Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 27, 2007) Vita. Includes bibliographical references.

No description available.

This study sought to find out the implications of poverty on schooling and management in the Centane Educational Unit. Centane Educational Unit is part of the Mnquma Local Municipality. The other Educational units that constitute the Mnquma are Butterworth and Ngqamakhwe. The Mnquma is one of the 7 local municipalities that form Amathole District Municipality. The other areMbhashe, Amahlathi, Great Kei, Ngqushwa, Nkonkobe and Nxuba. Quantitative and qualitative and research designs were used. Questionnaires and interviews were used to collect data from the principals, the school governing bodies parent members, educators and learners of 5 selected section 20 junior secondary schools. Participants were selected using a random sampling technique. The sample was made up of 5 principals, 20 SGB parent members (4 from each school), 10 educators (2 from each school) and 10 learners (2 from each school). Learners were selected from the senior phase. The total number of the sample was 45. The researcher analysed the data collected by means of Statistical Package for Social Sciences. The findings were that poverty- whether absolute or relative- had an adverse impact on schooling and management in the Centane Educational Unit. Its impact relates to parents’ inability to meet financial school requirements. This impact ranges from learners’ poor attendance to school, learners’ lack of concentration on studies, poor participation on extra-mural activities and parents’ failure to pay for school needs. On the basis of the negative effects of poverty on schooling and management recommendations were made in order to conscientise stakeholders on how best they could push back the frontiers of poverty and obviate its detrimental effects on our education system. The researcher encountered such limitations as the geographical location of schools which are scattered and far apart, working responsibilities and pressures, bad and impassable roads, financial commitments, negative attitudes of certain educators, principals and parent components of the School Governing Bodies (SGB) and officials of the Department of Education towards the researcher’s aims of undertaking this study. However, the researcher managed to work with the interviewees as she tried to address these challenges through interactions with her informants.

The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the school’s assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals’ beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teacher’s practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers’ beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teacher’s beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers’ orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teacher’s orientation. These recognisably different labels demonstrated that each teacher’s four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers’ orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teacher’s orientation is with the ethos underpinning the innovation.

Thesis (M. Ed.)--University of South Africa, 2001.

Thesis (M. Ed.)--University of South Africa, 2002.

Thesis (M. Ed.)--University of South Africa, 2002.

<p>Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background.</p><p>So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help?</p><p>The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.</p>

International schools and the concept of an international education are a relatively new phenomenon, but their growth is almost unparalleled by any other service industry. Anecdotal evidence suggests that the number of international schools has risen over the last forty years from less than one hundred to close to, if not exceeding, two thousand today. At the same time, organisations like the International Baccalaureate are seeing the curriculum programmes they offer, being taken up by national and international schools, as they seek to educate tomorrow’s citizens in the face of ever increasing globalization. However, the growth and increased accessibility of international schools has brought with it a more discerning customer. This study, with the use of segmentation theory, will show that international schools are fully aware of the ‘wants and needs’ of their ‘customers’ and deliberately recruit teachers who will satisfy certain predetermined criteria and, in doing so, ensure their own continued success. Using data drawn from a well established international schools’ recruitment agency and supplemented by information drawn directly from a number of international schools, this study will show that the majority of international schools, whenever possible and finances allowing, look to employ Western trained, English speaking teachers who preferably have previous experience of the curricular being offered.

A presente pesquisa tem por objetivo inscrever um litoral, uma interface entre os campos da educação especial, da socioeducação e da pesquisa acadêmica, oportunizando, de um lado, a investigação acerca da escolarização de adolescentes acautelados na Fundação de Atendimento Socioeducativo do Rio Grande do Sul (FASE/RS) e, de outro lado, a reflexão aprofundada sobre a escolarização para aqueles com deficiência, especialmente os que apresentam impasses em sua estruturação psíquica. O estudo foi realizado entre os meses de março e maio de 2017, na Escola Estadual de Ensino Médio Senador Pasqualini, localizada no Centro de Atendimento Socioeducativo Padre Cacique, em Porto Alegre/RS. Os seguintes questionamentos norteiam esta pesquisa: como se configura a escolarização de adolescentes que cometem atos infracionais e cumprem uma medida socioeducativa de internação? Dentre os acautelados, há adolescentes considerados da educação especial? Dentre estes, há sujeitos que apresentam impasses em sua estruturação psíquica? Como se estabelecem as relações entre a educação especial e a socioeducação? Trata-se, portanto, de uma pesquisa exploratória, de base qualitativa, em que os procedimentos de pesquisa e análise se sustentaram nos fios éticos da psicanálise, principalmente, no reconhecimento do sujeito em sua singularidade; na possibilidade de criar e preservar espaços de fala e escuta; no entendimento de que aquilo que se fala a respeito do outro é constitutivo das possibilidades de ser e estar no mundo. Entre o texto da lei e a vida na escola, percebemos que as formas organizativas do trabalho pedagógico (a organização curricular, os tempos e os espaços escolares) procuram singularizar o fazer docente, borrando os atos infracionais, a favor da condição de aluno e de professor. No que se refere ao diálogo entre áreas, apesar de o litoral estar posto nos documentos legais, não encontramos formalizada a presença de adolescentes com deficiência que cumprem medida de internação. O silêncio, entretanto, é ruidoso. Através de Marino, um jovem aluno da Escola Senador Pasqualini, encontramos inúmeras alusões e hipóteses sobre o desempenho escolar, capazes de justificar o encaminhamento para o atendimento educacional especializado. O ato infracional, contudo, borra a condição de uma possível deficiência e apaga o direito a recursos previstos, potencialmente eficazes para sustentar o aprender. / The main objective of the present research is to inscribe a coastline, an interface between the fields of special education, social education and academic research propitiating, on one side, the inquiry concerning the schooling of adolescents incarcerated at the Foundation of Social Education Service in the state of Rio Grande do Sul (FASE/RS) and, on the other side, the deepened reflection on the schooling for those with impairments, especially the ones who present impairments in their psychic structure. The study was carried out between March and May 2017 at Senador Pasqualini High School located at the Padre Caquice Social Education Service Center in the city of Porto Alegre/RS. The following questionings guide this research: How is the schooling of adolescents who commit infractions and fulfill social educational measure of incarcaration configured? Amongst the incarcerated ones, are there adolescents who need special education? Amongst those, are there ones who present impairments in their psychic structure? How are the relations between special education and social education established? This is, therefore, an exploratory research of qualitative base where research procedures and analyses have been supported in the ethics of psychoanalysis, mainly, in the recognition of the subject in his/her singularity; in the possibility of creating and preserving spaces of listening and speaking; in the understanding that what is said in regard to the other is constituent of the possibilities of being in the world. Between the law and the life at school, we perceive that organizational forms of pedagogical work (curriculum organization, times and spaces in school) look for making the teacher’s role singular and erasing the infractional acts in favor of the teacher-student condition. As for the dialogue among the areas, although a coastline is present in legal documents, we did not find formally the presence of impaired adolescents who are currently fulfilling measures of incarceration. Silence, however, is noisy. Through Marino, a juvenile student at Senador Pasqualini School, we could find countless alusions and hypotheses on school performance which are capable of justifying the guiding for specialized educational service. Infractional acts, however, smudge the condition of a possible impairment and erase the right to legal resources, potentially efficient to support the learning process.