Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 16, 2007). PDF text: xiv, 174 p. : ill. ; 0.60Mb UMI publication number: AAT 3237599. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 114-118).

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 148-153).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 148-153). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 114-118). Also available in print.

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education in the Faculty of Education at the University of Zululand, South Africa, 2000. / Die navorsing ondersoek die opvoedingsnood van die mishandelde kind met die klem op die vennootskap tussen die opvoeder en die mishandelde kind in sy opweg- wees na volwassenheid. Daar word ook gelet op die persepsie van die voorstander van kinderregte van die mishandelde kind se verhouding met homself, ander, idees en dinge en Godfn god binne sy eie leefwereld. Aandag word geskenk aan problematiese opvoedingsgebeure waaraan die kind blootgestel mag word en die invloed wat hierdie gebeure op die onderaktualisering van die psigiese lewe mag he. Die wordingsdoeleindes van die kind onder die opskrifte: betekeniswereld, adekwate self en toebehorenheid word bespreek. Een van die opvoeder se take is onder andere om die kind in staat te stel om homself in die wereld te onenteer sodat hy sy eie leefwereld kan konstitueer. Deur relasies met homself, ander, idees en dinge en Godfn god te vorm, konstitueer hy 'n betekenisvolle leefwereld. 'n Selfgestruktureerde vraelys is as. meetinstrument gebruik. Die opstel, verspreiding en voltooiing daarvan word volledig behandel. Die aanbieding en ontleding van data word bespreek. Waar nodig, word van beskrywende statistiek gebruik gemaak. Uit die analise van die data het dit geblyk dat die mishandelde kind oor die algemeen nie baie gelukkig is nie, hy slaap nie rustig nie en hy neem oor die algemeen 'n aggressiewe houding in en is nie vriendelik nie. 'n Groot aantal het gevoel dat daar nie regtig goed in hulle steek nie en dat hulle die mi~handeling waaraan hulle blootgestel is, verdien. Wat die verhouding met ander betref, het dit geblyk dat daar tog op een van die ouers of versorgers se liefde en ondersteuning staatgemaak kan word, dat daar vertroue in die voorstander van kinderregte is en dat 'n klein persentasie van mishandelde kinders goed met volwassenes oor die weg kom. Oor die algemeen is verhoudings met huidiqe vriende goed. Ongelukkig het dit geblyk dat min mishandelde kinders 'n goeie toekonisperspektief het. Wat die relasiedimensie met Godfn god betref, het min kinders hierdie verhouding as 'n prioriteit in hul lewens gestel. Ter afsluiting word daar enkele aanbevelings aan die hand gedoen: • Oat die ouer/versorger se opvoedings- en onderrigtaak deur aile partye (staat, kerk, skool, ensovoorts) aandag behoort te geniet. • Oat ouers/versorgers - as prirnere opvoeders -van hulle verantwoordelikhede bewus gemaak behoort te word by wyse van werkswinkels, ondersteuning en kommunikasie tussen die skool en die huis. • Oat die kerk as infonnele opvoeder, kinders genoegsaam geestelik onderrig. Die hoop word uitgespreek dat hierdie beskeie bydrae 'n sinvolle bydrae tot die leefwereld van die mishandelde kind sal maak. = During this study research was conducted pertaining to the educational need of the abused child, with the emphasis on the partnership between the educator and the abused child on his way- to maturity- . Attention was also focused on the perception of the Protector of children's rights on the life world of the abused child.. A self-constructed questionnaire was used as measuring instrument. The construction, distribution and completion of the questionnaire were discussed in detail. The presentation and analysis of data was also discussed. Where necessary descriptive statistics were used to analyse data. From the analysis of the data it became clear that the abused child is not a happy child, he does not sleep well, becomes aggressive often and is not very fiiendly. A large number ofabused children were under the impression that they deserved the abuse they had experienced. Regarding the relationship with others, most children indicated that they trusted and i or loved at least one of their parents. They also trusted the Protector of children's rights. Few experienced meaningful relations with adults or a positive perspective on the future. Pertaining to their relationship to God! a god, very few expressed this relationship as a priority. Based on the accumulated findings of the research the following recommendations were made: • That parent's educational responsibilities be recognised by the government, churches and school. • Parents as primary educator's responsibilities should be emphasised by means of . workshops, support groups and meaningful communication between home and school • That the church as informal educator should provide sufficient support to the abused child. It is hoped that this study will make a meaningful contribution towards the life world of the abused child.

Made available in DSpace on 2016-08-03T16:15:51Z (GMT). No. of bitstreams: 1 Rosa.pdf: 203849 bytes, checksum: 9fab4ed07cef2cd3e7a85b682d2f5819 (MD5) Previous issue date: 2006-06-05 / The objective of this project is to grasp and analyse the various understandings about the social role of the school as well as their relations with the school s project. A survey about the institution evolution along the historical periods is carried out, the school is defined as a space socially destined for the transmission of the knowledge accumulated by the human society for the new generations, it is searched in LIBÂNEO and MIZUKAMI the way to characterize - for each of the pedagogical tendencies/ approaches - their social role at the micro, meso and macro levels and as a kaleidoscopic web of relations . It is searched in Gramsci s thoughts the theoretical references and concepts that enable the reading and the understanding of the analysed elements. Ethnographic qualitative studies were carried out through semi-structured interviews, field observation and documentary analysis. It was verified that the school has a strong traditional liberal and in the non-critical theory tendency characterized by Saviani on its pedagogical project and also in the speeches of the school team. The speeches of the subjects involved in the research (students, parents, collaborators and teachers) bring a strong belief in the school as a socializing organ which enables success and social promotion for the students since it provides the initial education for the job market. The understanding of the social role of the school is not noticed unless from the point of view of the individual interest. As far as it is concerned there is affinity in the expectations among the different segments of the team. Expectations which will hardly be reached due to the reproductive mechanisms of the society that also affect the school life. / O objetivo deste trabalho é levantar os diversos entendimentos que se tem sobre a função social da escola e como os diversos segmentos da equipe escolar a percebem. Procede-se a um levantamento da evolução da instituição escolar ao longo dos períodos históricos, define-se a escola como espaço socialmente destinado à transmissão do conhecimento acumulado pela sociedade humana para as novas gerações, busca-se em Libâneo e Mizukami caracterizar, para cada uma das tendências/abordagens pedagógicas, a sua função social entendendo-a nos níveis micro, meso e macro, e como uma teia de relações caleidoscópicas . Busca-se no pensamento de Gramsci os referenciais teóricos e corpo conceitual que possibilitem a leitura e compreensão dos elementos analisados e presentes na fala dos sujeitos pertencentes a segmentos da equipe escolar pesquisada. Procedeu-se a um estudo qualitativo do tipo etnográfico, através de entrevistas semi-estruturadas, observação de campo e análise documental. Verificou-se que a escola apresenta em seu Projeto Pedagógico uma forte tendência tradicional liberal, e nas falas dos sujeitos nvolvidos na pesquisa: alunos, pais/mães, colaboradores e professores uma forte crença na escola como possibilitadora de sucesso e ascensão social aos educandos, depositando nela todas as expectativas nesse sentido. O entendimento da função social da escola é percebida no nível do individual, não demonstrando preocupações com o coletivo, nem tampouco com o diploma sem saberes aprendidos , a personalidade do educando ou seu nível para o acesso ao capital cultural. Os professores partilham dessa esponsabilidade com a formação e sucesso do indivíduo educando. Buscou-se a partir dessa reflexão, um entendimento sobre a função social da escola contemporânea.

This thesis deals with defining the role of the school director in the development and dissemination of educational or alternative innovations. Even if the school director has many roles and perform many different duties, he may not forget the quality control of the educational process and its continuous improvement through innovations. The aim of this thesis is to describe instruments that can be used in dissemination of educational and alternatives innovations. To specify the extent of school director's influence in this process and find obstacles which may appear during implementation and propose options to eliminate and overcome. The work is divided into a theoretical and an empirical part. The theoretical part is based on a current scientific knowledge of these issues and contains definitions of necessary theoretical terms, that are used in thesis. The thesis includes also generally known and used approaches, which allows to gain awareness of the chosen theme to the reader. The empirical part of the thesis than contains a description of the carried out scientific research and findings learned through it . The survey was carried out among school directors and teachers on some nursery and primary as well as secondary schools throughout the Czech Republic. With the use of gained informations...

The subject of the current study is "man as an elementary school teacher". The aim of the thesis is to determine what the role of a male elementary school teacher is and what this role involves. The current study is divided into two parts, the theoretical part and the empirical part. The theoretical part includes the description of the teaching profession (the teaching career path, career identity, and personality of the teacher), the relationship between the teacher and the student, and gender issues in the school environment. The core of the theoretical part is the discussion of the previous research from abroad regarding male teachers. The empirical part is a case study of a male elementary school teacher from one of the elementary schools in Prague. The methods used involve interviews with other teachers, questionnaires from parents and a longitudinal observation of the class. The results of the case study are then further extended by statements of eight male teachers from a range of elementary schools in Prague. The study has revealed that one of the aspects of the male teacher's role is "teacher as a friend". The reason for this might be a more liberal style of teaching. This leads to specific dilemmas in the teacher's behaviour towards the students, their parents, and the society. Key words...

This final thesis deals with role of the headmaster in process of change and is divided into theoretical and research part. Theoretical part is about problematics of change management. It defines causes of change, its phases, process and how is the change managed and all connecting issues. Other chapters focus on change management in education, especially from headmaster's point of view. Conclusion of the theoretical part focuses on inclusive education change implementation. Goal of the research part is to find out, what kind of roles did headmaster's in Ústecký region held within the process of change due to inclusive education implementation. For the research itself, quantitative method was chosen with the questioning technique. Results showed for example that most of the headmasters doesn't feel change due to inclusive education implementation as required or well prepared. Most of the headmasters also feel, that they give enough space for their employees to participate in change management and they are willing to discuss their opinions on this change with them. Results also showed, that headmasters mostly took the manager's, executive's or all three roles at the same time (leader, manager and executive) during the change process. KEYWORDS change, change management, role of the school headmaster,...