A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in fulfillment of the requirements of the degree of Doctor of Philosophy. Johannesburg 2019 / The research explored in-service teachers’ classroom practices in teaching for conceptual understanding with a particular focus on the topic of Chemical Change. The topic is taught at different levels in the FET, being Reactions in aqueous solution at Grade 10; Redox reactions at Grade 11; and Electrolytic cell at Grade 12. The study was inspired by continual reports of South African Grade 12 learners’ failure to adequately answer examination questions that demand a conceptual understanding of scientific knowledge on the topic Chemical Change. The study aimed to understand current teaching and learning processes in real life classrooms as well as to evaluate the spiral nature of the Physical Science curriculum. Special focus was on how Physical Sciences teachers’ teaching approaches foster meaningful learning to enable learner conceptual understanding and access to scientific content. Physical Science curriculum documents were scrutinised for features of a spiral curriculum. The study followed an explanatory interpretative qualitative research paradigm with a case study methodology. The five participating in-service teachers, teaching a total of six classes were drawn from five different schools in three different districts of Gauteng province. Eighteen lessons were audio and video recorded, three lessons from each class and five teacher interviews we done. Scott, Mortimer and Aguiar’s model of pedagogical link-making (PLM) was used to analyse the lessons. PLM comprises three aspects, link making to support continuity, link making to support knowledge building and link making to promote emotional engagement. Pedagogical link-making to support continuity was used both to analyse the spiral nature of the Physical Science curriculum and to analyse how the teachers sequenced the scientific concepts during the teaching and learning process. Pedagogical link making to support knowledge building was used to evaluate how teachers used the five pedagogical teaching tools that enable learners to actively construct knowledge. The Physical Science curriculum was found to be limited in its claims to a spiral nature at least for the topic Chemical Change and its essential concepts from Grade 10 to 12. Fundamental concepts such as Oxidation numbers (Grade 10) and Electrolytes (Grade 11) were not included in the curriculum in the respective grades. The lesson presentations by the teachers showed challenges in macro and meso link-making especially in the introductory lessons which hampered continuity from related past and future chemistry topics. Link-making at the micro level was well executed by all participants while the use of meso link-making increased from the first lesson to the third lesson. As far as link-making for knowledge building is concerned, I found that four of the five teachers used integration more than differentiation between everyday ways and scientific ways of explaining. Also, the use of both integration and differentiation increased from Grade 10 to 12. Two findings emerged with respect to making links between scientific concepts. Firstly, teachers generally illustrated the links between connected concepts very well. However, the second finding was that teachers seldom involved their learners in the linking of scientific concepts. In other words, teachers tended to retain authority in terms of conceptual engagement thus, compromising learning of conceptual understanding. There was hardly any link-making between scientific explanations and real-world phenomena with only one out of five teachers managing this. In terms of modes of representation, teachers successfully got learners to use multiple modes of representation. Finally, there was variation in how teachers moved between different scales and levels of explanation within a continuum in the way the triangle of levels of thought was used by the participants. On the one extreme of the continuum, all 3 levels of explanation were used by both teachers and learners while on the other teachers only used one level of explanation, either the macroscopic or symbolic. For meaningful learning to be a reality in science classrooms, the findings of my study suggest a need for both in-service and pre-service teachers to be introduced to approaches that promote conceptual understanding. The findings of this study recommend that the policy-makers consider the revision of the topic Chemical Change and align it to the features of a spiral curriculum. / MT 2019

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The problem of this research is to analyze the philosophy of the activity movement in the United States from a sociological point of view. Specifically, the purpose of the study is to discover whether or not the activity movement grew out of the social conditions of the times and was designed to meet the staggering problems of social development and reconstruction in America.

陳建. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 183-194) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Jian.

The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all / by Jacqueline Ackerina. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

by Tse Kwan-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 181-185). / TITLE PAGE / ACKNOWLEDGMENTS / DECLARATION / ABSTRACT / TABLE OF CONTENTS / LIST OF FIGURES / LIST OF TABLES / CHAPTERS: / Chapter 1. --- INTRODUCTION / Chapter 1.1 --- The Constitutional Questions --- p.1 / Chapter 1.2 --- Objectives and Significance --- p.2 / Chapter 1.3 --- Organization of Chapters --- p.4 / Chapter 2. --- THE REPRODUCTION THESIS IN SOCIOLOGY OF EDUCATION / Chapter 2.1 --- Controversies over School as an Agent of Socialization --- p.5 / Chapter 2.2 --- Samuel Bowles and Herbert Gintis on Education and Reproduction:What do schools do for capitalism? --- p.7 / Chapter 2.3 --- The Correspondence Principle: How do schools produce workers --- p.9 / Chapter 2.4 --- A Synopsis: the Formalization of Correspondence Principle --- p.11 / Chapter 2.5 --- Research on the Reproduction Thesis: An Overview --- p.13 / Chapter 2.6 --- Theoretical Criticisms and Evaluation: --- p.17 / Chapter 2.7 --- Setting the Research Agenda: Hypothesis for Test in the Present Study --- p.22 / Chapter 3. --- RESEARCH METHOD / Chapter 3.1 --- General Research Design --- p.25 / Chapter 3.2 --- Subjects and Sampling --- p.25 / Chapter 3.3 --- Procedures of Data Collection and Analysis --- p.27 / Chapter 3.4 --- Instruments and Measurements --- p.29 / Chapter 3.5 --- A Portrait of the 56 Schools --- p.39 / Chapter 4. --- "THE CONTEXT OF HONG KONG SECONDARY SCHOOL SYSTEM: DEVELOPMENT, DIFFERENTIATION AND INEQUALITIES" / Chapter 4.1 --- Political Economy and Education: The Structure and Development of Secondary Educational System Under a Colonial-capitalist Society --- p.42 / Chapter 4.2 --- The Differentiation of Hong Kong Secondary School System --- p.46 / Chapter 4.3 --- Differentiation and Inequalities --- p.49 / Chapter 4.4 --- Conclusion --- p.59 / Chapter 5. --- THE RESEMBLANCE THESIS / Chapter 5.1 --- Preamble --- p.61 / Chapter 5.2 --- The Dominate-subordinate Relationship between Teachers and Students --- p.61 / Chapter 5.3 --- Alienated Learning in School Life --- p.68 / Chapter 5.4 --- "Competition, Ranking and Evaluation" --- p.74 / Chapter 5.5 --- Personality and Reward System --- p.76 / Chapter 5.6 --- A Recapitulation --- p.81 / Chapter 6. --- THE FORMATION OF CONSCIOUSNESS THESIS / Chapter 6.1 --- Foreword --- p.83 / Chapter 6.2 --- The Formation of Personality --- p.83 / Chapter 6.3 --- The Orientation to Discipline --- p.88 / Chapter 6.4 --- Work Orientation --- p.91 / Chapter 6.5 --- Views on Knowledge --- p.94 / Chapter 6.6 --- Students' Educational Endeavour --- p.96 / Chapter 6.7 --- Meritocratic Orientation and Social Justices --- p.99 / Chapter 6.8 --- Students' View on the Possibility of Social Change --- p.101 / Chapter 6.9 --- A Recapitulation --- p.103 / Chapter 7. --- THE DIFFERENTIATION THESIS / Chapter 7.1 --- Preamble --- p.105 / Chapter 7.2 --- A Sketch of the Six groups of Schools --- p.106 / Chapter 7.3 --- Who Get Admitted --- p.111 / Chapter 7.4 --- Social Relationships in the Six Groups of School --- p.115 / Chapter 7.5 --- Social Consciousness of the Six Groups of School Students --- p.133 / Chapter 7.6 --- Review of the Chapter --- p.151 / Chapter 8. --- EPILOGUE:RETHINKING THE REPRODUCTION THESIS / Chapter 8.1 --- A Recapitulation --- p.153 / Chapter 8.2 --- Theoretical Discussion on the Correspondence Principle --- p.160 / Chapter 8.3 --- Limitations --- p.165 / Chapter 8.4 --- Research Directions --- p.167 / CHAPTER NOTES --- p.169 / BIBLIOGRAPHY --- p.175 / APPENDICES / Copies of Student's and Teacher's Questionnaires

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Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Design educators are expected to demonstrate a high level of confidence in the industry for which they are preparing students. When I reflected upon my own design industry and higher education experience while engaging with critical citizenship and globalization discourse, my confidence in and perceived authority of the design industry became challenged. I came to the realization that it could be useful to view the demands from the neoliberal design industry on design education through the lenses of critical citizenship and globalization. The insights gained from such an investigation could assist design educators involved in developing new design programmes to conscientize the expectations set by the design industry. It is argued that the conscientizing of expectations set by the design industry could be achieved by focusing on conscientizing design graduates that may in turn influence the design industry at large. The main aim of the study is to create a conceptual framework that supports theoretical concepts that could conscientize industry expectations of design education. The main research question thus questioned how critical citizenship and globalization discourse could be used to conscientize industry expectations of design education at Universities of Technology (UoTs). The objectives of the study are twofold: to identify, firstly, current industry expectations of design graduates from a University of Technology in South Africa and, secondly, to identify theoretical concepts in critical citizenship and globalization discourse that could be used to conscientize industry expectations of design education at UoTs in South Africa. Theoretical concepts in critical citizenship and globalization discourse were identified through a literature review; the identified concepts were used to develop a conceptual framework. The empirical section of the research design consisted of a case study that included industry interviews, alumni surveys and my own experience as the main sources of data. The theoretical concepts identified in the literature review of critical citizenship and globalization discourse were used to structure an inductive content analysis of empirical data collected to identify possible theoretical concepts that can be used to conscientize industry expectations of design education. The picture that emerges from this study creates a worrying image of a profession in crisis. I identified the urgent need to instil compassion into design education so that our alumni can intuitively act against situations where their dignity is under threat. This can be done by means of inclusion of critical citizenship and globalization discourse in curriculums of design programmes at UoTs. The theoretical concepts in critical citizenship and globalization discourse that can possibly be used to conscientize industry expectations of design education at UoTs are identified as: transformation, diversity, racism, social disparity, visual culture, civic identity, civic engagement, ethical relationships, shared participation, problemsolving, critical thinking, and imagination skills. I also conclude that the debate regarding the conscientizing of the design industry is of such importance that it should not be limited to only critical citizenship and globalization discourse ‒ the debate must go further and deeper. / AFRIKAANSE OPSOMMING: Daar word van ontwerp-dosente verwag om 'n hoë vlak van vertroue te toon in die industrie waarvoor hul hul studente oplei. Terwyl ek sou meedoen aan die diskoers rondom kritiese burgerskap en globalisering, het ek besin oor my eie ervaringe rakende die ontwerp-industrie en hoër opvoeding en sou uiteindelik my vertroue in en vermeende inspraak sover dit die ontwerp-industrie aangaan, bevraagteken. Daar is tot die besef gekom dat dit voordelig kan wees om die eise wat die neoliberale ontwerp-industrie aan ontwerp-onderrig stel, te beskou vanuit die hoek van kritiese burgerskap en globalisering. Die insigte verwerf deur middel van so 'n ondersoek kan ontwerp-opvoedkundiges betrokke by die ontwikkeling van nuwe ontwerp-programme van diens wees in hul poging om die verwagtinge gestel deur die ontwerp-industrie sensitief te verskerp. Daar word aan die hand gedoen dat so 'n sensibilisering betreffende die verwagtinge gestel deur die ontwerp-industrie haalbaar is deur te fokus daarop om ontwerp-graduandi insgelyks te sensibiliseer en wat op sy beurt die ontwerp-industrie breedvoerig sal raak. Die hoofoogmerk van die studie is om 'n konsepsuele raamwerk daar te stel welke teoretiese konsepte ondersteun wat 'n sensitiewe bewussyn kan kweek sover dit industrie-verwagtinge rakende ontwerp-onderrig aangaan. As sodanig het die hoofnavorsingsprobleem dus gevra na hoe die diskoers rondom kritiese burgerskap en globalisering aangewend kan word om industrie-verwagtinge insake ontwerponderrig by Universiteite vir Tegnologie (UvT's) te sensibiliseer. Die oogmerk van hierdie studie is tweevoudig: om, eerstens, huidige industrie-verwagtinge rakende ontwerp-graduandi van 'n UvT in Suid-Afrika te identifiseer en, tweedens, om teoretiese konsepte rakende die diskoers rondom kritiese burgerskap en globalisering te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerp-onderrig by UvT's in Suid-Afrika sensitief te verskerp. Teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering is geïdentifiseer deur middel van 'n literatuuroorsig; die geïdentifiseerde konsepte is naamlik aangewend om 'n konsepsuele raamwerk te ontwikkel. Die empiriese afdeling van die navorsingsontwerp het bestaan uit 'n gevallestudie wat onderhoude in die industrie, opnames onder alumni asook my eie ervaringe rakende die ontwerp-industrie as hoofbronne van data ingesluit het. Die teoretiese konsepte geïdentifiseer as deel van die literatuuroorsig rakende die diskoers rondom kritiese burgerskap en globalisering is aangewend om struktuur te verleen aan 'n induktiewe inhoudsanalise van empiriese data versamel om moontlike teoretiese konsepte te identifiseer wat aangewend kan word om industrie-verwagtinge rakende ontwerponderrig te sensibiliseer. Die beeld wat deur hierdie navorsing geskets is, skep 'n onrusbarende beeld van 'n professie wat 'n krisis deurmaak. Ek het die dringende behoefte geïdentifiseer om toegeneentheid en deernis by te bring in ontwerp-onderrig sodat ons alumni intuïtief kan optree in gevalle waar hul menswaardigheid in die gedrang sou kom. Dit kan bereik word deur die insluiting van kritiese burgerskaps- en globaliseringsdiskoerse in die kurrikulums van ontwerp-programme by UvT's. Die teoretiese konsepte in die diskoers rondom kritiese burgerskap en globalisering wat moontlik aangewend kan word om industrie-verwagtinge rakende ontwerponderrig by UvT's te sensibiliseer, is geïdentifiseer as: transformasie, diversiteit, rasisme, sosiale ongelykheid, visuele kultuur, burgerlike identiteit, burgerlike verpligtinge, etiese verbintenisse, deelgenootskap, probleemoplossing, kritiese denke asook vaardighede met betrekking tot die inspan van die verbeelding. Daar is voorts tot die slotsom geraak dat die debat rondom die kweek van 'n sensitiewe bewussyn in die ontwerp-industrie van sodanige belang is dat dit nie beperk behoort te word tot alleen die diskoers rondom kritiese burgerskap en globalisering nie ‒ die debat móét eenvoudig verder en meer indringend gevoer word.

A Research report submitted to the Faculty of Humanities in partial fulfilment of the requirements for obtaining the degree of Masters in International Relations, 2016 / International attention to the issue of girls’ education has grown dramatically over the past several decades. Gender parity and equality in education has become a significant global development priority. The Dakar Framework for Action (DFA), which set the agenda for achieving Education for All (EFA) commitments by 2015, and the Millennium Development Goals (MDGs), which were aimed at the reduction of global poverty, also by 2015, serve as the main policy blueprints with respect to the global agenda for achieving gender equality in education. Despite widespread acceptance that states ought to decrease gender disparities in education, progress with respect to achieving the related DFA and MDG goals has varied between states. Although sub-Saharan Africa continues to lag far behind other regions, there are some countries in the region that have achieved better results than others. This variation in outcomes raises pertinent questions about the constitutive influence and diffusion of norms at the national level. This research report seeks to identify the mechanisms that determine the constitutive effects of the norm vis-à-vis gender parity in education in the context of sub-Saharan Africa. Using the Gambia and Chad as case studies, the study tests whether domestic political structures and domestic norms have a significant impact on norm diffusion processes at the national level, as well as how these factors will predict the pathways for diffusion and, ultimately, the constitutive effects of the norm. The study begins by tracing the evolution and documenting the existence of a global norm with respect to gender parity in education. The norm’s emergence is shown to correlate with changes in policy and practice amongst African states at both the regional and national level; however, there remains significant differences amongst states with regards to their performance in relation to gender parity targets/goals. The central finding of the study is that domestic political structures and domestic norms explain this variation between countries and predict the key drivers of normative change. In the cases of Gambia and Chad specifically, the extent of civil society participation has significantly determined the countries’ performance with respect to gender parity in education goals. / MT2017