Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.

This qualitative research study aimed to identify, through classroom observation and conversation, some characteristics of children’s spirituality in Australian Catholic primary schools. In the context of this study, spirituality was described as an essential human trait. While much of the recent literature in the field describes spirituality in terms of connectedness and relationality, in this study spirituality was described as a movement towards Ultimate Unity (de Souza, 2004a, 2004b), whereby at the deepest and widest levels of connectedness, an individual’s true Self may experience unity with Other. Spirituality was also described as the outward expression of such unity in terms of how one acts towards Other. Located within the constructionist epistemology, and in taking its philosophical stance from interpretivism, this qualitative study took its theoretical impetus from that stream of human science known as hermeneutic phenomenology. The videotaped life expressions of two groups of approximately six children in Year three (8-years-olds) and Year five (10-years-olds) in each of three Australian Catholic primary schools formed the texts that were reflected upon in order to gain insight into the spirituality of these children. The researcher met with each group on three occasions. Each group meeting, consisting of a semi-structured interview (conversation) and an activity (observation) was structured around the three categories of spiritual sensitivity – awareness sensing, mystery sensing and value sensing – as proposed by Hay and Nye (1998). van Manen’s (1990) lifeworld existentials were drawn upon as guides to reflection upon the life expressions of these children. Hermeneutic phenomenological reflection upon the texts of this present study identified four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. As well, two factors which appeared to inhibit these children’s expression of their spirituality were also identified – material pursuit and trivialising. Each of the four characteristics identified reflected the descriptions of spirituality drawn upon throughout this study, particularly the notion of spirituality as a movement towards Ultimate Unity (de Souza, 2004a, 2004b). In some instances, these characteristics also revealed the emergence of the Collective Self, in which the individual Self of each child became unified with every other Self among the group of children. It was argued then, that a movement towards Ultimate Unity may entail the emergence of a Collective Self, in which, at the deepest and widest levels of connectedness, Self and Other become one and the same. The two inhibiting factors indicated that such a movement was thwarted in that these factors prevented the children from moving beyond their superficial self towards deeper levels of connectedness. As the result of this investigation, this present study proposed some recommendations for learning and teaching in the primary religious education classroom which may nurture spirituality. These include the creation of appropriate spaces for nurturing spirituality, allowing children time to engage in the present moment of their experience, the use of tactile experiences in religious education, and the need to begin with the children’s personally created frameworks of meaning. A learning model for addressing the spiritual, affective and cognitive dimensions of the curriculum has also been offered as a means by which to realise these recommendations for learning and teaching. As well, recommendations for the personal and professional learning of teachers and leaders in Catholic primary schools who seek to nurture the spirituality of their students have also been proposed in light of the characteristics of children’s spirituality that were identified. These include the formation and professional learning for teachers of religious education, and the possibility of revisioning the curriculum to explore where spiritual development might be addressed across the curriculum.

The aims of this field study are to examine whether or not a microcomputer can be integrated into a standard primary mathematics curriculum and to investigate generally if computers should be introduced into the primary school with the aim of improving, or adding to, the teaching-learning processes. Resource limitations restricted the project to the use of a comparatively cheap microcomputer into a fourth and fifth grade mathematics programme at the school where I was teaching. 15 children used the machine for approximately 10 minutes a day for 16 weeks. Gains on graded pre and post tests were compared with matched control groups' gains. Questionnaire and observation techniques were used to attempt assessment of children's and teacher's feelings towards computers in primary education. Naturally, these devices were less exact. The evaluation of these efforts suggests that using a computer in the classroom is a viable proposition, providing the school has some trained staff who are prepared to spend a considerable amount of extra time, especially in the initial stages.

This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an ‘alternative’ or ‘lighthouse’ school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.

This study investigated the management of learner discipline by female primary school principals in the Bojanala Region of the North-West Province. The main focus was on strategies used by female primary school principals to manage learner discipline and the challenges they encounter in managing learner discipline in their schools. A qualitative research approach was used. Participants included four female principals, four deputy principals as well as four senior teachers in primary schools. Data was collected by means of an open-ended qualitative questionnaire and semi-structured interviews. Data analysis began as soon as the first set of data was collected. Recorded data was transcribed verbatim. The main findings were that the gender of the principal does not matter in the management of learner discipline and that it all depends on the character and the leadership style of the principal. Female managers are capable of changing behaviours and attitudes of their subordinates and handle discipline by applying effective discipline strategies in the running and managing of primary schools. Role modeling and use of guidelines for discipline in the school are some of the strategies used by female principals. Disciplinary problems stem from both the home and the school and this presents a challenge for the effective management of learner discipline. It is recommended that a uniform well-communicated system of discipline and effective leadership styles be adopted in order to manage learner discipline appropriately. / Thesis (M.Ed ( Educational Management) North-West University, Mafikeng campus, 2013

Published Article / Studies show that although evaluation policies regarding educator development and whole-school improvement have been put in place and even though schools express willingness to participate in such evaluation actions, they remain deeply suspicious of, and even subvert the original goals of these policies. This study explores the involvement of educators in School Self Evaluation, an internal evaluation which is a pre-requisite in the process of Whole School Evaluation (WSE) and their views on School Self-Evaluation (SSE) in relation to their professional development. WSE is the official evaluation system in South Africa. Schools undergo both external and internal evaluation. Results thereof are used by schools together with the District Support System to draw up School Improvement Plans (SIP's). In this study, a mixed mode approach was used. Both quantitative and qualitative approaches were used. Data were gathered from 125 educators in sixteen randomly sampled evaluated schools. The research findings suggest that educators are neither sufficiently trained nor are they aware of the significance of their role in the process, as well as the impact of school self-evaluation on their professional learning. Educator's learning appears to be influenced by the learning environment nurtured by the school and the way the school implements SSE. The study also provides an insight to how stakeholders involved in the implementation of School Self-evaluation would foster the educator's professional development as well. Supportive school administration, adequate school leadership and collaborative educator culture would contribute a lot to constructive learning environment.

Published Article / This study explores the implementation of Whole School Evaluation (WSE) at selected primary schools in two Education Districts in the Free State Province. Both quantitative and qualitative approaches were used in this study. Simple random sampling of schools evaluated were done so as to give each school an equal chance of being selected. Data were gathered from 125 educators and twenty three WSE supervisors using questionnaires. Interviews were also conducted with the Chief Education Specialist: Whole School Evaluation, the parent complement of School Governing Bodies of sampled schools and the Director: Quality Assurance Directorate, Department of Education, Free State Province. Data from interviews were analysed by developing categories and making comparisons and contrasts. The study found that the Provincial WSE unit is faced with a problem of shortage of resources and that the manner in which training on the WSE process is offered to stakeholders is inadequate because the stakeholders are not trained and are not aware of the role they should play in the process. Detailed conclusions and recommendations drawn from this study are included in the article.

A consequence of the 2005 Government White Paper on Education was the apparent continuation of the marketisation of education in England. As a result, it would appear that the need for schools to be able to market themselves within this culture was becoming more and more important. One of the key elements of an effective marketing strategy is the notion of ‘brand’. Consequently, this study explores the concept of brand within the environment of Primary education in the UK. In particular, it investigates the importance of an effective vision for generating a notion of brand within the school and the effects that this manifests. The research is conducted by using an Action Research methodology in which the researcher also assumed the role of consultant. This presented many potentially conflicting situations particularly with a view to maintaining validity and reliability. It was done by carrying out a sixteen month investigation into brand development within a primary school in the south-east of England. The results were obtained by a combination of ongoing data collection, questionnaire responses from school staff and interviews with a representative group of school staff. The focus of the research was potentially vast but was narrowed to an investigation of the relationship between vision and brand, the main component aspects of embedding a brand and an investigation into the effects of this on school staff. As a result, a model was developed to summarise the findings and present a potential methodology for subsequent research and development. The main findings were that a focus on brand development within the school, through the promotion and development of an effective vision, led to a greater sense of unity within the school staff, greater levels of staff engagement and motivation and a more positive atmosphere within the school.

This thesis explores how the Omani primary school system responds to pupils' differences. The study took place within a centralised school system, which has a high level of government commitment to meet the international agenda with regard to Education for All and, more recently, the Sustainable Development Goals. Influenced by the thinking of the Index for Inclusion, the study generated a series of 'signposts', which were grouped under the themes of policy, practice and culture, which guided data collection, data management and the presentation of the findings. Qualitative data were generated via a multi-method approach that included documentary analysis, interviews with senior policy makers, school administrators, teachers, pupils, and parents. Data collection also included general and classroom observations, as well as a participatory photography exercise with eight pupils who were believed to be facing forms of exclusion. These data were analysed using thematic analysis, informed by literature relevant to the study focus, the series of signposts, and the researcher's insider knowledge as an experienced member of the Ministry of Education in Oman. The findings confirm that current national policies in Oman are committed to ensuring that all children have access to schools. However, despite these good intentions, there are various context-specific barriers that impede the system from responding to pupil differences. These barriers were identified as stemming from a confusion in understanding about certain key concepts arising from international trends, such as 'all', 'diversity', 'inclusion' and 'quality'. This confusion, combined with certain structural barriers related to communication, collaboration and leadership, makes it difficult to implement international thinking across the system. In addition, attitudes and assumptions about the abilities of some groups of learners proved to be further major barriers when responding to pupils' differences. Together, these barriers create a context of inequality of opportunity for various pupils and appear to restrict their future life chances in comparison to those of their classmates. Drawing on these findings, a context-specific model of conceptual, structural and attitudinal barriers is proposed as a way forward for the Omani school system to better understand the barriers faced in responding to pupils' differences. This model is seen as a contribution to knowledge with regard to responding to pupils' differences that may be relevant to other national contexts, particularly those with centralised educational systems.