Leaders and policy makers in Uganda developed a national strategy of placing female administrators in traditionally male-dominated coeducational secondary schools in the belief that their vision would promote equitable education by changing gender regimes that play in schools. Gender regimes are patterns of gender arrangements that could disadvantage the education of boys or girls (Connell, 2002). The purpose of this study was to discover if female administrators perceived and had developed strategies to change gender regimes in their schools. Participants were 13 female administrators of government-supported coeducational mixed/day secondary schools in Kampala and Wakiso urban districts. Participants ranged in age from 37 to 59 years and in school experience from 12 to 32 years. Nine participants held masters' degrees and 4 were currently enrolled in masters' programs. All participants were members of a female organization. The investigator used qualitative methodology to collect and analyze data and to report findings. With each participant, the investigator engaged in an open dialogue and used a semi-structured protocol to conduct an interview that was recorded and transcribed. The investigator examined archival records and collected artifacts from each school. Data were analyzed emically with NVivo software to facilitate the iterative process of identifying and refining themes. Themes had to reach a threshold of 50% to be considered significant. The findings revealed that female administrators perceived gender regimes related to family culture, school culture, sexuality, and power and authority. All female administrators had developed strategies to change the gender regimes that disadvantaged girls' education. These perceptions and strategies indicated that gender regimes were part of the vision of female administrators, but insufficient evidence was collected to determine the degree they were part of their strategic goals. These findings are significant because if these female administrators can change the gender regimes at play in their schools, they will make a significant contribution to providing equitable education to their students. While these findings cannot be generalized, this work may help other educators gain a better understanding of the influence of gender regimes in their schools.

While many previous studies indicated that the overall number of school string/orchestra programs in the United States has increased, string/orchestra programs have been substantially underrepresented in school music curricula. In addition, the programs have been inequitably distributed geographically, and have tended to conform particular trends in their characteristics and demographics of string teachers and students. The purpose of this study was to examine the characteristics and trends in the profile of current school string programs. Also, by investigating the inception of the programs, this study aimed to identify practical ways in creating a school string program. A 37-item questionnaire was developed to collect data. The participants were string/orchestra teachers who were teaching in public schools and members of the National Association for Music Education (NAfME). A total of 130 teachers participated in this study. The result of this study indicated that string programs remain concentrated in suburban areas. Additionally, while string student population has become more diverse and reflective of the overall student population, the racial/ethnic makeup of string teachers is still predominantly White. This study also revealed that the idea of creating a new string program was most often initiated by either school music teachers or outreach program instructors/directors, and the first step typically involves discussing the idea with school administrators.

Syftet med studien är att undersöka vilka didaktiska verktyg och arbetssätt lärare använder samt vilka didaktiska utmaningar de upplever och hur dessa kan bemötas för att främja likvärdig religionsundervisning i årskurs 4–6 utifrån ett lärarperspektiv.  För att besvara studiens två frågeställningar har kvalitativa intervjuer med fem legitimerade lärare i religionskunskap genomförts. Studien utgår från en grundad teori samt teorin om interkulturalism med inriktning på det teorispecifika begreppet symbolisk interaktionism. Resultatet av studien visar att lärare förespråkar ett varierat arbetssätt med olika didaktiska verktyg, en integration av olika ämnen för att utöka elevernas förståelse för religionens betydelse samt ett kooperativt lärande för elevernas kognitiva förmåga. De utmaningarna som studiens resultat visade var elevernas skiftande förkunskaper, hanteringen av samhällsförändringar i undervisningens samt likvärdighetsuppdraget i relation till läroplanen.

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

Austria's aim to provide equitable education to its citizens is an ongoing process. In 1747 a decree opened schools to all children. From 1891 to 1941 schooling was compulsory for children between 6 and 14. In 1955 the Austrian Constitution guaranteed Austrian minority groups equal access to education. In 1966 and 1976 legislation further guaranteed minority groups' right to be taught in their home language subject to certain provisos. Currently minority groups are supposed to be taught in their horne language for the frrst three years of school and school is compulsory for nine years. This study wished to establish whether minority groups are, in fact, provided with education as provided for by law, and examined the situation in the United States of America, the United Kingdom and Canada as well. If Austria is successful, Zimbabwe or South Africa could adapt her policies in their educational situation. / Educational Leadership and Management / M Ed. (Educational Management)

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