Thesis (M. Ed.(Education Management)--University of Pretoria, 2004. / Includes bibliographical references.

This study focuses on curriculum integration for several reasons. Firstly, because there appeared to be no clear definition of integration nor a consensus on what constituted good integration. Secondly, there were few studies on integration and the type of learning involved. I believe that a study looking at an integrated unit in depth should help to shed light on what integration is and how it can be accommodated within the school system. Thirdly, an opportunity existed to observe such a unit within an established middle school. As integration is purported as being "the way" young adolescents should be taught, a middle school setting seemed ideal to me. I thought that this setting should be far enough removed from the content driven senior school to allow for its complete and uninhibited development, especially given the philosophy of this well developed middle school. Fourthly, I am interested in the potential of integration as a way of focusing on learning outcomes rather than curriculum inputs. My own theoretical perspective, with a heavy leaning toward constructivist ideas, caused me to lean towards qualitative rather than quantitative research methodologies and methods. I wanted to do justice to the study by clearly describing the social context of the school and the curriculum. Basil Bemstein's pedagogic code was seen as a way of providing the framework for the development of such a method of description. As this pedagogic code had seldom been used in a study such as this, a complete investigation of its descriptive and analytic power was seen as being of benefit to future curriculum research. The study involved two major tasks. The first task was to develop the framework to a point that it would provide a descriptive language for the recording and analysis of a school culture. / This was done by reconceptualising theories about the sociology of knowledge drawing on research by Bemstein (1971a; 1971b; 1977; 1990; 1996; 2000), Young (1971), Daniels (1987; 1989; 1995; 2001), Morais (1992) and Parker (1994) and modifying the resulting mapping tool developed to suit the complexity of the data gathered. The second task was to apply this framework to the observational data and to derive a description of the culture of the school and the micro-cultures of the two units of study observed within this school. From this description meaning was generated in the form of propositional statements about the development of an integrated unit of study within the culture of a school.

This work is an attempt to outline prospects of theoretically and practically justified refugees' integration in its initial levels through orientation and education programmes using previous and present positive experience, but also taking into consideration the letter of International Law and Human Rights, moral and ethical perspective, so direct and prospective benefits for all the parties concerned, i.e. the EU, nation-states, communities, citizens, newcomers. The main focus is on multifaceted Orientation, Education, and Training Programmes (OETPs) that are presented as one of the most significant tools of social and structural integration into state's and public spheres. Presence of OETPs is being traced in theoretical framework, political discourse, and practical implementation of integration policies at different levels of the EU realm. There is a stress made on policy design, implementation, and evaluation provided by national governments and local authorities so role of civic sector, activities of UNHCR, and community level enterprises. .

Thesis (MPA.) -- University of Limpopo, 2013 / The South African government, through the Department of Education is continually seeking means and strategies to improve the quality of education in the country. Integrated Quality Management System (IQMS) is one of the systems adopted and implemented in all public schools to improve the quality of teaching and learning in schools. IQMS, as outlined in Collective Agreement No 8 of 2003, was informed by the Employment of Educators Act 76 of 1998 and the Constitution of the Republic of South Africa. IQMS consists of three programmes which need to be in place in order to enhance and monitor performance of the education system. Developmental Appraisal’s purpose is to appraise individual educators in a transparent manner with a view to determining areas of strengths and weaknesses and to draw up programmes for individual development; Performance Measurement’s purpose is to evaluate individual educators for salary and grade progression, affirmation of appointments and rewards and incentives, and Whole School Evaluation’s purpose is to evaluate the effectiveness of a school. The research focused on how IQMS is implemented in Mopani District secondary schools, in Limpopo Province, South Africa. Qualitative research methodology was used. Results indicated that some structures and individuals know their roles and responsibilities in IQMS implementation; however, they admit to encountering challenges in implementing it. Educators and structures generally perceive IQMS positively and believe that educator performance may improve if the challenges encountered are addressed by the Department of Education. Recommendations were also advanced on how to make IQMS serve the purpose for which it was intended.

Thesis (Ph.D.(Education Management))-University of Pretoria, 2007. / Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 258-268).

The Diploma thesis examines roots of social exclusion in the Czech Republic and the role of NGOs in the field of education and social inclusion. The theoretical part is focused on the defining of the very terms of inclusion, mechanisms of social exclusion, its sources and consequences which it may cause. The situation in Czech Republic as well as in Europan union is described , as well as the general situation of the Roma community and possible osurces of financing. In the practical part four projects financed by The Fund for Non-Governmental Organisations in the Usti Region will be analysed with the help of project documentation, interviews and examination of the questionnaire survey.

Strong educators always look for different ways to excite and enthrall their students in the curriculum. The field of science education often loses student interest due to the complexities and vocabulary found in the scientific realm. Incorporating music into the classroom has shown positive results as a way to integrate student learning and a different way of facilitating students in the learning process (Brewer, 1992; Davies, 200). Resources for implementing the integration of music and science exist throughout the Internet in a variety of mediums. This study looks at the availability of said resources and the concepts they cover, for what students they are intended for, how are they intended to be used and the level of accuracy they maintain. Those resources upholding the accuracy desired for use in the classroom were then compiled onto one webpage for use by elementary science educators. The webpage is open and free to the public and may be shared.