Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 154-163). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 86-92). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 86-92). Also available on the Internet.

Thesis (PhD (Educational Psychology))-University of Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Years now, sound-based music has been struggling to reach a wider public. Research supports that in order to promote sound-based music, it should be introduced at an early age in someone’s life to have the opportunity to familiarise himself/herself with it and accept it (Kopiez and Lehmann, 2008). This thesis investigates the implementation of sound-based music in public schools in Cyprus. Building on previous research aiming to introduce sound-based music ideas and concepts into the music classrooms (Savage, 2005; Higgins and Jennings, 2006; Wolf, 2008; Holland, 2011), this research aims at creating a sound-based music curriculum that will be appropriate for the implementation in such a teaching-learning environment in Cyprus. The research focuses on the Educational Reform Programme of Cyprus (2008-2015), which aims at modernising the Cypriot education system. This project offers the opportunity to investigate a set of sound-based music lesson plans, implemented in music classrooms. The research examines the reactions of teachers and students towards these lessons, and the evaluation of the lesson plans in order to be suitable for primary and secondary schools of Cyprus. It is an interdisciplinary project, allowing for educational as well as musical concepts to inform its content and structure. The research follows a grounded theory methodology, utilising a mixed-methods approach involving multi-site case studies and action research. In total of six schools, with six teachers and 117 students, eight different sound-based music lesson plans were created, implemented and evaluated, in a total of 18 lesson periods. During these lessons, a combination of questionnaires, interviews, observations, visual data and tests have facilitated the collection of both qualitative and quantitative information relating to the teachers, the students and the lesson plans. Findings of this research identify that the specific set of lesson plans implemented in the schools is considered as appropriate to be used in the music classrooms of Cyprus. The sound-based music lessons introduced new ways of using ICT in the music classroom, supporting the national initiatives of the Ministry of Education and Culture of Cyprus. It was also identified that these lessons offer an inclusive education, with creative activities, engaging students with the learning experience. However, the outcomes of the research recognised the need to understand the multidimensional change necessary to take place before such an implementation, such as the need to resolve any teachers’ concerns relating to the implementation of innovative material as well as any issues related to the equipment.

Par le biais d’une étude de cas portant sur un conseil scolaire anglophone ontarien, la recherche entreprise avait pour objectif l’analyse de la mise en œuvre de politiques touchant l’éducation des élèves réfugiés du niveau secondaire en Ontario, soit la politique à l’égard des élèves English language learners de 2007 ainsi que la Stratégie ontarienne d’équité et d’éducation inclusive de 2009. La réalisation d’entrevues semi-dirigées auprès d’informateurs clés du conseil scolaire, du ministère de l’Éducation de l’Ontario et d’un organisme local d’aide à l’établissement des nouveaux arrivants, l’analyse de documents publiés par les deux premières entités ainsi que l’observation non participante à des réunions de comités consultatifs du conseil scolaire ont permis l’exploration de l’impact constaté ou potentiel de la mise en œuvre de ces politiques sur la mise en place d’un modèle de système inclusif de prestation de programmes et services en matière d’éducation des élèves réfugiés du niveau secondaire.

Equal access to education, its legal framework and protection Key words: equal access to education, primary school, inclusive education, discrimination Right to equal access to education is the topic of the diploma thesis of the author. Its aim is to analyze some of the problems of the equal access to education with respect to the primary education. The diploma thesis is divided into five chapters. First chapter is introductory and it describes selected problematics of the primary education in the Czech Republic. In the second chapter the concept and conception of equality and discrimination are examined. Third chapter contains regulation of the Czech primary education. The author tries to analyze the Czech primary education, especially pros and contras of its structure. Next she describes the evolution of the primary education with respect to the new regulation, effective from 1.9.2016. In the fourth chapter the author describes some of the aspects of the entrance proceedings; she especially focuses on the entrance criteria. Fifth chapter is devoted to the possible remedies in administrative proceedings, administrative court proceedings and civil proceedings. It refers to some processual aspects, which can be problematic. In the last chapter the author summarizes her conclusions. To sum it up...

As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers' beliefs, specific to their preparation and their needs and preferred mode for professional learning. The theoretical framework for this project research consisted of sociocultural and transformative learning theories. A qualitative case study approach was used in which teachers at the school completed online surveys and follow-up e-mail interviews. Twenty-seven of the school's 44 teachers participated in the study. Survey and interview responses were reviewed on a continuous basis during data collection and coded for emergent themes; open-ended data were analyzed using qualitative data analysis software. The key findings were that none of the participants believed they were unprepared for teaching in the inclusive classroom; however, the teachers provided key insights for professional learning related to the challenge of teaching diverse learners. The results of the study might offer guidance to school and district administrators on how to build the capacity of teachers to create classrooms where all learners can succeed and to reduce reliance on separate special instruction. Doing so could help promote social change in the culture of the school by encouraging respect and empathy among students to work together and celebrate their collective successes.

Le discours des experts et des organisations internationales, de même que les initiatives des politiques et mouvements en faveur de l’émancipation et la place des personnes handicapées sont orientés vers la construction d’une école pour tous (Ainscow, 1991 ; Sen, 1992 ; UNESCO, 1990 ; UNESCO, 1994 ; UNESCO, 2000 ; ONU, 2000 ; ONU, 2006). Les politiques éducatives intègrent plus ou moins clairement la prise en compte des besoins éducatifs des enfants en situation de handicap. L’inclusion scolaire implique des modifications et des bouleversements tant dans les pratiques enseignantes que sur le plan de l’organisation scolaire dans son ensemble. Dès lors, il importe de s’intéresser aux perceptions des enseignants envers la politique nationale favorisant l’inclusion à l’école ordinaire des élèves handicapés en France et au Cameroun et de s’interroger sur les facteurs susceptibles d’influencer ou de déterminer, l’efficacité et la pérennité de cette politique qui peut être considérée comme leur étant imposée. Le modèle d’évaluation multidimensionnelle de la qualité des dispositifs scolaires empruntés à Tremblay (2012) et le modèle du comportement planifié d’Ajzen (1991), sont utilisés dans le cadre de cette recherche pour répondre aux deux objectifs principaux qui y sont visés. Un questionnaire à deux volets avec des propositions de réponses a été adressé à des enseignants du primaire. Notre recherche porte sur une population de 133 enseignants dont 65 camerounais et 68 français. Les dimensions étudiées pour le premier volet du questionnaire sont les suivantes : La pertinence des objectifs, les caractéristiques de la population du dispositif, l’adéquation des ressources, la fiabilité des actions, l’efficacité du dispositif et la flexibilité du dispositif. Les croyances normatives, les perceptions des difficultés et les croyances comportementales sont étudiées à travers le deuxième volet. L’analyse de la variance simple (ANOVA) est utilisée pour comparer les moyennes entre les pays et les corrélations étudiées pour évaluer les composantes principales du modèle d’Ajzen. Nos résultats montrent que malgré une grande adhésion à la politique visant l’inclusion des élèves en situation de handicap par les enseignants interrogés dans les deux pays, celle-ci ne semblerait pas être efficace. Pour les enseignants, ceci serait expliqué pour le cas de la France par les objectifs qui ne seraient pas atteints et au Cameroun par les ressources qui seraient insuffisantes. Des points de divergence observés portent sur certains aspects des dimensions étudiées telles que la taille de la classe, l’approche pédagogique, les ressources et les caractéristiques individuelles des élèves. En ce qui concerne notre modèle dérivé de la théorie d'Ajzen, l'analyse des corrélations montre des liaisons linéaires entre trois composantes : les difficultés perçues par les enseignants, leurs croyances normatives et leurs croyances comportementales. Les difficultés perçues se montrent négativement corrélées avec autant les croyances normatives (-.33) que les croyances comportementales (-.65). Il s'avère ainsi, conformément au modèle théorique élaboré, que l'intensité des difficultés ressenties engendre des croyances négatives chez les enseignants. Les croyances normatives (dans les principaux référents de l'Education nationale) sont positivement liées aux croyances comportementales (.50), qu'elles semblent favoriser. Il importe d'indiquer que les trois composantes ne détermineraient pas l'attitude des enseignants envers l'inclusion, puisque les corrélations ne sont pas significatives. Nos résultats suggèrent, au regard des corrélations faibles observées entre l’attitude des enseignants et les autres composantes du modèle, à rechercher d’autres facteurs exogènes au modèle que nous avions étudié, qui expliqueraient l’attitude des enseignants envers la politique de l’inclusion. / The discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000; UN, 2006)). Educational policies integrate, more or less clearly, the educational needs of children with disabilities. Inclusive education implies changes and upheavals in both the teaching practices and the school organization as a whole. It is therefore important to take an interest in teachers' perceptions of the national policy favoring the inclusion of disabled pupils in mainstream schools in France and Cameroon and to consider the factors likely to influence or determine effectiveness and sustainability of this policy which can be considered as being imposed on them. The model of multidimensional evaluation of the quality of the educational devices borrowed from Tremblay (2012) and the model of planned behavior of Ajzen (1991) are used in this research to meet the two main objectives. A two-part questionnaire with proposals for answers was sent to primary school teachers. Our research concerns a population of 133 teachers including 65 Cameroonians and 68 French. The dimensions studied for the first part of the questionnaire are as follows: The relevance of the objectives, the characteristics of the population of the scheme, the adequacy of resources, the reliability of actions, the effectiveness and the flexibility of the system. Normative beliefs, perceptions of difficulties and behavioral beliefs are studied through the second component. Analysis of the simple variance (ANOVA) is used to compare the averages between countries and the correlations studied to evaluate the main components of the Ajzen model. Our results show that despite a strong adherence to the policy for the inclusion of students with disabilities by teachers interviewed in both countries, it would not seem to be effective. This would be explained in the case of France by the objectives which would not be achieved and in Cameroon by the resources which would be insufficient. Points of divergence are observed on certain aspects of the dimensions studied, such as the size of the class, the pedagogical approach, the resources and the individual characteristics of the students. As for our model derived from the Ajzen theory, correlation analysis shows linear links between three components: the perceived difficulties of teachers, their normative beliefs and behavioral beliefs. The perceived difficulties are negatively correlated with both normative beliefs (-.33) and behavioral beliefs (-.65). Thus, according to the theoretical model developed, the intensity of the difficulties experienced creates negative beliefs among teachers. Normative beliefs (in the main references of the National Education) are positively related to behavioral beliefs (.50), which they seem to favor. It is important to note that the three components do not determine teachers' attitude towards inclusion, since the correlations are not significant. Our analysis suggests, considering the weak correlations between the attitude of the teachers and the other components of the model, to look for other factors exogenous to the model we studied, which would explain the attitude of teachers towards the policy of inclusion.

Thesis (M.Litt.) - University of Glasgow, 2008. / M.Litt. thesis submitted to the Department of Education, University of Glasgow, 2008. Includes bibliographical references. Print version also available.