No description available.

The purpose of this study is to trace the growth and development of the commercial curricula in the secondary schools of Texas and to relate the changes in aims and objectives of such curricula in such a way that a reading of it will furnish a concise, definite, and clear understanding of what has happened in the past.

This study has undertaken to determine the characteristics of a sound guidance program and its place in the secondary school.

The purpose of the study is to analyze and evaluate the soundness of a guidance program in its introduction and development in a secondary school.

Thesis (M.Ed.)--University of Hong Kong, 1985. / Includes bibliographical references (leaf 138-146) Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 132-139). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 82-87) Also available in print.

This qualitative study explored the experiences of a sample of secondary school counselors who facilitate groups. Specifically, 18 diverse secondary school counselors were interviewed regarding how they conceptualize, perceive, and experience group work. Three research questions guided this study: (a) What are the experiences of secondary school counselors who conduct groups?; (b) What are secondary school counselors’ attitudes and perceptions towards group work?; and (c) What do secondary school counselors perceive as barriers and /or challenges to engaging in group work? Data were collected in three phases: Phase One, an initial focus group informed Phase Two of the study, individual interviews. Phase Three, member-checking, was used to validate themes generated from data analysis. Moustakas’s (1994) transcendental phenomenology guided the data analysis process. Findings revealed four themes associated with participants’ group work experiences: meaningful relationships, staff response, challenges, and encouraging feedback. Practical and research implications for secondary school counselors and counselor educators are discussed.

Thesis (M. Ed.)--University of Hong Kong, 1982.

The first democratic elections held in South Africa in 1994 brought about many changes in the South African education system. Among the new policies and legislations introduced to transform the education and training system was the introduction of Outcomes-Based Education (OBE), commonly known as curriculum 2005 to accommodate the needs of all learners and society as a whole (Williams 2002:2). As a result of these changes, many educators, especially those at secondary schools found themselves in the state of uncertainty about the relevance of their skills in the classroom situation. These educators found themselves in need of skills and knowledge that would enable them to cope with the educational challenges. Ravhudzulo (2004: 1) notes that if SSEs are to move with changes and provide quality education, they need INSET and should be involved in it throughout their careers. After all, educators and principals are a school's most important resource and continual investment in their professional development contributes to raising the quality and standards of learners' learning and achievement. In the Free State Province, for example, School Management Developers (SMGDS) have the responsibility to establish what knowledge, skills and abilities are essential to enable SSEs to perform their jobs competently. Based on the foregoing, an exploratory research study was conducted to investigate the role function of the SMGDS as providers of INSET for SSEs in the Thabo Mofutsanyana Education District (TMED) of the Free State Province. The research was conducted by means of a literature study and an empirical investigation. The literature review explored various definitions of INSET and related concepts as used in the United Kingdom (UK) and South Africa. The empirical study investigated the role of SMGDS as providers of INSET for SSEs in TMD of the Free State Province by using questionnaires administered to fifty-two secondary schools in the TMD. The research findings indicated that there is a need for SMGDS to provide vigorous INSET programmes in order to improve SSEs' knowledge and skills. The type of INSET provided to SSEs becomes relevant only if their needs are addressed. Based on the literature- and empirical research findings, recommendations were made for the Department of Education regarding the need for SMGDS to provide INSET to SSEs. Further indications are that INSET provided by SMGDS improves educator performance in the classroom. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.