The purpose of this study was to to examine what teachers think about visual art and how the learning process in this subject does look like. To answer these issues, I made interviews with five teachers of visual art from different schools, and I examined several examples of pupils’ artworks. The stories of the teachers were analyzed in relation to governing documents and with assumptions from sociocultural theory, postmodernism and pedagogical - aesthetic research as theoretical point of view. By the qualitative interview method, the observations of the pupil’s artworks, and by the analysis of the interviews with the teachers, I have come to the conclusion that teachers think differently about art but they try to keep themselves in line with the national governing documents. Its affects aspects of disciplines, styles, techniques and medium that is exemplified by the pupil’s art works, and it points out similarities and differences between the pupil’s art works and between the teachers when teaching visual art.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-01-28T11:20:46Z No. of bitstreams: 2 Dissertação - Eurim Pablo Borges Pinho - 2015.pdf: 7919066 bytes, checksum: d294a5d2d80c9b56a7d1e97b18dbd1f4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2016-01-28T11:23:16Z (GMT) No. of bitstreams: 2 Dissertação - Eurim Pablo Borges Pinho - 2015.pdf: 7919066 bytes, checksum: d294a5d2d80c9b56a7d1e97b18dbd1f4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-01-28T11:23:16Z (GMT). No. of bitstreams: 2 Dissertação - Eurim Pablo Borges Pinho - 2015.pdf: 7919066 bytes, checksum: d294a5d2d80c9b56a7d1e97b18dbd1f4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-11-23 / In this dissertation we present a research in the field of Cultural Performances within the universe of art education, which has the analytical debate about critical dance-education and technic oriented dance-education as its axis. Therefore, this study arises out of the critique about our own practice as a dance teacher in public education, specifically at Escola Municipal em Tempo Integral Professora Silene de Andrade (EMTIPSA), in the city of Goiânia – Goiás. Our search is centered in systematically developing students’ potentiality through dance and its teaching, taking pedagogical actions as a means to develop the students’ critical and autonomous capability of expression within the world surrounding them. The social justification of this study is in the fact that it is scheduled in an education that fosters the reflection on the student´s own power of reflection, i.e. the development of the capability of his/her autonomous and self-governing critical expression of the EMTIPSA; make them the subject of themselves, through the expression of their authenticity in dance, what will reflect in their life expression. We aim to propose through the research-action, the development and the analyzing of the art-educational performance in dance, though the questioning of the sociocultural context of the student. Voice and body had autonomy so that this student were able to participate effectively in the process and the product of this performance, in the search of a “consummatory” experience towards the development of their selfgoverning. / Apresentamos nesta dissertação uma pesquisa na área de Performances Culturais no universo da arte-educação, tendo como eixo o debate analítico entre a dança-educação crítica e a tecnicista. Assim, este estudo surge com a crítica sobre a nossa prática, como professor de dança na educação pública, especificamente na Escola Municipal em Tempo Integral Professora Silene de Andrade (EMTIPSA), na cidade de Goiânia – GO. Nossa busca se centra em potencializar sistematicamente, pela dança e seu ensino, ações pedagógicas por meio das quais se possa desenvolver a capacidade de expressão crítica e autônoma dos alunos no mundo que os cerca. A justificativa social deste estudo está no fato de que se pauta em uma educação que propicia a reflexão sobre o próprio poder de reflexão do estudante, ou seja, o desenvolvimento da capacidade de expressão crítica, autônoma e autogovernativa dos estudantes da EMTIPSA, torná-los sujeitos de si, pela expressão de sua autenticidade em dança, o que refletirá na sua expressão de vida. Objetivamos, pela pesquisa-ação, propor, desenvolver e analisar a performance arte-educativa em dança pela problematização do contexto sociocultural do estudante. A voz e o corpo tiveram autonomia para que este estudante fosse capaz de participar efetivamente no processo e no produto dessa performance, na busca de uma experiência consumatória em prol do desenvolvimento de sua autogovernança.

A partir du début de la Vème République, l’économie des transports s’institutionnalise progressivement comme une science de gouvernement. Peu à peu, le recours aux économistes, et à leurs savoirs, dans les processus de décision publique s’impose comme une nécessité sociale. Cette recherche vise à comprendre les ressorts de cette dynamique. Elle s’efforce, plus généralement, de saisir l’origine et la nature de l’autorité dont ils bénéficient dans un domaine d’action publique. Pour ce faire, le regard est porté, tout d’abord, sur les services de l’administration centrale où des ingénieurs-économistes deviennent alors perçus comme d’influents « conseillers du prince », puis s’imposent comme les principaux animateurs d’une tentative de réforme de l’administration. La thèse interroge également le développement d’une expertise savante en investiguant l’univers académique. L’enquête porte, enfin, sur le processus d’expertise et de décision d’un projet, le métro de Lyon, pour saisir comment les économistes interviennent dans le dialogue noué entre le pouvoir central et le pouvoir local. La dynamique d’institutionnalisation d’une science de gouvernement est envisagée à travers les processus qui participent à la construction, et à l’affirmation, des rôles de l’économiste dans ces trois univers distincts. Il s’agit ainsi d’éclairer les processus singuliers se déroulant dans chacun d’eux mais également de comprendre ce qui se joue dans leurs connexions. Cette approche donne à voir le succès des économistes dans le gouvernement des transports comme l’appropriation d’un projet de réforme de l’action publique porté, à l’origine, par des élites et des institutions « centralistes ». En outre, elle montre comment la gestion des affaires publiques territoriales constitue alors un enjeu décisif qui participe à forger les attentes qui pèsent sur les économistes. Empruntant une démarche socio-historique, l’analyse se nourrit d’un matériau essentiellement archivistique mais également de plus de soixante-dix entretiens semi-directifs. / From the early years of the French Fifth Republic, transport economics was gradually institutionalised as a science of governing. Resorting to economists, and their knowledge, in public policy decisions progressively became a social necessity. The research presented here seeks to understand the phenomena underlying this process. It endeavours, more generally, to grasp the origin and the nature of the authority bestowed upon them in a field of public action. In order to do so, it first looks at the services of the central administration where engineers/economists began to be seen as influential ''advisors to the prince'', before imposing themselves as the leading actors in the attempt to reform the administration. The dissertation also studies the development of scholarly expertise in the academic field. Finally, the investigation analyses the processes of expertise and decision-making in a particular project, the Lyon Subway, in order to understand how economists intervened in the relationship between central and local governments. This analysis of the institutionalisation of a science of governing focuses on the phenomena participating to the construction and affirmation of the roles of the economist in these three distinct fields. The thesis thus attempts to throw light on the particular processes characterizing each of them but also to understand how they interacted with each other. This approach underlines the success of economists in transport governance as the appropriation of a scheme to reform public policy that was originally carried by « centraliste » elites and institutions. It also shows how local government was a decisive arena which contributed to the development of the expectations placed upon economists. Based upon a socio-historical approach, the analysis is essentially based on archival material but also on more than seventy semi-directive interviews.

The purpose of my study is to gain insight into how the education system (particularly social studies) is morally-minded based on the governing documents, former students and a textbook. I wanted to find out what morally-minded means and if it has a big role in social studies. Through interviews with former high school students (when my thesis is aimed at high school) I wanted to find out how they felt their social studies were educational and which the values that they had taken on from the lessons. I also chose to analyze a textbook to get a broader understanding of how the morally-minded education is written in specific areas relating to social studies. My study is a qualitative study and what I came up with is that the former students consider their social studies teaching lacked to some degree when it came to the morally-minded education.   My investigation concludes that the morally-minded education is important in social studies as the purpose of social studies is to promote active democratic citizens. In the curriculum for social studies, there is also a considerable scope for knowledge that is educational for the students. Although the former students feel that they lack the morally-minded educational part of social studies they agreed with the guidelines which values that is important.

This diploma thesis deals with the institute of the membership of a legal entity performing the office of a governing body's member of a limited company. Since the New Civil Code and the Law on Commercial Corporations have entered into force, this very institute was given formed, however not full-range, legal framework. The thesis is divided into seven chapters. The opening part outlines the basic issues of the thesis, linked to the conception of a legal entity due to the theory of fiction. The second chapter is dedicated to the conditions that have to be fulfilled by the legal entity as well as its representative for the performance of the office of a governing body of a limited company. The third chapter analyses in detail the way of the representation of the legal entity performing the office of a governing body's member, with regard to the disputable questions in particular, such as the scope of a representative's competence, substitute representation and the matter of the joint statutory body. Within the fourth chapter, the attention is paid to responsibilities linked to the performance of the office by a legal entity, especially to the duty to perform such office with the duty of care, as well as the matter of the conflict of interests. The fifth chapter is dedicated to the particular types...

Magister Educationis - MEd / The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either "consumer market" or "citizen equity" visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions. / South Africa

Magister Artium - MA / After 15 years in the democratic dispensation of South Africa, having access, equity and redress in educational provision have not yet been achieved. Instead, the reality speaks of underperformance (schools with a less than 60% national matric pass rate) as well as dysfunctional schools (with a less than 20% pass rate) continue in the Western Cape amidst a 7% increase in the Matric pass rate nationally.The intention of the Western Cape Education Department (hereafter referred to as the WCED) to reduce the number of dysfunctional schools from 85 to 55 resulted in a decrease to 78 schools. The overall increase of the 2010 matric pass rate in the Western Cape from 75.7% to 76.8% does not reflect an increase of quality educational provision to children from less advantaged urban areas. The aim of this study is to determine how and why some formerly identified dysfunctional and underperforming schools in less advantaged urban areas improved their performance while others did not. Also looking at, the role played by the School Governing Body in improving performance as a stakeholder, especially the role of the parental entity. It is clear that there are particular challenges facing parents from disadvantaged communities that directly influence their involvement and contribution to the improvement of performance in dysfunctional and underperforming schools. This research project focuses entirely on education but it is done within the field of development studies, trying to address certain developmental issues that impact educational provision and performance The theory of Structuration is used in the theoretical framework to understand the relationship between the agent (learners, parents, educators) and the structure (education system, society). It is useful to understand and address the challenges that prevent/delay improvement in the performance and function of schools in certain less advantaged urban communities. The Humanistic paradigm is used as a theory to emphasise the importance of a grassroots/ bottom up approach to development and to bring better understanding of parental involvement in educational provision. The mixed method approach (using both qualitative and quantitative research methods) that is widely acceptable in the field of educational research and in the development milieu is applied to address the question at hand. The use of a literature study, semi-structured interviews with focus groups and questionnaires to participating schools provide useful data for the research. The findings from this research will benefit the participating schools, the WCED and the education system.

In some schools in Gauteng the School Governing Bodies operate in such a way that some principals dominate them and impose rules upon teachers and pretend as if the directives are instructions from the SGBs whereas they are not. According to Heystek (in De Groof, Heystek, Malherbe and Squelch, 1997:152), in many cases, the true focus of power and authority remains where it has always been. This simply means that sometimes conflict will arise between the school principal and the School Governing Body (SGB) because some school principals will try by all means to cling to power even if the South African Schools Act tries to decentralise the power of school governance. The thesis focuses on aspects of the relationship between the school principals and the School Governing Bodies (SGBs), their duties and responsibilities, and the effects of their relationship on the learners, teachers and parents. A proper demarcation of duties and responsibilities of the School Governing Bodies and those of school principals will help them to govern and manage the schools harmoniously and effectively. The irony is that principals must empower and train their SGBs who are supposed to be their partners but who sometimes become their competitors and the contradiction is how can one empower his/her competitor. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / PhD / Unrestricted

On 15 February 2007, the previous Minister of Education, Mrs Naledi Pandor reacted to a Democratic Alliance press release by stating that she strongly supported the use of Afrikaans and other native languages as media of instruction in schools. In the same speech she said that Section 29(2) of the Constitution does not see single-medium schools as a right, but as an educational alternative that, together with other alternatives, including double and parallel medium, should be explored in giving effect to the right to education in a language of choice, taking into account fairness, feasibility and the need to restore the injustices of the past (Pandor, 2007). If we look at four recent court cases, we are getting a totally different picture. In all four cases, the Department of Education tried to change single medium schools to double or parallel medium schools. These cases are: <ul> <li> Hoërskool Ermelo v Department van Onderwys;</li> <li> Seodin Primary School and Others v MEC of Education;</li> <li> Western Cape Minister of Education v Governing Body of Mikro Primary School;</li> <li> Laerskool Middelburg en 'n Ander v Departementshoof;</li> </ul> What happened to getting educated in a language of choice, and what about the right of the direct community, through the Governing Body’s decision on that language? Does a school policy, adopted by a School Governing Body, have legality? In line with these questions we may ask; do judges properly decide on rulings in these matters? The purpose of my study is to investigate how schools may establish a well written language policy that will be in line with legal requirements, ensuring that a school can exercise its language policy and medium of teaching in the school. With the ministry propagating one thing, but doing something else, certain duties, delegated to the Governing Body, but very easily taken away, and judges not always being consistent, feeling is that matters should be investigated. The Education Management, Law and Policy Studies provides us with a framework, in order to investigate the legitimacy of language policies in South Africa. This framework articulates that law forms the building blocks for educational management. This research takes its departing point in legal positivism, which holds that everything should be done as closely as prescribed by the law. Section 29(2) of the Constitution reads: “Everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account: <ul> <li> equity;</li> <li> practicability; and</li> <li> the need to redress the results of past racially discriminatory laws and practices.”</li> </ul> In this study an in depth investigation is conducted into the four recent court cases, where the situations of those schools were more or less similar. Two of the schools were allowed to continue as single medium Afrikaans schools, but the others were forced to change their language policy to either dual or parallel medium Afrikaans-English schools. The main aim of this study is to provide a better understanding as to why the judgements in the above mentioned court cases differ and to investigate the measures schools can take to prevent confrontation with similar situations. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Trust enlarges the scope of action on any playing field (O’ Brien, 2001:1). The trusted leader is a great asset in forging and maintaining relationships, and lending support to other team players, which can be on-going with little effort. According to Covey (1989: 188), an emotional bank account is the amount of trust that has been built up in a relationship. It’s the feeling of safety you have with other human beings. If one makes deposits into an emotional bank account through courtesy, kindness honestly and keeping commitments, the trust increases. The researcher conducted a research project on the influence that relationships among, and skill levels of, school governors on the performance of school governing bodies; the rationale being as a result of various problems she encountered and experienced as an SGB and SMT member. The literature review indicates that ignorance and inability to perform functions turn SGBs into crisis committees, and that most of the SGBs are not fulfilling their role but relying on the principal who plays the dominant role. Four SGBs were identified, two with good performance and positive relationships, and two with poor performance and negative relationships. In both categories a primary and a secondary school were selected. A qualitative research design was used for the study. Data collection strategies used were semi-structured, open-ended interviews and structured observations. The analysis of the data showed the differences in the feelings about the relationships. Non-functioning SGBs with poor relationships experience anger, fear, anxiety, disrespect, and mistrust. The respondents indicated coldness, neglect, isolation and disjointedness, in contrast to functioning SGBs who demonstrated mutual trust, respect love, happiness, cooperation, collaboration, shared decision-making and inclusion. These attributes are confirmed by the literature review on the link between trust relationships and performance. The research study indicated that productive workers are happy. The model of school effectiveness confirmed that functional SGBs are effective, and non-functional ones are ineffective. Happiness is derived from being productive, thus yielding positive contributions and the realisation of aims and objectives. Where there is no productivity, there is a negative influence on the relationships. Members concentrate on their fights and forget about their functions as SGB members. It has emerged that the poor performance and poor relationships are probably the results of attitude and behaviour, and not illiteracy as indicated in the literature review. The data collected indicated that all the SGB members are literate, and can read, write and interpret policies; except one non-teaching staff member who contributes positively by creating a clean environment conducive for teaching and learning. / Dissertation (Magister Educationis (Educational Leadership))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted