Orientador: Leticia Bicalho Canedo / Tese (doutorado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-08-04T04:08:23Z (GMT). No. of bitstreams: 1 Perosa_GrazielaSerroni_D.pdf: 13179599 bytes, checksum: 3122b3ef80ad4012d3f2209d09775e06 (MD5) Previous issue date: 2005 / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Education is a fundamental precondition for progress and growth in South Africa (Spaull, 2011, p. 1). Literacy opens the doors to better livelihoods, improved health and expanded opportunity (UNESCO, 2011). Illiteracy is a serious constraint to improving education standards in South Africa. Prominent research studies stress the low levels of reading ability across the country. At the onset of Grade One, pre-reading skills are taught. Pre-reading skills are foundational skills and essential for later reading success. Teachers in English Second Language environments face the daunting challenge of teaching learners to read in a foreign language. This qualitative research study, which was conducted at a low-fee private school in Pretoria Central Business district, aimed to explore the methods that educators were using to teach second language English Learners (ESL) pre-reading skills. Data collected from semi-structured interviews, lesson observations and document analysis revealed that educators had a limited theoretical knowledge of pre-reading skills due to a lack of tertiary education and curriculum training. Numerous methods of teaching pre-reading skills were identified during pre-reading lesson observations. The synthetic phonics approach, multisensory teaching, using dramatization and subtractive bilingualism were methods of instruction used to develop phonemic awareness and English oral language competency. The study highlighted the numerous challenges faced by ESL teaching working in a low-socioeconomic environment and the ways in which the teachers overcame these challenges. Based on this study’s results, recommendations are provided to enhance the teaching of pre-reading skills to ESL learners. / Dissertation (MEd)--University of Pretoria, 2017. / Educational Psychology / MEd / Unrestricted

As children with ADHD are typically diagnosed at school entry level, when problems with especially reading and writing occur, primary school teachers are directly affected by a pressing need to become more educated on the subject of ADHD. The responsibility to teach these young children effectively, and help them to successfully cope with their struggles in an academic environment also rests with the primary school teacher. The purpose of this study was to gain an understanding of the experiences of primary school teachers who have children diagnosed with ADHD in their classrooms. The phenomenological approach was used as a lens for collecting and interpreting data. Four participants from a private school were interviewed and transcripts were analysed and interpreted using the Interpretive Phenomenological Approach. The research findings were that the teachers experiences of having children with ADHD in their classrooms were both positive and negative and were affected by several factors including the number of diagnosed children in the classroom, the degree of severity of ADHD, support received from others, medication for ADHD and knowledge of ADHD. Copyright / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

The aim of the diploma thesis is to compare public and private high school system with respect to selected data. Firstly, conceptions of quality in education, the inspection of the quality based on the Czech School Inspectorate (ČŠI), international tests or the quality school criteria given by the ČŠI will be characterized in the theoretical part. The high school system in Czechia with respect to the establisher, the historical development, the offer of disciplines, the relationship with the Ministry of Education, Youth and Sports (MŠMT) and financing will be described. It will be characterized the private school system at an international level to compare studies comparing public and private schools. The chapter about equal educational opportunities in conditions of Czech schools will be added too. Educational conditions and results in the selected period (2017-2019) will be analyzed in the analytical part. For the purposes of the analysis, the quality school criteria will be used. The data of the Center for Finding Results in Education (CZVV) will be analyzed too with respect to results of the school-leaving exam and shares of failed students from all high schools and then separately from grammar schools and vocational schools. It will be processed the data from MŠMT in a similar way where...

The diploma thesis describes the role of Montessori schools in a small town. In large cities, the range of educational opportunities is more varied; in a small town, Montessori schools are often the only alternative to regular primary schools. For the purpose of the research, the qualitative design of the multi-case study was chosen. Two schools participated in the research. Through in-depth interviews with five parents, four teachers and two school founders, initial expectations and their fulfillment were identified from the perspective of all groups of respondents. Parents expect a friendly and safe environment, an individual approach, and respect for the child, a cooperative environment, a stimulating way of teaching, support for the children's internal motivation, freedom and responsibility at the same time. Teachers' expectations consisted in the possibility of applying alternative ways of teaching with regard to the individuality of the pupil, respecting the approach and cooperating team. The founders wanted to create a friendly school based on the principles of Maria Montessori, which will be affordable for ordinary families and will be able to provide quality education to a wide range of children, including those with special needs. The expectations of all three groups of respondents were...

No description available.

This study observed the effects of different school forms on the political interest of its students. The purpose of investigating the political interest based on school form is to see if there are any outstanding differences between private and public schools regarding political interest. The reason for this investigation was the falling grades and the diminishing political interest observed in prior studies used for this assignment as well as a reform in the school system called “Skolreformen” in Swedish that has been in effect for over 20 years at this point. Data was collected via a survey where students in four different high schools, both in the public and private, answered questions about their political interest, current study situation, view on the future and other questions related to school and political interest. A quantitative method was used, where the answers of the survey were cross tabulated to correlate different operative indicators and build a narrative to be analyzed. Quantitative correlation analysis was used to analyze the narrative. The study concluded that the political interest is overall low in both school forms. No major differences were noted between school forms, the view of the future affects political interests in a greater regard than what was expected.

The purpose of this study is to ascertain the opinions of chief executive officers (CEOs) and school board chairs of Texas private schools in educational service center (ESC) Regions 10 and 11 toward board training and the potential benefits for the success of their respective roles. Literature regarding private school board training is limited. As a result, most private school boards face challenges regarding school board training expectations, which could affect their roles and the roles of CEOs. The quantitative and qualitative cross-sectional research design examined Texas private school CEOs’ and school board chairs’ perceptions about school board training and the working relationships between Texas school CEOs and school boards. The researcher developed the survey and interview questions used in this study. Responses to a 4-point Likert-type scale instrument, short answer questions, and interviews were solicited from a population of private school CEO and school board chairs within ESC Regions 10 and 11 from schools with an enrollment of at least 100 students and that contained Grades 9 through 12. In-depth Interviews were conducted with 12 private school CEOs and 12 school board chairs with varying levels of school board training. The research findings indicate that board training does make a significant difference in the working relationships between CEOs and private school boards. The findings of this study may assist private school boards in addressing school board training and the components of such training, which would benefit the working relationships between CEOs and school boards, as well as the success of private schools.

The purpose of this study was to determine: * the nature of a state governed, state supported and private school, and those involved in the financial events in the three types of schools; and * the financial management task of a state governed, supported and private school. In the literature study the nature of state governed, state state supported and private schools was discussed from a financial management perspective. Attention was paid to organisations involved in the financial management of the different types of schools. In the literature the financial management task of state governed, state supported and private schools was also examined, with special reference to: - the principles of education management regarding finances; - the budget of education management regarding finances; - financial record-keeping, reporting and analysis; and - financial resources. An empirical investigation was undertaken by means of a structured mail questionnaire to determine the state of the financial management task in the three types of schools. The most important findings originating from the literature study and empirical investigation, was the fact that state supported and private schools are managed strictly according to scientific management principles, which is to a lesser degree the case with state governed schools. In spite of the fact that principals of state governed schools gave a positive indication of sound financial practices in their schools, there are aspects like parent involvement, that need to be addressed when compared to state supported and private schools. At many state governed schools there is no parent involvement, making the existence of parent management committees impossible. This is in contrast to a large degree of parent involvement in school activities• at state supported and private schools. Although state supported schools include Model C-type of schools as well as farm schools, there is an important difference between these two types of schools, which is evident in the empirical investigation. In conclusion, recommendations for further research were made. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

Esta pesquisa teve como objetivo principal analisar a expansão das escolas privadas na periferia do município de São Paulo tendo como recorte a Zona Leste. Buscou-se articular as duas dimensões do objeto a escola privada e a periferia para contribuir com a área de educação e dos estudos urbanos. Foram utilizados dados quantitativos das escolas privadas, por ano de autorização de funcionamento, fornecidos pela Secretaria da Educação do Estado de São Paulo, para realização de mapas por geoprocessamento, para verificar a expansão no tempo e no espaço. Elegeu-se como quadro teórico a conceituação da colonialidade do poder à brasileira para analisar o papel da escola privada nas estruturas de poder que justificasse sua presença ao longo do século XX. De um lado, isto implicou em considerar que havia uma hierarquização social, de base racial, forjada desde os tempos coloniais, que separa os setores privilegiados nos postos de trabalhos e de comandos, tendo a educação formal privada como um dos mecanismos materiais e simbólicos de acesso. Por outro lado, buscou-se questionar o estigma da periferia como um espaço de carência e violência, assim como de lócus reservado à escola pública. Defende-se, pois, a tese de que a instalação das escolas privadas é concomitante com a formação da periferia leste desde o início do século XX, indicando que diversos atores da iniciativa privada estiveram presentes na configuração da produção do espaço periférico. / This research main objective was to analyze the rise of private schools in the suburbs of São Paulo city, mainly in East Zone. It aimed to articulate both dimensions of the object private schools and suburbs in order to contribute to the education field and urban studies. Quantitative data about the foundation year of these private schools was provided by São Paulo States Education Secretariat, which was used to build maps through geoprocessing and to verify their rise in space and time. We voted for the conceptualization of coloniality of power in Brazil as an explanatory matrix with the goal of analyzing private schools roles in power structures and to justify their presence in East Zone throughout the 20th century. On one hand, it meant consider the existence of a social hierarchy based on race, which has been constructed since the colonial period and separates privileged sectors in work and control through formal private education as a material and symbolic mechanism of access. On the other hand, we investigated the East Zones stigma, which characterizes the suburb as poor and violent and, therefore, as a public schools exclusively locus. The thesis supported is that the settlement of private schools is concomitant with the east suburbs formation, started in the beginning of the 20th century, which reveals that many private initiative actors have been present in the production configuration of the suburb space.