Thesis (MDev.) --Univesity of Limpopo, 2006 / The education sector in South Africa is in a process of transformation and learners attend schools of choice. Currently, educational statutes prohibit discrimination in any form in schools. The Constitution of the Republic of South Africa (Act no 108 of 1996) gives everyone the right to basic education without being discriminated against by the management of any school. The South African Schools (Act No 84 of 1996) that ensures equal education for all learners further advances this basic right. This has therefore encouraged parents to enroll children in schools of their choice. Racial integration is a way of life that promotes multiculturalism and diversity of the entire society and schools in particular. An exploration study was conducted with the aim of exploring to what extent integration has been realised among learners in selected multiracial public schools in the Limpopo Province. The snowball sampling method in the form of interviews was used in this study. Teachers and learners participated in this interview process. The observation method was also used in data collection. The study was motivated by the researcher’s observation of conflicts among learners from different racial backgrounds attending multiracial schools. These conflicts have been constantly reported in the media. In most cases, such conflicts are racially motivated and schools experience problems in handling and managing such conflicts. The results of this study show that most learners who participated in the interview process are positive towards integration. They indicated that they learn more about cultural diversity. However, some white learners still have a problem of integrating with black learners. Parents, who are not willing to accept change in this country, at times fail to motivate their children to accept and understand other racial groups. Most white learners leave such schools to attend Afrikaansonly or private whites-only schools in order to avoid being racially integrated into v multiracial public schools. During data collection, it was revealed that the problem in some schools is compounded by lack of tolerance among members of the teaching staff who come from different racial and cultural backgrounds. This study recommended among others, that more workshops on cultural diversity should be conducted on a continuous basis to assist both teachers and learners to understand and accept one another better. Furthermore, schools should develop integration programmes that will motivate everyone to understand different racial groups. Through these programmes it is hoped that schools will be assisted to overcome their differences and conflicts will be minimized. All racial groups will be united and transformation in the education sector will be promoted. White learners leaving multiracial schools will be motivated and encouraged to understand different racial groups who live in this democratic country. / Not listed

Thesis (Ph. D.)--University of Idaho, 2006. / Abstract. "May, 2006." Includes bibliographical references (leaves 76-83). Also available online in PDF format.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (doctoral)--Univisertität, Münster (Westfalen), 2005. / Includes bibliographical references (p. 389-400).

Thesis (M.A.)--Ohio State University, 1982. / Includes bibliographical references (leaves 71-73). Available online via OhioLINK's ETD Center.

Recently, teachers and administrators have found it difficult to address issues concerned with religious beliefs and practices for fear of offending either students or the community. As a result, whatever is deemed religious in nature is rarely discussed or practiced in school classrooms. In earlier decades, teachers generally had little difficulty relating to students on a religious level because the majority, both teachers and students in this city were from a predominantly Christian orientation. As the demographics of the population of Saskatchewan changed because of immigration and the waning of religious beliefs, public schools also had to change to reflect the beliefs of the population and become more inclusive. This research, employing narratives, is based on Grounded Theory and explored students’ experiences with religious content and issues as they attended public high schools. Students were asked what their experiences were and if their experiences and beliefs about religion affected their subsequent education, and lives. The findings of this study suggest that more sensitivity needs to be given to students’ religious identities in the classroom. Negative comments about religion and religious beliefs made by teachers or students can greatly affect an individual’s school experience. These negative experiences can be addressed by discussing religions and religious beliefs in the classrooms of public high schools. This would lead to a greater understanding of others and then in turn, students of all backgrounds will have an increased feeling of acceptance and a sense of belonging to the schools they attend.

This paper will explore the implications of Arizona 2010 House Bill 2281, a vaguely worded piece of legislation which has been identified as an attempt to eliminate ethnic studies programs from Arizona public schools, and particularly the Mexican-American Studies program of the Tucson Unified School District. Specifically, this analysis is concerned with the implications of this law on debates surrounding the legitimacy of ethnic studies, and more broadly, on the purpose of public education in the United States today. While both supporters and opponents of the bill believe that it is inappropriate to indoctrinate students in public school with a singular political agenda, an unraveling of this story makes clear that it is impossible to avoid such a quandary when curriculum insists that an objectivity of knowledge exists. As such, I advocate for a more fundamentally postmodern rethinking of social science curricula in which no single narrative is granted validity at the expense of all others.

The purpose of the study was to examine the existing similarities and differences in the organizational and operational structure among the eight school study councils currently in operation in the state of Indiana. The operational structure for the eight school study councils was described by means of personal interviews and a search of existing study council files.The first School Study Council in Indiana was founded in 1961; the most recent became operational in 1977. Presently, eight councils are operational in Indiana. Six study councils are headquartered at Ball State University, Muncie, Indiana; the remaining two are headquartered at Indiana University, Bloomington, Indiana.The School Study Councils in Indiana claimed a combined membership of 135 public school corporations and represented slightly over 44.5 percent of all the public school corporations in the state. The smallest study council consisted of 10 school corporations whereas the largest study council was composed of 27 school corporations. Decisions made in a School Study Council setting in Indiana potentially affect over 549,000 students and more than 23,700 teachers.Membership in a School Study Council in Indiana was determined by one of three factors: (l)-geographical proximity of member schools; (2) student enrollment of the applying school corporation; or (3) a combination thereof.Yearly operational needs of school study councils were largely subsidized by the school corporations annual dues. Annual school corporation membership dues for Indiana councilsvaried from $200.00 to $500.00 a year. The most popular means for determining membership assessment was the flat assessment fee.Each School Study Council in Indiana functioned according to an established constitution and a formal set of by-laws. The major components contained in each constitution were: (1) Name; (2) Purpose; (3) Membership; (4) Officers and Executive Committee; (5) Nominations, Elections, and Appointments; (6) Finances; (7) Amendments and/or Revisions; and (8) Effective Date.The constitutions were more uniform than the by-laws; however, the majority of the study councils accepted the following articles: (1) Duties of Officers; (2) Terms of Office; (3) Vacancies in Office; (4) Executive Committee; (5) General Meetings; (6) Quorum; (7) Committees; (8) Publications; (9) Rules of Order; and (10) Amendments and Revisions.Ball State University and Indiana University agreed to support school study councils by providing, without cost to the councils, the following services: (1) an Executive Secretary;(2) required stenographic services; (3) one part-time graduate assistant or doctoral fellow; and (4) office facilities.The responsibilities of the Executive Secretary was a major difference between Ball State University and Indiana University. A professor serving as Executive Secretary at Ball State University received a one-third reduction from the normal teaching responsibility. No such reduction was agreed upon at Indiana University.At both universities, a graduate assistant or doctoral fellow was assigned to work with the Executive Secretary. The graduate assistant or doctoral fellow served in the following capacity: (1) assisting the Executive Secretary in planning and implementing school study council programs; (2) conducting necessary research as requested by the study council membership; (3) correspondence on behalf of the study council; and (4) the preparation of reports and minutes of the council business meetings. The stipend received by the doctoral fellow or graduate assistant was approximately $3,000 for an academic year.Conclusions drawn from the study are:1. The basic purpose for the establishment of School Study Councils in Indiana was the improvement of education in member school systems by providing an opportunity to: (1) share and pool vital information; (2) discuss approaches to sound educational management; (3) participate in professional growth through in-service workshops.2. The support and affiliation offered to the School Study Councils by the universities were judged to be the most crucial consideration affecting the overall development of the councils.Recommendations for further research are:1. Consideration should be given to evaluating and researching the variables of success in school study councils as viewed by: school administrators; teachers; and students.2. Research should be conducted to investigate the impact school study councils have upon educational programs and curriculum of member school corporations.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 210-219).

Thesis (Ed. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 189-201).