento, resistência, laços de solidariedade) e ora ficam evidentes processos de desarticulação e fragmentação que também compõem o funcionamento de tais redes. A presente pesquisa reafirmou a reflexão acerca do deslocamento da centralidade da Instituição-escola nos processos de aprendizagem, para a centralidade no sujeito a partir do diálogo com o território e do compromisso com a humanização e com a transformação social, para a prática de uma Educação libertadora, conectada com o coletivo e que favoreça a autonomia e a cidadania. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-03-29T14:35:04Z No. of bitstreams: 1 Dissertacao Joanne Cristina Pedro.pdf: 4853196 bytes, checksum: 61b9301a4576fddaca3cc18ebb451a38 (MD5) / Made available in DSpace on 2018-03-29T14:35:04Z (GMT). No. of bitstreams: 1 Dissertacao Joanne Cristina Pedro.pdf: 4853196 bytes, checksum: 61b9301a4576fddaca3cc18ebb451a38 (MD5) Previous issue date: 2018-03-29 / Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul, FAPERGS / This dissertation had as an object of study the concept of Educational Territory and it was developed from the research proposal and description of the mapping of the surroundings of EMEF Ruben Bento Alves, carried out by young students of the school, in search of possibilities of learning 'beyond-walls'. The central question of the research aimed at understanding "how the educational opportunities of the territory in which the school is inserted can enable learning through the integration between school and community knowledge." The theoretical reference, with respect to the historical-political dimension of the object of study, in dialogue with the concept of Integral Education, was based on the contributions of Jaqueline Moll (2004, 2011, 2012, 2014) and Stephen Ball (1994, 1998, 2006, 2012), as well as on documents produced by the Ministry of Education and Culture (MEC) in 2009. The dimension that related the concept of Educational Territory to spaces and times in networks of community strengthening, in the dimension of the practice lived in the research field, together with the students, was anchored in the contributions of Elias (1994); Certeau (1994); and in dialogue with Freire (2004, 2011, 2013, 2014, 2015a, 2015b, 2016a, 2016b). The methodology that supported the construction of the data considered, in addition to action research, supported by Brandão and Borges (2007), Streck and Adams (2014), and Thiollent (2014), the inspiration about the Sociology of the Daily Life of Parents (2006; 2015a, and Moraes and Galiazzi's (2011) discursive textual analysis, based on narratives that emerged from the focus group and conversation rounds before and after the experiment. The main contributions of this process of deciphering, involving theory and practice, territory and learning, and which triggered the construction of the 'beyond-walls' Learning Map, led us to the categories that identified the metaphor of the three access keys that represent potentiality of the object of study in relation to learning: the key to the street (the dimension of the territory that articulates relations), the key to oneself (the identity and belonging processes favored by the activity) and the key to the world (the political dimension through stimulating participation of young people). Results showed that Educational Territories become territories of social participation, as the localized networks organize themselves as community knowledge (manifestations of confrontation, resistance, ties of solidarity) or as evident processes of disintegration and fragmentation that also make up the operation of such networks. The present research reaffirmed the reflection about the displacement of the centrality of the school institution in the learning processes to the centrality in the subject starting from the dialogue with the territory and the commitment with the humanization and the social transformation, to the practice of a Liberating Education, connected to the community and favoring autonomy and citizenship.

Esta dissertação teve como objeto de estudo a concepção de Território Educativo e se desenvolveu a partir da proposta de investigação e descrição do mapeamento do entorno da EMEF Ruben Bento Alves, protagonizado pelos jovens estudantes da escola, em busca de possibilidades de aprendizagens ‘além-muros’. A questão central da investigação objetivou compreender “como as oportunidades educativas do território em que a escola está inserida podem possibilitar a aprendizagem por meio da integração entre os saberes escolares e os comunitários”. O referencial teórico, no que diz respeito à dimensão histórico-política do objeto de estudo, em diálogo com a concepção de Educação Integral, sustentou-se nas contribuições dos autores Jaqueline Moll (2004; 2011; 2012; 2014) e Stephen Ball (1994, 1998, 2006, 2012), além de documentos produzidos pelo Ministério da Educação e Cultura (MEC) no ano de 2009. A dimensão que relacionou o conceito de Território Educativo a espaços e tempos em redes de fortalecimento comunitário, na dimensão da prática vivenciada no campo de investigação, juntamente com os estudantes, ancorou-se nos aportes de Elias (1994); Certeau (1994); e no diálogo com Freire (2004; 2011; 2013; 2014; 2015a; 2015b; 2016a; 2016b). A metodologia que amparou a construção dos dados considerou, além da pesquisa-ação, apoiada em Brandão e Borges (2007), Streck e Adams (2014) e Thiollent (2014), a inspiração acerca da Sociologia do Cotidiano de Pais (2006; 2015a; 2015b) e a análise textual discursiva de Moraes e Galiazzi (2011), a partir das narrativas que emergiram do grupo focal e rodas de conversas realizadas antes e depois da experiência. As principais contribuições desse processo de decifração, envolvendo teoria e prática, território e aprendizagem, e, que dispararam a construção do Mapa das Aprendizagens ‘além-muros’, conduziram-nos às categorias que identificaram a metáfora das três chaves de acesso representativas da potencialidade do objeto de estudo em relação à aprendizagem: a chave da rua (a dimensão do território articulador de relações), a chave de si (os processos identitários e de pertença favorecidos pela atividade) e, a chave do mundo (a dimensão política, a partir do estimulo à participação social dos jovens). Os resultados evidenciaram que Territórios Educativos convertem-se em territórios de participação social, à medida que as redes localizadas se organizam ora como saberes comunitários (manifestações de enfrentamento, resistência, laços de solidariedade) e ora ficam evidentes processos de desarticulação e fragmentação que também compõem o funcionamento de tais redes. A presente pesquisa reafirmou a reflexão acerca do deslocamento da centralidade da Instituição-escola nos processos de aprendizagem, para a centralidade no sujeito a partir do diálogo com o território e do compromisso com a humanização e com a transformação social, para a prática de uma Educação libertadora, conectada com o coletivo e que favoreça a autonomia e a cidadania. / Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul, FAPERGS / This dissertation had as an object of study the concept of Educational Territory and it was developed from the research proposal and description of the mapping of the surroundings of EMEF Ruben Bento Alves, carried out by young students of the school, in search of possibilities of learning 'beyond-walls'. The central question of the research aimed at understanding "how the educational opportunities of the territory in which the school is inserted can enable learning through the integration between school and community knowledge." The theoretical reference, with respect to the historical-political dimension of the object of study, in dialogue with the concept of Integral Education, was based on the contributions of Jaqueline Moll (2004, 2011, 2012, 2014) and Stephen Ball (1994, 1998, 2006, 2012), as well as on documents produced by the Ministry of Education and Culture (MEC) in 2009. The dimension that related the concept of Educational Territory to spaces and times in networks of community strengthening, in the dimension of the practice lived in the research field, together with the students, was anchored in the contributions of Elias (1994); Certeau (1994); and in dialogue with Freire (2004, 2011, 2013, 2014, 2015a, 2015b, 2016a, 2016b). The methodology that supported the construction of the data considered, in addition to action research, supported by Brandão and Borges (2007), Streck and Adams (2014), and Thiollent (2014), the inspiration about the Sociology of the Daily Life of Parents (2006; 2015a, and Moraes and Galiazzi's (2011) discursive textual analysis, based on narratives that emerged from the focus group and conversation rounds before and after the experiment. The main contributions of this process of deciphering, involving theory and practice, territory and learning, and which triggered the construction of the 'beyond-walls' Learning Map, led us to the categories that identified the metaphor of the three access keys that represent potentiality of the object of study in relation to learning: the key to the street (the dimension of the territory that articulates relations), the key to oneself (the identity and belonging processes favored by the activity) and the key to the world (the political dimension through stimulating participation of young people). Results showed that Educational Territories become territories of social participation, as the localized networks organize themselves as community knowledge (manifestations of confrontation, resistance, ties of solidarity) or as evident processes of disintegration and fragmentation that also make up the operation of such networks. The present research reaffirmed the reflection about the displacement of the centrality of the school institution in the learning processes to the centrality in the subject starting from the dialogue with the territory and the commitment with the humanization and the social transformation, to the practice of a Liberating Education, connected to the community and favoring autonomy and citizenship.

D.Ed. / The aim of this research is to explore affective, historical, social and educational factors that led to poor management or the break-down in school management due to local interest group structures in the Kathorus area. In order to achieve the designated goal the following aspects will be investigated: the opinion of members of variotis local interest group organisational structures regarding the role of school management in Kathorus; the level of commitment of these structures in school management/administration to achieve the culture of teaching and learning; identification of a suitable, practical strategy for overcoming the problems caused by the local interest group organisational structures at schools and local levels.

M.Ed. (Educational Guidance) / Truancy is a grave problem because truants are wasting their opportunities and are in danger of not becoming productive members of society. Teachers, parents, peers, psychologists, psychiatrists and other important people (see Chapter 5) can play a decisive role in preventing truancy. The literature study states that peer group pressure is one of the main causes of truancy (see Chapter 2) . An empirical research study has been done at Mamelodi high schools. Certain criteria were followed in order to identify truants (see Appendix B). Chapter 4 shows clearly the results of the research project. The significant findings are as follows : more truants are among std 9 than std 8 more truants than non-truants have failed three times or more more truants than non-truants expect to obtain lower marks in the coming examination ; more friends of truants than those of non- truants expect them to obtain lower marks in the coming examination ; truants have less friends than non-truants who are at school ; truants have less friends than those of non-truants who think they are good in their school work.

M.Ed. (Community Education) / The use of the school to address problems in society is accepted to an increasing extent. In this study it was endeavoured to establish whether the school could successfully be used as a changing agent. Determining factors which could exert an influence on the successful achievement of this objective were examined and a theory was developed for future use. It was established that the school could foster change in society through its educational and schooling functions. It is however also true that these changes are not initiated by the school. The school is in an unique position to accelerate the changes which have already taken place in society through an evolutionary process. The most important factors which can influence the successful use of the school as a changing agent are the following: The attitude of the Governing Authority in respect of the anticipated changes. The form of state and education systems. The availability of qualified teachers with a specific and unique combination of invaluable characteristics. The change orientated curriculum. The absence of any of these factors will delay or even wreck the use of the school as a changing agent. The presence, on the other hand, of the right attitude and form of government with an education system to enhance change will enable dedicated teachers to achieve the desired objective through a curriculum aimed at change. The theory formulated in this study could be used as a guideline in cases where the school could deliberately be used to promote specific changes in society.