This thesis provides an ethnography of the final year at an emerging middle-class private high school in the Northeast of Brazil. It draws on 15 months of fieldwork, including participant observation in the classroom wherein I followed students whilst they prepared for vestibular (the university entrance exam). Students' movements through Fortaleza, one of the world's most unequal cities, produced knowledge about the kind of person that one could and should be in the future. Private schooling appeared to provide a route for students to realise that metaphorical (and perhaps physical) movement. Vestibular served as a sort of rite of passage that could transform (emerging middle-class) youth into (middle-class) adults. Students and teachers characterised vestibular as a luta (fight) that could be won with enough training, flexibility and commitment. Good or high self-esteem was needed to overcome laziness and endure this luta and, thus, teachers and students worked on producing better self-esteem through affective work. Dreams (aspirations for the future) also played a critical role: the school encouraged students to engage in time work, to imagine appropriate future(s) into which students could channel their energies in the present. This version of individual power differed from the political and economic power structures portrayed in the classroom. Students grew indignant as, through curriculum and pedagogy, they came to understand that they were oppressed and that Brazil was underdeveloped and not quite modern. The university entrance exam served as a national meritocratic ritual that portrayed Brazil as becoming modern with governable and governing citizens. Students resisted these assertions and/but their cynicisms belied hope for better imagined futures. Using the classroom as container, this thesis presents a portrait of people and ideas in formation during a post-Lula era.

The study delves into reasons and arguments why Kristofferskolan, the first Waldorf school in Sweden, was able to get financial aid from the government in a time when it was unthinkable to support private schools in Sweden. From the 1950s until the 1990s publicly controlled schools were the norm in the Swedish school system and private schools were systematically dismantled. The government of this time motivated the objective of centralization with it being a democratization process to achieve equality. The public-school system was transformed during the 1950s and this transformation needed inspiration. Ironically this was found in private schools such as Kristofferskolan since it had a unique pedagogy, waldorf pedagogy. The study draws the conclusion that a long period of persuasion from the actors supporting the school’s principles was set into play, in which to convince the government of allowing the privately-operated school to be able to base the education on waldorf pedagogy. The reason why the school could flourish during these times was proved to come down to forces not foreseen by first glance. Lobbyism by the founders of Kristofferskolan to get the media on their side was discovered to be one of the utmost reasons to how the school could convince the government of providing subsidies yearly. The study was made using the method argumentation analysis and qualitative text analysis.

Education White Paper No.6 (2001) – Special Education: Special Needs Education. Building an Inclusive Education and Training System creates the expectation that more South African schools will need to follow an inclusive approach to address, effectively, the varying educational needs of all learners. A number of South African private schools implemented inclusive programs before the publication of this white paper. This research focuses on the perceptions of four South African private school principals with regards to the implementation of these programs and the consequential development of their schools. This qualitative research generated data about the selected private schools through a semi-structured interview, a document analysis, and a literature review. The processed data displayed the principals’ perceptions about the South African private schools’ nature; location; the expertise of the various stakeholders; the schools’ criteria and considerations for administering an inclusive program; the effects of the inclusive programs on the schools’ development; the influence of an inclusive approach on the development of staff, infrastructure and administration within these schools; and the nature of the systemic changes within these private schools. The literature review confirms that inclusive education is a diffuse term and that the American IDEA legislation, as the most progressive policy in this regard, ensures comprehensive inclusive mainstream schools for all learners, irrespective of their educational needs, in the least restrictive environment in their respective communities. The interview data was transcribed, labelled according to specific markers and thematically interpreted in five groups. The data analysis showed that the location of the private school, the expertise of the stakeholders at the school and the motivation for the program’s existence all play a definitive role in the extent; nature; marketing; assessment; policy formulation; accreditation; infrastructural developments; cost; policies; procedures; decision making; leadership style; in service training and staff allocation linked to the inclusive program. There are still misconceptions and questions about inclusive education within and outside the private school milieu. The growing cost and increased workload linked to this approach impede its widespread development and make other schools hesitant to implement it in the same manner as the private schools used in this research sample. AFRIKAANS : Onderwys Witskrif Nr.6 (2001) –Spesiale Onderwys: Die vestiging van ’n inklusiewe Onderwys en Opleidingstelsel se verwagting is dat meer Suid-Afrikaanse skole ’n inklusiewe benadering sal volg om al die onderwysbehoeftes van alle Suid-Afrikaanse leerders effektief aan te spreek. ’n Aantal Suid- Afrikaanse privaatskole het voor hierdie publikasiedatum verskillende inklusiewe programme geïmplementeer. Dié navorsing werp lig op die sienings van vier Suid-Afrikaanse privaatskool-hoofde aangaande die implementering van dié programme én die skoolontwikkeling wat daaruit voortvloei. Die kwalitatiewe het data oor die geselekteerde privaatskole deur ’n semi-gestruktureerde onderhoud, ’n dokument-analise en literatuurstudie ingesamel en verwerk. Die data het die skoolhoofde se persepsies aangaande die Suid-Afrikaanse inklusiewe privaatskole se aard; ligging; die kundigheid van hulle belanghebbendes; die skole se kriteria en oorwegings om die inklusiewe program te bedryf; die effekte van die inklusiewe program op skool- ontwikkelings; die invloed van die inklusiewe benadering op die personeel-, infrastruktuur- en administratiewe ontwikkelings in dié skole; én die aard van die sistemiese veranderings in die privaatskole opgelewer. Die literatuurstudie het bevestig dat inklusiewe onderwys ‘n diffuse term is en dat die Amerikaanse IDEA-wetgewing, as die progressiefste beleid in hierdie verband, verseker dat ‘n volwaardige inklusiewe hoofstroomskool alle leerders, ongeag hulle onderwysbehoefte, in die minsbeperkte leeromgewing in hulle gemeenskap akkommodeer. Die onderhouddata is getranskribeer, volgens merkers geëtiketteer en tematies geïnterpreteer in vyf groeperings. Die data-analise toon dat die ligging van die privaatskool, die kundigheid van belanghebbendes by die skool en die motivering vir die program ‘n besliste rol speel in die omvang; aard; bemarking; assessering; beleidformulering; akkreditering; infrastruktuurontwikkelings; koste; beleide; prosedures; besluite; leierskapstyl; indiensopleiding en personeeltoewysing van die inklusiewe praktyke. Daar is steeds wanopvattings oor inklusiewe onderwys binne en buite die privaatskoolbedryf, en die verhoogde werkslas en groeiende koste hieraan verbonde rem die wydverspreide ontwikkeling en maak nuwe skole huiwerig om dieselfde stap te neem as die gevestigde skole. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

Objetivo general: determinar si existe relación entre el estrés cotidiano infantil y el clima social escolar en estudiantes de cuarto y quinto grado de primaria de un colegio privado de Lima Metropolitana. Objetivo específico: comparar ambas variables según sexo. Método: La muestra estuvo conformada por 127 niños entre 8 y 12 años de edad (M=10.15; DE = 0.79), el 59.1% son mujeres y el 40.9% son varones. Se aplicó la Escala de Estrés Cotidiano Infantil (Flores, 2017) y el Cuestionario para Evaluar el Clima Social del Centro Escolar (Trianes, Blanca, De la Morena, Infante & Raya, 2006), se evidenció adecuada validez y confiabilidad para los puntajes de ambas pruebas. Resultados: Se establece relación inversa débil, con un tamaño del efecto mínimo, entre el estrés cotidiano infantil y el clima social escolar en ambas dimensiones (referente al centro y al profesorado). Además, se encontraron diferencias estadísticamente significativas en ambas dimensiones del clima social escolar según sexo, siendo las mujeres quienes presentan puntajes más elevados. Conclusiones: Existe correlación negativa entre el clima social escolar y el estrés cotidiano infantil y diferencias en clima social escolar cuanto a género. / The main objective of this research is to establish the relationship between daily childhood stress and school social climate among fourth and fifth grade students from a private school in Lima. As a specific objective, comparisons in both variables according to gender were established. Method: The sample consisted of 127 children between the ages of 8 and 12 (M=10.15; SD = 0.78); 59.1% of them female and 40.9% male. The Everyday Stress Scale for Children (Flores, 2017) and the Questionnaire for Evaluating the Social Climate of the School (Trianes, Blanca, De la Morena, Infante & Raya, 2006) were applied, adequate validity and reliability were evidenced for the scores of both instruments. Results: A weak inverse relationship is established, with a minimum effect size, between children's daily stress and the school social climate in both dimensions (referring to the center and the teachers). In addition, statistically significant differences were found in both dimensions of the school social climate according to sex, with women having the highest scores. Conclusions: There is a negative correlation between the school social climate and children's daily stress and differences in the school social climate in terms of gender. / Tesis

No description available.

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。 本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下： 1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。 2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。 3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。 4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。 整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers. The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research. Based on the findings of the present study, four crucial points were concluded as suggested. 1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers. 2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more. 3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price. 4. However, no significant differences were found between senior teachers and young teachers. Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.

World-wide, the nature, purpose and existence of private education has evoked intense interest and controversial debate. For many, private education presents a legal-moral dilemma. On the one hand, it is recognised as a fundamental right in terms of freedom of association, religion and culture. On the other, it raises perplexing moral and philosophical issues about social exclusivity, selectivity and elitism. Notwithstanding the equally compelling legal, social, economic, educational and political arguments for and against private education, private schools in South Africa, which are increasing in number, continue to form an essential and permanent part of the education system. Private education is a complex subject which can be researched from a myriad of perspectives. This study is essentially a legal enquiry into the legal status of private schools in South Africa within the new democratic constitutional dispensation and how the law affects the organisation, governance and management of private schools. To this end, the study is confined to a discussion on legal aspects relating to private school governance, public funding of private schools, teachers' appointments and discipline, student admission and discipline and religious freedom. In discussing the legal context of such topics, a number of issues emerged concerning the complex nature and diversity of private schools, the relationship between the State and the private school sector, the right of private schools to exist and the implications of the bill of rights for private schools. Furthermore, the study raises challenging questions about the issues of choice, autonomy, religious freedom and diversity, which lie at the heart of the establishment and maintenance of private schools in a democratic society. Finally, one of the difficulties of conducting such a study is that South African law is complex and changing, and it is still in a state of evolution, given the recentness of the Constitution and the bill of rights. This means that while some legal issues pertaining to private schools are fairly well settled, for the most part it is not possible to provide a comprehensive or definitive statement about complex and often highly sensitive issues but merely to pose various legal-education questions and problems for consideration. In time, many of the issues raised will no doubt be settled by the courts / Educational Leadership and Management / D.Ed. (Educational Management

This study focused on parental involvement in the learning of children at a private school in Windhoek. Nine parents with children at the Private School were used as participants. This was a qualitative study where semi-structured interviews were used. Findings were that parental involvement leads to children’s academic achievement, enhances children’s self-esteem, encourages children’s participation in sports, and strengthens relationships between parents and teachers thereby facilitating the development of the school. Ways of parental involvement examined included helping with homework, attending parent meetings, and providing children with resources. Barriers to parental involvement included lack of time, economic challenges, lack of understanding of what parental involvement entails and lack of transport. The study established that parental involvement can be achieved through addressing barriers to parental involvement by educating parents on parental involvement and through creating a conducive environment at school level for parents to be involved. / Adult Basic Education (ABET) / M. Ed. (Adult Education)

Education plays prominent role in the development of nations considering that the progress of nations depends on the capability of its workforce which is informed by the quality of education offered its citizenry. Program for international students‟ assessment revealed the need to improve upon the quality of education across nations. This need was corroborated by the unimpressive performance of the secondary schools learners in Egbeda local Government of Oyo State. Ironically, secondary schools management in the local government have been found to have very little discretionary powers in the administration of their schools – a situation that could have contributed to the poor performance of the learners. The study thus focussed on the effect of school autonomy on learners‟ performance in Egbeda Local Government secondary schools of Oyo State, Nigeria. Cross-sectional survey research design was adopted for the study. The population comprised 72 Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by the study. Thirty schools were excluded from the study for not meeting selection criteria of ten years of establishment. Sample size of 355 was purposively selected for the study. Response rate was 97.7%. Data were analysed using descriptive and inferential statistics. Findings revealed that school autonomy dimensions have statistically significant effect on learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ affective performance (F5, 341 = 66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ personal development (F5, 341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05). The study concluded that school autonomy affected learners‟ performance. The study recommended that education authorities should make policy provisions that will enhance school autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo State to improve learners‟ performance. / Educational Management and Leadership / Ph. D. (Education Management)